what is project method in education

educational research techniques

Research techniques and education.

William Kilpatrick: The Project Method

Views on Education

Kilpatrick supported Dewey’s view of getting away from rote memorization and a rigid curriculum and replacing it with a child-centered approach . He was a major critic of the Committee of Ten  with their emphasis on acquiring knowledge through traditional means. Kilpatrick saw school not only fulfilling an intellectual purpose but also a social one.

For Kilpatrick, education was about the social development of the child rather than their cognitive development through the mastery of content. This is not saying that the mind did not matter. The emphasis was on learning to think and not focusing on what to think.

The curriculum should come from real-life and not compartmentalized subject matter.  This idea calls for a need for an integrated curriculum that stressed maximum student participation. These beliefs led Kilpatrick to create a unique form of teaching.

The Project Method

Kilpatrick’s Project Method is a blend of behavioral psychology and progressivism. It was behavioral in that student behavior was observed but it was also progressive in the focus on child-centered learning. The four steps of the Project Method are as follows.

Teachers first need to decide what are they trying to do. Next, the need to develop a plan for achieving these objectives. The development of observable goals is clearly the behavioral aspect of this method. Execution involves the implementation of the the plan. Last is judge, the teacher assess the success of the plan. Again, assessing the students and curriculum is a behavioral aspect of the Project Method.

The progressivist aspect of this method was the constant revision of the curriculum based on student need and interest. The curriculum was developed jointly with the students. This was a core belief of Kilpatrick that students should be leaders in the development of their learning as nothing would motivate them more. This also led to the development of decision-making skills.

It is important to remember that the Project Method was not a rigid method but actually a philosophy. The steps in the method were really just an idea of approaching a child-centered learning experiencing.

Few have heard of Kilpatrick today. He was a major supporter of the work of Dewey and lived in the shadow of Dewey throughout his career. Despite living behind a legend, Kilpatrick was an innovator in his own right and developed a distinct strain of progressivism that had an impact within many classrooms. His influence may not have been as strong but nevertheless, he played a role in how teaching is approach in America.

Share this:

1 thought on “ william kilpatrick: the project method ”.

Pingback: William Kilpatrick: The Project Method | Educat...

Leave a Reply Cancel reply

Discover more from educational research techniques.

Subscribe now to keep reading and get access to the full archive.

Type your email…

Continue reading

• Products expand_more
• Partner with us
• > Project Method of Teaching

Project Method of Teaching

Introduction

Over the years, there have been many methods of teaching that have proven to be effective to varying degrees in different individuals. One such method is the project method of teaching. In this blog, we will be talking about what is project method of teaching, the steps involved in the process, the types of project methods, and their advantages and disadvantages of it.

What is the Project Method of Teaching

The project method of teaching is a medium of instruction in which the students are given a number of projects or situations out of which they have to choose the problem they want to solve. After the student has chosen the problem they want to solve, they will have to come up with a solution to the problem on their own. This is one of the most proactive approaches to learning, but what about the teacher in this case? The teacher, in the case of the project method of teaching, assumes the role of a guide than a dictator and guides the class through the lesson at their own pace.

The project method is an alternative classroom model that gives more focus on the aspect of student learning rather than the teaching aspect of the lesson. It emphasizes trusting the students and not imposing a learning style onto them. The responsibility of the work falls directly on the students since even the curriculum content and technique are considered from the student's POV. So this method is completely student-centric.

Who Developed the Project Method of Teaching?

The project method of teaching is generally considered to have been formulated, developed, executed, and perfected by educator William H. Kilpatrick. Even though it is deemed to have been proposed as a concept back in 1908 as a means of improving the method of teaching agriculture, Kilpatrick is credited with elaborating upon the concept and popularizing it worldwide in his famous article, "The Project Method" which was published in 1918.

Project Method - 5 Steps

Given below are the 5 main steps that constitute the project method of teaching:

Project Selection

The first step in the process of the project method is the selection of the project work. The students are given some problems from which they should select the subject or project which has the maximum utility and fulfill a specific practical need. In this process, teachers act as guides and motivate the students to keep on track and choose wisely on the basis of their aptitude.

Planning is the next step in the project method of teaching. In this phase, students should do planning for the project work and the teacher will guide them and help them in the process. The students can be brought together to express their views and give suggestions in the form of a discussion, where the teacher can raise points of objection and problems related to the project they have taken.

