Methods of teaching Project
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The document discusses the project method of teaching and learning. It originated from agricultural clubs and vocational courses where students engaged in hands-on activities to produce tangible results. The project method involves students directing purposeful activities to solve problems and achieve definite goals in a natural setting. It has benefits like maintaining student interest and developing skills, but also risks like overconsumption of time. Nursing education can effectively use the project method, with examples like students creating miniature hospital beds or surveying their school to improve health conditions.
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Project method
This document discusses the project method of teaching and learning. It defines a project as a "problematic act carried to completion in its natural setting" and "a whole-hearted, purposeful activity." A project must be problematic, aimed at a definite goal, purposeful and natural in procedure, directed by students, and emphasize a single complete activity unit. The project method takes learning beyond the classroom into a natural setting, allows for self-expression, and establishes positive knowledge. There are four main types of projects: producer, consumer, problem, and drill. Organizing successful projects involves creating situations, selecting problems, planning purposefully, avoiding interruptions, carefully supervising execution, and evaluating.
Project method (for hard copy)
The document discusses the project method of teaching. It defines a project as a wholehearted purposeful activity or a real-life undertaking imparted into the school. The project method emphasizes learning by doing through constructive activities in natural settings. It encourages investigative learning, active student involvement, and enhances social skills. Projects can be individual or group-based. While time-consuming and costly, the project method arouses student interest, promotes creative thinking, and develops cooperation and teamwork when implemented properly.
Project Method
This document discusses the project method of teaching. It begins by defining the project method as originating from Dewey's philosophy of pragmatism. It then lists the basic principles of the project method, which include purpose, activity, experience, social experience, reality, and freedom. The major steps in a project are outlined as creating the situation, choosing and purposing, planning, executing, judging, and recording. The role of the teacher is described as guiding students and providing resources. Merits include developing independent work and self-confidence, while demerits include being time-consuming and not focusing on mathematical thinking.
Lecture 1 introduction of project method
The document discusses the project method as a teaching approach. It notes that projects allow students to develop independence and responsibility while practicing social skills. The history of the project method is explored, from its origins in European architectural schools in the 15th century to its adoption in American progressive education. Key characteristics of good projects are identified as having clear objectives and appropriate scope while challenging students. The document argues that the project method aligns well with modern learning principles by being useful, beneficial, and stimulating further learning through practice and application.
Project method anand ync
The document discusses the project method, which is defined as learning by carrying out a "wholehearted, purposeful activity" or "problematic act" to completion. It describes the characteristics of projects, including types like projector, consumer, problem, and drill projects. An effective project should be challenging, timely, feasible, and supplement classroom learning. Organizing a project involves identifying a problem, researching, developing a hypothesis, testing, analyzing results, and communicating findings. The role of the teacher is to guide project selection and provide support. Advantages include following learning principles and promoting problem-solving, while disadvantages include the time-intensive nature and difficulty covering curriculums.
Project As A Method Of Teaching
This document discusses the project method approach to learning. It defines the characteristics of a project as being problem-based, goal-oriented, and planned and directed by students. Projects are classified into three types: those producing physical materials, developing abilities, and promoting intellectual development. Benefits of the project method include developing creative and logical thinking, individual growth, and cooperation. Criteria for selecting topics include educational value, feasibility, challenge level, and cost. Steps involve purposing, planning, executing, and evaluating.
Lecture 2 project method
The project method is a teaching approach that involves assigning students a project to complete. It is based on the principles of learning by doing and learning through association, cooperation, and activity. Some key aspects of the project method are that projects should be purposeful, useful, allow student freedom, involve constructive activity, be realistic and related to students' lives, and focus on social development and usefulness to society. Students plan projects in advance to determine how, when, what, where, and why to solve problems.
Project method
The document discusses the origins and key aspects of the project method in education. It traces the concept back to architectural education in 16th century Italy and engineering education in 18th century France. The project method was popularized in the US by educator William H. Kilpatrick in 1918 as a new way to teach subjects like agriculture that involved applying knowledge to practical problems. The method engages students in constructive activities carried out over several days or weeks to solve real-world problems. Projects are typically student-planned and focused on applying skills rather than just imparting knowledge.
