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.

3. PROJECT
METHOD
DR. MAHESWARI JAIKUMAR.
maheswarijaikumar2103@gmail.com

4. DEFINITION
• "A project is a bit of life that has
been imparted into the school,
further in project method, learning
by living; this life has spontaneity,
purpose, significance,interest and
freedom. " Prof. Ballard

5. DEFINITION
• "Poject method is a whole hearted,
purposeful activity proceeding in a
social environment". Williams
Kilpatric.

6. DEFINITION
• "Project method is a problematic
act carried to completion in its
natural setting". Stevenson.

7. CHARATERISTICS OF A
PROJECT
• The method aims at teaching the
learner to get the best out of life.
• An attempt to use experience, trust
and the best master whose lessons
are unforgettable.

8. • The method gives opportunity for
self expression.
• The experiments of the project
aims at resetting the whole
curriculum and has potentials to
break all barriers.

9. • The project method proposes the
whole sequence of activities &
involves a complete
understanding.
• A project can be a large unit of
appreciational learning or of
attitude devlopment that increases
motor skills and technical
knowledge.

10. • A project is a play activity and
learners are engaged in carrying
out the activity.
• The project method is a complete
surrender to the learner's point of
view.

11. • In the project method the
procedure of school is liable to be
determined by the techique of a
workshop because the individual
learners learns much better from
his own activity than by constant
instruction.
• Project method is an attempt made
to establish a positive relation with
life.

12. • The project method lends itself
naturally to group work.
• It is a large unit of planning.
• The method seeks to have
individuals see and understand life
in its unity.

13. TYPES OF PROJECT
1. PROJECTOR TYPE.
2. CONSUMER TYPE.
3. PROBLEM TYPE.
4. DRILL TYPE.

14. TYPES
TYPES
PROJECTOR
TYPE
DRILL TYPE
PROBLEM
TYPE
CONSUMER
TYPE

15. PROJECTOR TYPE
• Projects where students get an
opportunity to build or create
something like building a house or
a garden, execute a model of a
textile factore are called projector
type.

16. CONSUMER TYPE
• Projects in which the students set
and enjoy the direct experience
with their future expected
consumers.
• E.g., Projects related with home/
house visit to assess the elderly in
a community.

17. PROBLEM TYPE
• Projects where a solution to a
problem is found out or arrived at.

18. DRILL TYPE
• The drill type projects involve an
activity that aims at acquiring
greater skill.
• E.g., A student is given a project in
which he or she is expected to
develop in developing competency
to carry out an experiment or a
procedure.

19. ESSENTIALS OF A GOOD
PROJECT
• The project should stress present
and future values and experiences
that supplement and extend rather
than duplicate learning acquired
outside the school.

20. • The project should have a great
bearing on a variety of subjects
and the knowledge acquired
through it may be applied in a
variety of ways.
• The project should be timely.

21. • The project should be challenging.
• The project should be feasible.

23. ORGANIZING A PROJECT

24. THE PROCESS
• The project method starts with
identifying a suitable problem for
which a solution is required.
• A background research is done
and hypothesis is worked out.

25. • Tests are carried out and analyse
the result and draw conclusion.
• This is followed by testing the
hypothesis and communicating the
research findings.

27. ORGANIZING A PROJECT
• The teacher must exercise
guidance in the selection of a
project.
• Good planning should be done by
the students before carrying out
the project.

28. • During execution of the project, the
teacher should carefully supervise
the students in manipulative skills
to prevent a waste of materials and
to guard against accidents.
• The evaluation of the project
should be done by both by the
teacher and the student.

29. ROLE OF A TEACHER IN A
PROJECT
• The teacher skillfully guides the
selection of the project.
• The student has to be given help
when ever required.

30. • The teacher should be a good
prompter.
• The relations of a teacher and
students should be much closer
and informal than in ordinary class
room teaching.

31. • The teacher acts like a friend with
rich and mature experience.
• The teacher acts like a director,
i.e., the teacher's knowledge
should be thorough and specific.

32. • The teacher must be a keen
observer and a true sympathizer.
• The teacher should be a store
house of information and
knowledge.

33. ADVANTAGES
• It follows psychological laws of
learning.(Law of readiness, Law of
exercise & Law of effect).
• Project method gives freedom to
the students.

34. • It suits to the psychological
methods of maturation.
• It has potentials to drive social
values.
• It promotes learning through
practical problem solving.

35. • It trains for social adjustments.
• It saves the learners from
insincerity and superficiality.
• It trains for a democratic way of
life.

36. • It promotes learning through
practical problem solving.
• It sets up an intrensic standard of
evaluation.
• It leads to satisfaction of
completing the whole work.

37. • It is ideal for science work,
handicrafts and practical
geography and dramatic work
literature.
• The method is economical; the
students take more interest and
learn in the shortest possible time.

38. • The method helps students and
teachers to grow. The learner
stimulated and encouraged in his
exploration of many materials will
ultimately approach other areas of
learning in a similar manner.
• The teacher will grow in their
understanding of a child's creative
developments.

39. DISADVANTAGES
• The role of communication in
teaching learning process is
subordinated to the glorification of
active learning.
• It is time consuming and limited by
availability and cost of materials.

40. • The practical difficulty of covering
syllabus rule out the project
method as the basis of teaching in
most educational institutions.
• The method provides opportunity
only for the practical enthusiast.

41. • It may be too ambitious; beyond
the student's capacity.
• It leaves gap in students
knowledge.
• Opportunity for the correlation with
the academic subjects is extremely
limited.

42. • The project method may disturb
the regular instruntional schedule.
• It ivolves difficulty to ensure any
kind of systematic progress in
instructions.
• Projects may be adopted or
abandoned at will.

43. • The project approach often results
in an incomplete mastry of the
tools of learning, which are
essential to student education
later.
• A complete re organization of the
school is needed for a new
teacher.

44. THANK YOU