Following the planning phase comes execution, where the students execute the project work as per their plan as created in the previous step. The students assign their duties among themselves according to the interest of the individual students and on the basis of their respective capabilities. Every student will hence be contributing toward the completion of the project in their own way - collecting data, visiting places, gathering information, reading history, and so on. The teacher again comes in as a guide and provides the necessary information, helping them to keep on the right track.

The fifth and final stage of the project method is evaluation. The whole work is reviewed by the teacher and students get judged or assessed on the basis of their performance. They carry out the project as planned, following which the mistakes they have made in the process are noted down.

Types of Project Method of Teaching

The proponent of Project Method, Kilpatric, classified it broadly into four types as explained below:

Constructive Method

In the constructive project method, the learners are instructed to construct something related to social life such as models, maps, charts, parcels, and so on.

Artistic Method

This type of teaching is generally employed in the field of aesthetics and arts such as music, fine arts , culture, literature, and so on.

Problem Solving Method

The problem-solving method is used to solve problems related to real-life situations on any subject such as how to send an email, how to operate bank accounts, how to use a particular product, and so on. Solving these problems will ideally make the students efficient in social life.

Group Work Method

This method employs all the students with a task to complete in the form of a group. The team then sets out to complete that task with the teacher acting as a guide. This can be as complex as an engineering project that requires different areas of expertise to collaborate on something as simple as setting up a garden in the school.

Advantages of Project Method

Now that we have covered what the project method entails and its subtypes, let’s get into the advantages of this method of teaching:

Active Learning Experience

The project method emphasizes the concept of learning by doing. Students actively get involved in the learning activity, hence helping them in enhancing their skillset, first-hand experiences, and thinking capacity. Incorporating active learning in students’ daily lives can be quite helpful in the long run.

Inculcating a Sense of Responsibility

In the project method of teaching, the teacher is a guide and the activities carried out in the class are carried out by the students themselves. This helps improve self-reliance and self-responsibility among students. It helps students learn on their own and develop their own style of learning.

Improves Collaboration Among Students

Since the project method employs a methodology where students work in collaboration with their group, it helps students bond with one another on a professional as well as personal level, hence making their overall learning experience interesting and insightful. It instills in them a sense of cooperation and builds on their social skills immensely.

Improves Communication Skills

It helps students improve their communicative skills drastically because students are given the opportunity to express themselves freely among their peers as well as their teachers, hence helping them communicate more effectively.

Improves Critical Thinking Skills

Critical thinking skills are 21st Century Skills that students of all ages need to have in today’s time. It is something that needs to be cultivated with respect to the future of the students and needs to be dealt with with utmost diligence.

Disadvantages of Project Method of Teaching

As with any method of teaching, the project method also has certain disadvantages, some of which are given below:

Time Consuming

Teaching students using the project method can be time-consuming as there are a lot of things that need to be taken into consideration when teaching using this method such as the student's ability to comprehend the subject, the speed with which they do so, the factual accuracy of the project and so on. There are a lot of factors that need to be observed and duly corrected by the teacher. This is the perfect segue into the next point: the lack of expert teachers.

The Lack of Experienced Teachers

The project method of teaching can only be conducted by experienced teachers who have several years of experience, which a lot of teachers may not have. This leads to a shortage of teachers and hence incapability to execute this form of teaching effectively.

Not Suitable for All Subjects

The project method of teaching is most suitable for subjects that require practical knowledge, and so subjects such as arts, literature, and so on may not benefit a lot from this form of teaching.

The project method of teaching is just one type of teaching method that can be applied in a classroom. There are several other teaching methods that can be employed in different situations that make them effective. The context, subject, and type of learning style the students prefer all come into play when determining such a method of teaching.

Suggested Read - What are the Different Methods of Teaching?

Teachmint provides ed-infra to educational institutions. With our state-of-the-art lms portal , teachers can improve the teaching-learning experience. Our tools like institute erp help schools manage their everyday activities hassle-free.

What is PBL?

Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

In Project Based Learning, teachers make learning come alive for students.

Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by creating a public product or presentation for a real audience.

As a result, students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills. Project Based Learning unleashes a contagious, creative energy among students and teachers.

And in case you were looking for a more formal definition...

Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.

Watch Project Based Learning in Action

These 7-10 minute videos show the Gold Standard PBL model in action, capturing the nuts and bolts of a PBL unit from beginning to end.