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Project method
This document discusses the project method of teaching and learning. It defines a project as a "problematic act carried to completion in its natural setting" and "a whole-hearted, purposeful activity." A project must be problematic, aimed at a definite goal, purposeful and natural in procedure, directed by students, and emphasize a single complete activity unit. The project method takes learning beyond the classroom into a natural setting, allows for self-expression, and establishes positive knowledge. There are four main types of projects: producer, consumer, problem, and drill. Organizing successful projects involves creating situations, selecting problems, planning purposefully, avoiding interruptions, carefully supervising execution, and evaluating.
Project method (for hard copy)
The document discusses the project method of teaching. It defines a project as a wholehearted purposeful activity or a real-life undertaking imparted into the school. The project method emphasizes learning by doing through constructive activities in natural settings. It encourages investigative learning, active student involvement, and enhances social skills. Projects can be individual or group-based. While time-consuming and costly, the project method arouses student interest, promotes creative thinking, and develops cooperation and teamwork when implemented properly.
Project Method
This document discusses the project method of teaching. It begins by defining the project method as originating from Dewey's philosophy of pragmatism. It then lists the basic principles of the project method, which include purpose, activity, experience, social experience, reality, and freedom. The major steps in a project are outlined as creating the situation, choosing and purposing, planning, executing, judging, and recording. The role of the teacher is described as guiding students and providing resources. Merits include developing independent work and self-confidence, while demerits include being time-consuming and not focusing on mathematical thinking.
Lecture 1 introduction of project method
The document discusses the project method as a teaching approach. It notes that projects allow students to develop independence and responsibility while practicing social skills. The history of the project method is explored, from its origins in European architectural schools in the 15th century to its adoption in American progressive education. Key characteristics of good projects are identified as having clear objectives and appropriate scope while challenging students. The document argues that the project method aligns well with modern learning principles by being useful, beneficial, and stimulating further learning through practice and application.
Project method anand ync
The document discusses the project method, which is defined as learning by carrying out a "wholehearted, purposeful activity" or "problematic act" to completion. It describes the characteristics of projects, including types like projector, consumer, problem, and drill projects. An effective project should be challenging, timely, feasible, and supplement classroom learning. Organizing a project involves identifying a problem, researching, developing a hypothesis, testing, analyzing results, and communicating findings. The role of the teacher is to guide project selection and provide support. Advantages include following learning principles and promoting problem-solving, while disadvantages include the time-intensive nature and difficulty covering curriculums.
Project As A Method Of Teaching
This document discusses the project method approach to learning. It defines the characteristics of a project as being problem-based, goal-oriented, and planned and directed by students. Projects are classified into three types: those producing physical materials, developing abilities, and promoting intellectual development. Benefits of the project method include developing creative and logical thinking, individual growth, and cooperation. Criteria for selecting topics include educational value, feasibility, challenge level, and cost. Steps involve purposing, planning, executing, and evaluating.
Lecture 2 project method
The project method is a teaching approach that involves assigning students a project to complete. It is based on the principles of learning by doing and learning through association, cooperation, and activity. Some key aspects of the project method are that projects should be purposeful, useful, allow student freedom, involve constructive activity, be realistic and related to students' lives, and focus on social development and usefulness to society. Students plan projects in advance to determine how, when, what, where, and why to solve problems.
Project method
The document discusses the origins and key aspects of the project method in education. It traces the concept back to architectural education in 16th century Italy and engineering education in 18th century France. The project method was popularized in the US by educator William H. Kilpatrick in 1918 as a new way to teach subjects like agriculture that involved applying knowledge to practical problems. The method engages students in constructive activities carried out over several days or weeks to solve real-world problems. Projects are typically student-planned and focused on applying skills rather than just imparting knowledge.
Project mthod
The document outlines the project method, which involves students undertaking real-life projects in a social environment. It defines the method and lists its key principles as freedom, activity, experience, utility, and interest. The main steps are providing a situation, choosing and purposing a project, planning, carrying out the project, evaluating, and recording. The document also discusses the purposes, execution, evaluation, recording, characteristics of good projects, advantages, and disadvantages of the project method.
Project method - Thiyagu
PROJECT METHOD
There are number of students in your classroom who are good in solving the problems from the mathematics textbook. You will find most of them are unable to solve the real life problems where the solution remains similar. Take an example, students are familiar to solve the problems on profit and loss from the text book, but they fail to apply the same knowledge during marketing. The reason is the way of teaching mathematics in the classroom. Students are made to spend many hours of the day in learning and repeating subjects from textbooks without understanding their value in daily life. In reality, learning mathematics prepares a child for life by making him live in reality and provide him opportunities where he/she can exercise his/her ability of thinking and skills of doing. Therefore, learning through project is an important aspect for getting real experiences.
