Project Method of

Teaching

Prepared by:
ARCHIE B. MANLAPAZ
MBio Student
OBJECTIVES:

Define project method of teaching.

Identify the stages of project method.
Determine the characteristics of the project
method.
Describe the four types of project.
Describe the different strategies in teaching.
 I hear and I forget.
I see and I believe.
I do and I understand.
- Confucius
 INTRODUCTION
Project method is one of the modern
method of teaching in which, the students point of
view is given importance in designing the curricula
and content of studies.
This method is based on the philosophy of
Constructivism and the principle of ‘Learning by
doing’.
• According to traditional historiography, the
project idea is a genuine product of the
American Progressive education
movement. The idea was thought to have
originally been introduced in 1908 as a
new method of teaching agriculture, but
educator William H. Kilpatrick
elaborated the concept and popularized it
worldwide in his famous article, "The
Project Method" (1918).
 William H. Kilpatrick
• He developed the Project Method for early childhood
education.
• He believed that the role of a teacher should be that of a
“guide” as opposed to an authoritarian figure.
• He also believed that children should direct their own
learning according to their interests and should be allowed
to explore their environment, experiencing their learning
through the senses
 DEFINITION
• The project method is a form of action-
centered and student – directed learning and an
enterprise in which children solve a practical
problem for a certain period of time.
• The projects may be suggested by the teacher,
but they are planned and executed as far as
possible by the students themselves,
individually or in groups.
THE PROJECT METHOD IS BASED ON THE FOLLOWING
PRINCIPLES:

 The principle of purpose. Knowledge of purpose is a great

stimulus and motivates the child realize his goal.
 The principle of activity. Children are active by nature.

 The principle of experience. Experience is the best

teacher.
 The principle of social experience. The child is a social
being and we have to prepare him for social life.
 The principle of freedom. The desire for an activity must
be spontaneous and not force by the teacher.
 The principle of utility. Knowledge will be good enough
only when it is useful and practical.
STEPS OF A PROJECT METHOD

Reporting &
judging Recording
executing
planning

Selection of
the problem

Creating Situation
 STEPS OF A PROJECT METHOD

1. Creating Situation:
In the first step teacher creates the proper situation to the
students in the class. He puts up the knowledge about the
project method procedure, steps, and uses to the students.

A project should arise out of a need felt by students and it

should never be forced on them. It should be purposeful and
significant.
2. SELECTION OF THE PROBLEM:

The teacher helps the students to select the problem and

guide them. Students are having freedom to choose the topic
or problem based on their interest and ability.

Teacher should only help the students for a particular

project by providing a situation but the proposal for the
project should finally come from students.
3. PLANNING
The teacher discuss with the students about the problem in
various angles and points.

After the free expression of the students’ opinion about the

problem, the teacher writes down the whole programme of
action stepwise on the blackboard.
4. EXECUTION:
The students are starting their work in this step. They are
collecting the relevant information and materials at first. The teacher
should give the time and right to the students according to their own
speed, interest and ability.
5. EVALUATION:
Evaluation of the project should be done both by
the students and the teacher.
 The students evaluate their task.
 They criticize and express their feelings about the
task freely.
The evaluation of the project must be based on the
plan, difficulties in the execution and achieved
results.
 6. REPORTING AND RECORDING:
 Every step of the work are reported. The reported things are
recorded in a certain order in a book form.
 It should include the proposal, plan and its discussion, duties
allotted to different students and how far they were carried out
by them. It should also include the details of places visited and
surveyed guidance for future and all other possible details.
 The book formatted report is submitted to the teacher at the
end.
CHARACTERISTICS OF PROJECT
METHOD
• It takes the student
beyond the walls of the
classroom.
•It is carried out in a
natural setting, thus
making learning
realistic and
experiential.
 Contd….
 It encourages investigative
learning and solution of
practical problems.

 It is focused on the student

as it enlist his/her active
involvement in the task set.
 Contd…
• It encourages the spirit of
scientific inquiry as it
involves validation of
hypotheses based on
evidence gathered from
the field through
investigation.
 Contd….
• It promotes a better
knowledge of the
practical aspects of
knowledge gained from
books.
 Contd…
• It enhances the student’s
social skills, as it
requires interaction with
the social environment.
• Teacher plays a facilitative role
rather than the role of an expert.

• It allows the students a great

degree of freedom to choose from
among the options given to them;
hence it provides a psychological
boost.