VIDEO: The Water Quality Project

VIDEO: March Through Nashville

VIDEO: The Tiny House Project

How does pbl differ from “doing a project”.

PBL is becoming widely used in schools and other educational settings, with different varieties being practiced. However, there are key characteristics that differentiate "doing a project" from engaging in rigorous Project Based Learning.

We find it helpful to distinguish a "dessert project" -  a short, intellectually-light project served up after the teacher covers the content of a unit in the usual way - from a "main course" project, in which the project is the unit. In Project Based Learning, the project is the vehicle for teaching the important knowledge and skills student need to learn. The project contains and frames curriculum and instruction.

In contrast to dessert projects, PBL requires critical thinking, problem solving, collaboration, and various forms of communication. To answer a driving question and create high-quality work, students need to do much more than remember information. They need to use higher-order thinking skills and learn to work as a team.

Learn more about "dessert" projects vs PBL

The gold standard for high-quality PBL

To help ensure your students are getting the main course and are engaging in quality Project Based Learning, PBLWorks promotes a research-informed model for “Gold Standard PBL.” 

The Gold Standard PBL model encompasses two useful guides for educators: 

1)  Seven Essential Project Design Elements  provide a framework for developing high quality projects for your classroom, and

2)  Seven Project Based Teaching Practices   help teachers, schools, and organizations improve, calibrate, and assess their practice.

The Gold Standard PBL model aligns with the High Quality PBL Framework . This framework describes what students should be doing, learning, and experiencing in a good project. Learn more at HQPBL.org .

Yes, we provide PBL training for educators! PBLWorks offers a variety of workshops, courses and services for teachers, school and district leaders, and instructional coaches to get started and advance their practice with Project Based Learning. Learn more

See Sample Projects

Explore our expanding library of project ideas, with over 80 projects that are standards-aligned, and cover a range of grade levels and subject areas.

Don't miss a thing! Get PBL resources, tips and news delivered to your inbox.

Project Method Of Teaching: Understanding and Implementing

We know that being a teacher can be very tiring and boring but I hope these ways make you excited to teach your students. Project Method of Teaching is the one which we have been using since childhood. This is extremely different from traditional methods of reading books or listening to an instructor speak. Rather it is about actually doing stuff, projects to pick up new concepts and skills. So now on to why the Project Method is so amazing for students.

Table of Contents

What is the Project Method?

Project Method of Teaching is none other than a learning structure that allows time for students to work over an extended period (hours, days or weeks) on big projects. You could use this project to learn about science, history, and art or you practice something that interests you like animals or space! Rather than read about the subject, you build an expression of what you have learned. Like one HUGE fun exciting discovery trip.

How Does It Work?

What is The Project Method? Please envision learning about butterflies. Rather than only reading about them in a book, you would observe butterflies outside, create drawings of them and even implement an entire butterfly garden. The project is like a treasure map — you have the exploration of asking questions and searching for answers.

Steps in the Project Method

Step 1: Pick a Topic The first thing you do is choose the topic which you want to know more about. This could be anything that you fancy, how a plant grows or the history of your town.

Planning the Project Logging On —What Do I Need to Do? Perhaps it requires a library visit, or you need certain materials to write your post, or perhaps asking an expert a few questions. You are more likely to keep going if you have an idea of how it is possible.

The Project: Here comes the equally great part, getting down to doing it. So you work on your project which could be a model, poster or story. You can work by yourself or you may have your classmates at the same time and together, with the teacher’s help if needed.

Sharing the Project — After you have done with your project. Whether that’s in your class, family, or even at a school fair. Many times sharing helps you put whatever knowledge or capabilities in your thoughts to show what have learned and get feedback.

A Thought: And last, about what you’ve done and learned from the project. This step is crucial because it helps you identify good parts and what to can done better next time, if need be.

Importance & usefulness of Project Method

Project Method of Teaching helps you to learn in a fun and meaningful way. It helps you in understanding practically how things work not by just remembering facts! Why This Method Is Genius

Fosters Curiosity: If you pick a topic that excites you, learning becomes fun. You are now more interested and hungry for information.

Learn Skills: As you take on your project, you learn key skills such as planning, teamwork and problem-solving. These are capabilities you can use not only inside the faculty but in ordinary life as well.

Promotes Creativity — there is no correct formula for how to do a project. Just let your imagination go wild with some creativity, whether it’s through art or writing and building.