Project method is of American origin and is an outcome of Dewey’s philosophy or pragmatism. However, this method is developed and advocated by Dr.Kilpatrick.
Group Project: An Introduction
The document provides an overview of group projects and the project method in education. It discusses that the project method involves students working individually or in small groups to analyze and develop solutions to real-world problems within a set timeframe. It also outlines the key stages of a group project, including analyzing the project question, developing solutions, managing the project progress, and presenting the results. The document emphasizes the importance of developing students' teamwork, leadership, problem-solving and management skills through group projects.
Project based education
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Project based learning
Project based learning is a teaching method where students investigate and respond to complex questions or challenges over an extended period of time. It is standards-based and asks students to address real-world problems across multiple subjects. Implementation of project based learning involves instructional design including identifying goals and analyzing learners, developing assessments, and revising based on evaluations. The process includes determining projects, developing completion steps and schedules, facilitating projects, and evaluating outcomes. Benefits include increased motivation, improved problem-solving and collaboration skills, and better resource management abilities. Potential weaknesses are that real-world problems may be complex, require significant time and costs, and extensive equipment.
Project method
The project method is a teaching strategy where students present the results of their research on a concept or principle in a concrete form, such as a model, dramatization, or other visual illustration. It emphasizes hands-on learning and allows students to apply principles in a designed project. Some advantages are that it develops manipulative skills, tests students' creativity, can benefit weak oral communicators, and instills values like initiative while motivating continued learning. Effective use requires assigning suitable students clear objectives and carefully checking designs, materials, and supervision levels.
Authentic Learning
Performance assessment involves students performing real-world tasks that demonstrate meaningful application of knowledge and skills. It uses authentic, real-life situations that integrate prior knowledge and higher-order thinking skills. Students explain, justify and defend their reasoning on sustained work over days or weeks. Performance is directly observable. Formative assessment collects, interprets, and uses information to help teachers improve student learning. It should measure clearly defined learning objectives, use appropriate test items for the outcomes, and improve student learning.
Project Method
The project method emphasizes learning through purposeful activities carried out individually or in groups over time. It has its origins in Dewey's philosophy of pragmatism. Key principles include learning by doing, cooperation, and psychological laws of readiness, exercise, and effect. Teachers first create a problematic situation to spark student interest. Students then plan and execute a project to address the problem, evaluating their work upon completion. While time-intensive, the project method aims to develop skills like self-confidence, critical thinking, and independent learning through hands-on experiences.
PROJECT METHOD (EXPLORATORY APPROACH)
The project method is an instructional approach where students apply the skills and knowledge they have learned to solve real-world problems with minimal teacher direction. Introduced in the 18th century for architecture and engineering students, it was later expanded by William Heard Kilpatrick to be a child-centered, progressive philosophy of education. While time-consuming, the project method gives students hands-on experience, enhances their skills, and allows them to be creative and imaginative. However, it can isolate students to a single activity for long periods.
Methods of teaching
The document discusses different teaching methods: lecture-demonstration, project method, and laboratory method. It provides details on the project method, including its definition, steps involved, advantages like maintaining student interest, and disadvantages like potential misuse of time. The laboratory method is described as utilizing real data/materials to improve understanding and develop skills like observation. Preparation, the work period, and culminating activities are outlined for effective use of these methods.
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Language Curriculum Design by
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Chapter 9
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Education Method
The document discusses the project method teaching style. It provides definitions of a project from several educators, including that it is a voluntary undertaking involving constructive effort that results in an objective outcome. The principles of the project method are that it involves purposeful and useful activities for students that allow freedom of choice. A project should be based on real-life problems and involve social development through activity, planning, and cooperation between students.
Chapter7
This document discusses nonverbal interventions teachers can use to manage behavior problems in the classroom. It outlines teacher responsibilities like being prepared and modeling professionalism. The concept of "with-it-ness" is introduced, referring to a teacher's nonverbal awareness of what is happening in their classroom. Proactive intervention methods are listed, such as changing activities' pace or redirecting off-task students. Remedial interventions include planned ignoring, signal interference, proximity interference, and touch interference.