• It encourages the spirit of

research in the student.
According to Kilpatrick there are four types of
projects:
1. Constructive project: Practical or physical tasks such as
construction of article, making a model, digging the well and playing
drama are done in this type of projects.
 2. Aesthetic project:
Appreciation powers of the students
are developed in this type of project
through the musical programmes,
beautification of something, appreciation
of poems and so on.
3. Problematic project:
A project in which solution to a problem is to be found out.

4. Drill project:
An activity once performed is repeated to acquire greater
skill.
 In project method of teaching the role of a teacher is that of a guide,
friend and philosopher.
 The teacher is not a dictator or a commander but a friend, guide
and a working partner.
 He encourages his students to work collectively, and
cooperatively.
 He also helps his students to avoid mistakes.
 He makes it a point that each member of the group contributed
something to the completion of the project.
Contd….
• If the students face failure during execution of some steps of the
project the teacher should not execute any portion of the project but
should suggest them some better methods of techniques that may
be used by them next time for the success of the project.
• During execution of the project teacher should maintain a
democratic atmosphere.
• He should be alert and active all the time to see that the project is
running in its right lines.
• Teacher must be well – read and well-informed about the project.
• Is a questioning technique
used to generate lots of ideas
in response to different style
questions,
• Promotes group work and
allows for physical movement.
 Steps:
1. The teacher writes several questions about a certain topic
on large sheets of paper posted around the room.
2. In small groups, students rotate (e.g., every 5 minutes)
from one set of questions to the next.
3. Each group must have different colored markers.
Steps:
4. At each station the team adds ideas/answers/responses to
the paper that have not been previously listed.
5. Share all the responses when the activity concludes.
• This is a language strategy
Steps:
1. In small groups, students list the 26 letters from A to Z
vertically on a piece of paper.
2. Then based on the topic, students are asked to think
of terms associated with the topic that start with each
of the letters.
• Concept mapping is a technique that
allows you to understand the relationships
between ideas by creating a visual map of
the connections.
 What is a Concept Map?

A Concept Map Includes : laptop

Linking Phrase
Nodes needs a Linking Phrase
(terms or concepts)

charge
Linking lines Linking Phrase
(usually with a unidirectional arrow) Linking Phrase

Linking Phrase Linking Phrase

Linking phrases
Arrange the following three terms and connect
them with arrows and linking phrases

Bacteria Pneumonia Antibiotics

 A Mini Concept Map
Caused by
Pneumonia Bacteria

Antibiotics
 Variations on a Theme

By reversing the arrows,

changing the linking words, and
adding color, the focus and
emphasis changes.
• Is a technique used to
rapidly generate multiple
responses to a problem.
Steps:
1.The teacher organizes students into groups of 3 to 5.
2. Each group selects a recorder .
3. The teacher poses the question or problem and sets a time limit.
4. The recorder records each idea as stated (ideas should not be
evaluated or critiqued) by a group member. Solicit one idea from each participant
before proceeding to the next.
5. Students are encouraged to build on each other’s ideas and generate as many
responses as possible within the time allotted.
7. Ideas are examined and grouped according to their quality. Criteria for selection
are determined, and the best idea to solve the problem is selected.
Helps students look at both sides of
an issue before drawing conclusions.

This strategy helps students develop

the ability to listen, understand,
accept other points of view, and
enrich and refine their own
understandings.
 Steps:
1. After reading story or chapter from a content area or
textbook, discuss students’ reactions and interpretations.
2. Identify an issue that is central to the reading and put it in
the center square on the template in the form of a
question.
3. Have students work in pairs to discuss the yes’s and no’s of
the question and record their ideas in the appropriate
boxes.
4. Pair one set of partners with another to compare
answers as they work toward a yes or no conclusion(s).

5. Record the conclusion in the box at the bottom of the

template. Have a spokesperson from each group use the
template to explain its conclusion to the class.

6. Through discussion, try to arrive at a class conclusion.

• Is a way to stimulate creative
thinking and to assess what
students know and understand
about a topic.
 Steps:
1. Teacher introduces a topic and reviews the structure of
jeopardy (you are given the answer and must generate the
question).
2. Teacher asks “If ____________________ is the answer, what
are the possible questions?”
3. Students generate responses.
4. Teacher collects and records students’ questions.
5. Questions are examined and grouped in order to assess student
knowledge and understanding.
 References:
Internet Links:
https://www.slideshare.net/MandeepGill1/project-method-of-
teaching
http://education.stateuniversity.com/pages/2337/Project-
Method.html
https://www.sciencedirect.com/science/article/pii/S18770428
14043766
Thank you for listening!!
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