Problem Based Learning
This document discusses problem-based learning (PBL) and problem solving as methods of teaching. It defines PBL as starting with a problem or puzzle that the learner wishes to solve. The key features of PBL are that learning is initiated by a problem based on real-world situations, learners identify resources to find solutions, and learning is active and integrated. PBL is used to develop students' skills and motivate learning. The document also outlines the inductive, deductive, and combined approaches to problem solving, and discusses the advantages and disadvantages of using problem solving as a teaching method.
Problem based learning by Qidam
Problem-based learning (PBL) is a method of learning and teaching that allows students to focus on how and what they will learn. In PBL, learning begins with a problem and ensures the problem is related to learning. Students have responsibility for their own learning and collaborate through discussion. Teachers act as facilitators, design lessons, and help students develop strategies. Students use intelligence to ask questions, think, do research, and interact. Advantages of PBL include increased student motivation and activity, and experience with organizing projects. Disadvantages can include the long time needed to solve problems, requirements for more money and tools.
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENT
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENT
Project-based assessments are an alternative to tests that allow students to engage with their learning in more concrete ways. Instead of merely studying theory, a hands-on project asks students to apply what they've learned to an in-depth exploration of a topic. You can use projects as part of the ongoing learning process or as a capstone assessment in place of a traditional final exam.
Project-based assessment is often a component of project-based learning (PBL), in which the entire focus of a course or unit is to teach via student engagement in problem-solving and exploration. Like PBL, project-based assessment is student-centered and requires reflection on both the process and the content to be meaningful.
Factors influencing changes in curriculum
This document discusses factors that influence changes in curriculum. It identifies several definitions of curriculum provided by education experts. It then discusses different types and sources of curriculum change, including political, economic, technological, diversity, learning theories, and environmental factors. It also outlines McNeil's five types of curriculum change: substitution, alteration, perturbations, restructuring, and value orientation changes. Influential individuals and employer/industry viewpoints are also identified as sources that can drive curriculum changes.
Inductive and Deductive Method
The document discusses deductive and inductive teaching methods. The deductive method moves from general principles or concepts to specific examples, taking a more traditional teacher-centered approach. The inductive method moves from specific examples or activities to broader generalizations, engaging students more through discussion and discovery learning. Both methods have benefits and can be used effectively in different lesson contexts. The document aims to help students better understand these methods so they can apply the most suitable approach when they become teachers.
Authentic learning tasks
The document describes an authentic learning activity for a grade 9 technology class. The South African Sugar Industry approached the teacher to create a campaign to educate the community about sugar. Students will research various aspects of the sugar industry such as founders, production processes, and health impacts. They will be given 3 weeks to research in small groups, using various resources. The goal is for students to gain real-world experience while completing an open-ended, meaningful task.
Topic 51
This document discusses curriculum and instructional strategies for gifted learners. It identifies strategies that are open-ended, interactive, and generative as most effective. Key strategies mentioned include pacing, inquiry, questioning techniques, problem solving, and problem-based learning. Characteristics of effective gifted teachers are also outlined, such as planning well, understanding giftedness, using various strategies, stimulating critical and creative thinking, and conducting discussions well. When planning lessons, teachers should consider if modified lessons will take similar time and include core content. Criteria for evaluating gifted strategies include relating to purpose and setting, including diverse and generative strategies, and providing a balance of active and passive activities.
What is project method and write its principal's?
The presantation write with fully focouse on project method and its very best for m.phill education class.
Communication and education technology ppt.
Subject CET in topic - projects method,
/Introduction
/Definition
/Types
/Principal
/Advantages
/Disadvantages
/Bibliography
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What's hot
Project mthod
The document outlines the project method, which involves students undertaking real-life projects in a social environment. It defines the method and lists its key principles as freedom, activity, experience, utility, and interest. The main steps are providing a situation, choosing and purposing a project, planning, carrying out the project, evaluating, and recording. The document also discusses the purposes, execution, evaluation, recording, characteristics of good projects, advantages, and disadvantages of the project method.
Project method - Thiyagu
PROJECT METHOD
There are number of students in your classroom who are good in solving the problems from the mathematics textbook. You will find most of them are unable to solve the real life problems where the solution remains similar. Take an example, students are familiar to solve the problems on profit and loss from the text book, but they fail to apply the same knowledge during marketing. The reason is the way of teaching mathematics in the classroom. Students are made to spend many hours of the day in learning and repeating subjects from textbooks without understanding their value in daily life. In reality, learning mathematics prepares a child for life by making him live in reality and provide him opportunities where he/she can exercise his/her ability of thinking and skills of doing. Therefore, learning through project is an important aspect for getting real experiences.
Project method is of American origin and is an outcome of Dewey’s philosophy or pragmatism. However, this method is developed and advocated by Dr.Kilpatrick.
Group Project: An Introduction
The document provides an overview of group projects and the project method in education. It discusses that the project method involves students working individually or in small groups to analyze and develop solutions to real-world problems within a set timeframe. It also outlines the key stages of a group project, including analyzing the project question, developing solutions, managing the project progress, and presenting the results. The document emphasizes the importance of developing students' teamwork, leadership, problem-solving and management skills through group projects.
Project based education
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2014 International ICT Leading Seagulls Projecxts #8
Project based learning
Project based learning is a teaching method where students investigate and respond to complex questions or challenges over an extended period of time. It is standards-based and asks students to address real-world problems across multiple subjects. Implementation of project based learning involves instructional design including identifying goals and analyzing learners, developing assessments, and revising based on evaluations. The process includes determining projects, developing completion steps and schedules, facilitating projects, and evaluating outcomes. Benefits include increased motivation, improved problem-solving and collaboration skills, and better resource management abilities. Potential weaknesses are that real-world problems may be complex, require significant time and costs, and extensive equipment.
Project method
The project method is a teaching strategy where students present the results of their research on a concept or principle in a concrete form, such as a model, dramatization, or other visual illustration. It emphasizes hands-on learning and allows students to apply principles in a designed project. Some advantages are that it develops manipulative skills, tests students' creativity, can benefit weak oral communicators, and instills values like initiative while motivating continued learning. Effective use requires assigning suitable students clear objectives and carefully checking designs, materials, and supervision levels.
Authentic Learning
Performance assessment involves students performing real-world tasks that demonstrate meaningful application of knowledge and skills. It uses authentic, real-life situations that integrate prior knowledge and higher-order thinking skills. Students explain, justify and defend their reasoning on sustained work over days or weeks. Performance is directly observable. Formative assessment collects, interprets, and uses information to help teachers improve student learning. It should measure clearly defined learning objectives, use appropriate test items for the outcomes, and improve student learning.
Project Method
The project method emphasizes learning through purposeful activities carried out individually or in groups over time. It has its origins in Dewey's philosophy of pragmatism. Key principles include learning by doing, cooperation, and psychological laws of readiness, exercise, and effect. Teachers first create a problematic situation to spark student interest. Students then plan and execute a project to address the problem, evaluating their work upon completion. While time-intensive, the project method aims to develop skills like self-confidence, critical thinking, and independent learning through hands-on experiences.
PROJECT METHOD (EXPLORATORY APPROACH)
The project method is an instructional approach where students apply the skills and knowledge they have learned to solve real-world problems with minimal teacher direction. Introduced in the 18th century for architecture and engineering students, it was later expanded by William Heard Kilpatrick to be a child-centered, progressive philosophy of education. While time-consuming, the project method gives students hands-on experience, enhances their skills, and allows them to be creative and imaginative. However, it can isolate students to a single activity for long periods.
Methods of teaching
The document discusses different teaching methods: lecture-demonstration, project method, and laboratory method. It provides details on the project method, including its definition, steps involved, advantages like maintaining student interest, and disadvantages like potential misuse of time. The laboratory method is described as utilizing real data/materials to improve understanding and develop skills like observation. Preparation, the work period, and culminating activities are outlined for effective use of these methods.
Approaches to Curriculum Design-Language Curriculum Design I.S.P. Nation and ...
Language Curriculum Design by
I.S.P. Nation and John Macalister.
Chapter 9
Approaches to Curriculum Design
Education Method
The document discusses the project method teaching style. It provides definitions of a project from several educators, including that it is a voluntary undertaking involving constructive effort that results in an objective outcome. The principles of the project method are that it involves purposeful and useful activities for students that allow freedom of choice. A project should be based on real-life problems and involve social development through activity, planning, and cooperation between students.
Chapter7
This document discusses nonverbal interventions teachers can use to manage behavior problems in the classroom. It outlines teacher responsibilities like being prepared and modeling professionalism. The concept of "with-it-ness" is introduced, referring to a teacher's nonverbal awareness of what is happening in their classroom. Proactive intervention methods are listed, such as changing activities' pace or redirecting off-task students. Remedial interventions include planned ignoring, signal interference, proximity interference, and touch interference.
Problem Based Learning
This document discusses problem-based learning (PBL) and problem solving as methods of teaching. It defines PBL as starting with a problem or puzzle that the learner wishes to solve. The key features of PBL are that learning is initiated by a problem based on real-world situations, learners identify resources to find solutions, and learning is active and integrated. PBL is used to develop students' skills and motivate learning. The document also outlines the inductive, deductive, and combined approaches to problem solving, and discusses the advantages and disadvantages of using problem solving as a teaching method.
Problem based learning by Qidam
Problem-based learning (PBL) is a method of learning and teaching that allows students to focus on how and what they will learn. In PBL, learning begins with a problem and ensures the problem is related to learning. Students have responsibility for their own learning and collaborate through discussion. Teachers act as facilitators, design lessons, and help students develop strategies. Students use intelligence to ask questions, think, do research, and interact. Advantages of PBL include increased student motivation and activity, and experience with organizing projects. Disadvantages can include the long time needed to solve problems, requirements for more money and tools.
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENT
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENT
Project-based assessments are an alternative to tests that allow students to engage with their learning in more concrete ways. Instead of merely studying theory, a hands-on project asks students to apply what they've learned to an in-depth exploration of a topic. You can use projects as part of the ongoing learning process or as a capstone assessment in place of a traditional final exam.
Project-based assessment is often a component of project-based learning (PBL), in which the entire focus of a course or unit is to teach via student engagement in problem-solving and exploration. Like PBL, project-based assessment is student-centered and requires reflection on both the process and the content to be meaningful.
Factors influencing changes in curriculum
This document discusses factors that influence changes in curriculum. It identifies several definitions of curriculum provided by education experts. It then discusses different types and sources of curriculum change, including political, economic, technological, diversity, learning theories, and environmental factors. It also outlines McNeil's five types of curriculum change: substitution, alteration, perturbations, restructuring, and value orientation changes. Influential individuals and employer/industry viewpoints are also identified as sources that can drive curriculum changes.
Inductive and Deductive Method
The document discusses deductive and inductive teaching methods. The deductive method moves from general principles or concepts to specific examples, taking a more traditional teacher-centered approach. The inductive method moves from specific examples or activities to broader generalizations, engaging students more through discussion and discovery learning. Both methods have benefits and can be used effectively in different lesson contexts. The document aims to help students better understand these methods so they can apply the most suitable approach when they become teachers.
Authentic learning tasks
The document describes an authentic learning activity for a grade 9 technology class. The South African Sugar Industry approached the teacher to create a campaign to educate the community about sugar. Students will research various aspects of the sugar industry such as founders, production processes, and health impacts. They will be given 3 weeks to research in small groups, using various resources. The goal is for students to gain real-world experience while completing an open-ended, meaningful task.
Topic 51
This document discusses curriculum and instructional strategies for gifted learners. It identifies strategies that are open-ended, interactive, and generative as most effective. Key strategies mentioned include pacing, inquiry, questioning techniques, problem solving, and problem-based learning. Characteristics of effective gifted teachers are also outlined, such as planning well, understanding giftedness, using various strategies, stimulating critical and creative thinking, and conducting discussions well. When planning lessons, teachers should consider if modified lessons will take similar time and include core content. Criteria for evaluating gifted strategies include relating to purpose and setting, including diverse and generative strategies, and providing a balance of active and passive activities.
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Similar to Methods of teaching Project
What is project method and write its principal's?
The presantation write with fully focouse on project method and its very best for m.phill education class.
Communication and education technology ppt.
Subject CET in topic - projects method,
/Introduction
/Definition
/Types
/Principal
/Advantages
/Disadvantages
/Bibliography
Methods of teaching. Project method of teaching
Project method of teaching
Introduction, meaning and definition, characteristics, steps involved, merits and de-merits
characteristicsofprojectmethod-140308221438-phpapp02.pdf
The document discusses the project method of teaching. It begins by defining the project method as a student-centered approach where students are actively involved in designing their curriculum and learning through hands-on activities. It then provides 3 key definitions of a project, lists characteristics such as encouraging investigative learning and developing social skills. The document outlines different types of individual and group projects. It concludes by discussing the steps involved in implementing a project, the teacher's facilitative role, and merits and demerits of the project method.
Project method
1. From lower class to till college level all the students are doing Project method. By this PPt they can understand the procedure, steps, criteria for doing projects, merits & demerits
Projectmethod ppt
Project method is a student-centered teaching approach where students design curricula and content based on their interests. It involves hands-on, experiential learning through real-world projects conducted in natural settings. Key characteristics include developing investigative skills, encouraging social interaction, and giving students freedom and responsibility over their learning. The teacher acts as a facilitator, guiding students through planning, executing, and evaluating their projects. While time-intensive, it can enhance critical thinking, knowledge retention, and social skills if implemented effectively.
Project Method of Teaching
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 Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
PROJECT METHOD
This document provides an overview of the project method of teaching. It discusses the basic principles, steps involved, criteria for a good project, the role of the teacher, and merits and demerits. Examples of mathematics projects are also given, such as running a cooperative bank or school store. While the project method encourages active learning and real-world problem solving, it can be time-consuming and uneven in student learning outcomes. Teachers must carefully guide project selection and implementation.
Project Method of Teaching in Nursing
1) The presentation discusses the project method of teaching, which involves having students complete meaningful projects that relate to their interests and life experiences.
2) There are four main types of projects: producer projects where students make something, consumer projects where students learn through experiences, problem-solving projects, and drill projects to improve skills.
3) The key steps of the project method are choosing a project, planning it, executing it, recording progress, and evaluating the results against goals. Teachers play an important role in guiding students through each step.
Project method presentation
This document discusses the project method of teaching. It defines a project as a wholehearted activity carried out in a real-life setting. The key characteristics are that it takes learning beyond the classroom, is student-centered, and promotes self-expression and practical skills. There are different types of projects like constructive, aesthetic, and problematic. The roles of teachers are to guide students and create a democratic learning environment. The steps involve creating a situation, selecting a problem, planning, execution, evaluation, and reporting. The method aims to develop skills like problem-solving, social skills, and independence among learners.
MAY Project-based Learning.pptx
This document discusses project-based learning (PBL), a teaching method where students design and carry out an extended project that results in a tangible product or presentation. It is intended to make learning more active and relevant. The key points are:
1) PBL involves students planning and completing a project on a topic of their choice, rather than passively receiving information.
2) Teachers guide students and facilitate learning, while students take responsibility for their own work.
3) Projects incorporate principles like freedom, reality, activity and experience to make learning more meaningful.
4) Successful projects follow steps like planning, execution, documentation and evaluation.
Project Method
This document discusses the project method of teaching. It begins by defining the project method as originating from Dewey's philosophy of pragmatism. It then lists the basic principles of the project method, which include purpose, activity, experience, social experience, reality, and freedom. The major steps in a project are outlined as creating the situation, choosing and purposing, planning, executing, judging, and recording. The role of the teacher is described as guiding students and providing resources. Merits include developing independent work and self-confidence, while demerits include being time-consuming and not focusing on mathematical thinking.
Project, Role Play and Brainstorming
The document discusses three teaching methods: project method, role play, and brainstorming. It provides details on how each method works, including definitions, principles, steps, roles of teachers, advantages, and limitations.
The project method involves students working in groups to complete constructive activities related to real-life problems. It is student-centered and develops problem-solving skills. Role play allows students to take on roles and spontaneously react to situations to build empathy. Brainstorming engages students in freely generating ideas around a topic. All three methods aim to make learning more active, social, and relevant to students' lives compared to traditional lecture-based teaching.
meera project method.pptx
The document discusses the project method of teaching. It defines the project method as a whole-hearted, purposeful activity carried out in a social environment. Some key characteristics are that it takes students beyond the classroom into a natural setting, encourages investigative learning and problem-solving, and gives students active involvement in tasks. There are individual, group, simple, and complex projects. The steps of a project include creating a situation, selecting a problem, planning, execution, evaluation, and reporting/recording. The project method aims to make learning more realistic and experiential for students.
meera project method.pptx
The document discusses the project method of teaching. It defines the project method as a whole-hearted, purposeful activity carried out in a social environment. Some key characteristics of the project method are that it takes students beyond the classroom into a natural setting, encourages investigative learning and problem-solving, and involves active student involvement. The document also outlines various types of projects like individual/group and simple/complex projects. It concludes by describing the typical steps of a project from creating a situation to selecting a problem to planning, execution, evaluation, and reporting.
Project Method
This document discusses the project method of teaching and learning. It defines the project method according to different authors and outlines the key characteristics. There are four main types of projects described: projector type, consumer type, problem type, and drill type. The document outlines the essentials of a good project, the process of organizing a project from selecting it to evaluating it, and the role of the teacher. Finally, it discusses the advantages and disadvantages of using the project method.
Group Project: A Methodology by Vinod
The document describes the project method, an educational approach where students learn by conducting an investigative project or long-term task. It traces the origins and development of the project method from 1900 to today. Key aspects covered include characteristics like student choice, real-world application, and a facilitative teacher role. The document also outlines types of projects, principles, procedures, roles and merits/demerits of the project method.
Methods of Teaching Science
The document discusses various methods of teaching science, including teacher-centered, student-centered, lecture-discussion, laboratory, observation, project, and problem-solving methods. It provides details on the principles, roles of teachers, merits and limitations of each method. The key methods are lecture-discussion, which combines lecture and discussion; laboratory, which emphasizes hands-on learning; observation, where students acquire knowledge through observing; and project and problem-solving methods, which focus on purposeful, real-world activities and problem-solving. The document concludes that teachers must consider their students and circumstances to choose the most suitable teaching method.
project-method (1).pptx
The document discusses the project method, which is a teaching approach developed by Dr. Kilpatrick. It involves having students work on real-world projects to solve problems. The key steps are creating a situation, proposing a project, planning, executing, evaluating, and recording the project. Benefits include developing skills like self-confidence, but it can be time-consuming and difficult to fit into a standard curriculum. Some example math projects are running a school bank or planning construction projects. While challenging for math, the method provides practical learning if used alongside traditional teaching.
Designs of Curriculum
Subject-centered design • Learner-centered design • Teacher- centered design • Activity based curriculum • Core Curriculum
Curriculum Design
• Hidden Curriculum • Integrated Curriculum
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Methods of teaching Project
- 1. PROJECT
- 2. ‘Project and project method have been applied to almost every kind of teaching , old or new , and to every type of result gained from teaching until it has become almost impossible to derive a meaning for the term that can be said to be truly its own.’
- 3. Origin One of its first uses was an object type of training that was developed by boys and girls s agriculture clubs and in the vocational courses established in high schools . The essential element was the activity of the individual and the production of tangible results . Dr.William Kilpatrick enlarged meaning of project to cover many forms of student activity por learning previously not included.
- 4. Definition A project is a wholehearted purposeful act completed in a natural setting . – Dr Kilpatrick A project is a problematic act carried out to completion in its natural settings . – Stevenson ‘Any unit of purposeful experience in which the dominating purpose is an inner urge that fixes the aim or objective of action and guides its process to completion .’
- 5. Characteristics of learning activity 1. Problematic in nature . 2. Aimed at a definite , attainable goal . 3. Purposeful , natural and lifelike in its procedure to attain the goal . 4. Directed and planned by the student . 5. It should be of practical nature .
- 7. TYPES OF PROJECT INDIVIDUAL /GROUP (form) 3 TYPES According to purpose and objective 1. Production of some physical or material product 2.Acquisition of ability . 3. Intellectual project .
- 8. VALUES AND DANGERS Arouses and maintains interest of the students Gives freedom of thought and action Establishes a definite ,tangible ,attainable goals by clearly defining what is to be done . Provides for individual differences . Development of ‘doing abilities’ Teaches to evaluate and judge . Purposeful activity. Develops spirit of co-operation and community interest.
- 9. Cont.. Wrong selection of topics Over consumption of time . Costly and availability of materials
- 10. Steps in developing a project Purposing : Student should originate the project and be motivated to reach her goal . • Planning : Should completely cover the subject matter . Teacher should guide the students to avoid the errors . A detailed outline can be drawn by the students . Critically examining each details . References and directions for project can be collected .
- 11. Cont.. Execution : Most important part . Provides opportunity for creative expression and self activity . Completeing the project . • Judging : • Students should be given necessary standard for evaluating her own work . • Classroom knowledge is applied in practical .
- 12. Use of the project method in teaching of Nursing Most of the teaching should be done in project method . Clinical teaching is adaptable to project work . Can be used as an ideal background for teaching care of patient .
- 13. Examples A project in bed making . Miniatures copies of the regular hospital bed , the post op bed , closed bed and so on A class in personal hygiene can make a sanitary survey of the school with a view to improving the health conditions of the students. A class in orthopedic nursing could make models of the various orthopedic splints and braces and apply to dolls .