Encourages Deep Learning: You have more understanding of the topic because you are doing your project vs just reading about it. You remember it longer too!

Project Examples

Grow a garden: You may enjoy learning how plants develop by planting some seeds, watering them and seeing what happens when they begin to sprout. You could even write a diary of what you observe on an everyday basis.

How To Build A Birdhouse: This may lead to you learning about all different kinds of birds, and where they like to live as well as the necessary things a birdhouse needs to ensure safe habitats for future generation flyers.

Weather Chart: Track the weather for a month and colour in predictions on your chart to keep track of everything.

Family History Tree: You could build a tree that illustrates your relatives and their stories by knowing about the history of the family.

Assisting in Projects by the Teachers

The project method is largely taught by teachers. They accompany you during the development process, ask questions hand out resources, and give feedback. And if you do get stuck, your teacher is around to help guide you on what to do next. They also take care that all are in flow and learning something ResponseEntity.

Working Together on Projects

In some situations, you may even complete a project with your classmates. This is called collaboration. This allows you to share your ideas, listen to how others perceive and solve possible issues as a team. It is an excellent way to socialize, collaborate and make friends.

Common Hurdles and Solutions

Projects are tough and can be even more challenging for everyone involved if they do not go as planned. Perhaps your seeds don’t sprout, or your birdhouse continues to break apart. But that’s okay! Learning means facing challenges. If it fails, you can keep going and try something else or ask for help. You Become A Better Problem Solver By Working Through Challenges

Finishing a Project Was Always Greeted With Joy

It is a satisfaction that comes from finishing something. And you feel proud of yourself when you look at it. Hearing the praise of others and sharing your project is rewarding. And you know a lot by now!

In Conclusion — Why You Should Give The Project Approach a Shot

The Project Method of Teaching is a brilliant way to learn- it’s practical, enjoyable and helps you think out of the box. By planting a garden, building a birdhouse, or creating that weather chart — you get it in an experience-oriented way. So the next time there is an opportunity for a project, get in and enjoy your adventure to learn!

Related Posts

Is Psychology A Social Science Or Natural Science: Overview

Why Is Educational Psychology Important

Leave a comment cancel reply.

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

THE PROJECT APPROACH

Managed by the Educators Institute at Duke School

Why the Project Approach?

The Project Approach, a specific kind of project-based learning, brings a number of advantages to any classroom and represents best practices in 21st-century education. It fits securely within both a long history of innovative teaching and learning practices—dating back, at least, to the 16th century—and within the framework of today’s growing body of research on what students need to find success and fulfillment in the current (and future) world.

About The Project Approach

The Project Approach refers to a set of teaching strategies that enable teachers to guide students through in-depth studies of real-world topics. Projects have a complex but flexible framework within which teaching and learning are seen as interactive processes. When teachers implement the Approach successfully, students feel highly motivated and actively involved in their own learning, leading them to produce high-quality work and to grow as individuals and collaborators.

A project, by definition, is an in-depth investigation of a real-world topic worthy of a student’s attention and effort. The study may be carried out with an entire class or with small groups of students—most often at the preschool, elementary, and middle school levels. Projects typically do not constitute the whole educational program; instead, teachers use them alongside explicit instruction and as a means of achieving curricular goals.

The Comprehensive Guide to Project-Based Learning: Empowering Student Choice through an Effective Teaching Method

Our network.

Resources and Tools

In K-12 education, project-based learning (PBL) has gained momentum as an effective inquiry-based, teaching strategy that encourages students to take ownership of their learning journey. 

By integrating authentic projects into the curriculum, project-based learning fosters active engagement, critical thinking, and problem-solving skills. This comprehensive guide explores the principles, benefits, implementation strategies, and evaluation techniques associated with project-based instruction, highlighting its emphasis on student choice and its potential to revolutionize education.

What is Project-Based Learning?

Project-based learning (PBL) is a inquiry-based and learner-centered instructional approach that immerses students in real-world projects that foster deep learning and critical thinking skills. Project-based learning can be implemented in a classroom as single or multiple units or it can be implemented across various subject areas and school-wide. 

In contrast to teacher led instruction, project-based learning encourages student engagement, collaboration, and problem-solving, empowering students to become active participants in their own learning. Students collaborate to solve a real world problem that requires content knowledge, critical thinking, creativity, and communication skills.

Students aren’t only assessed on their understanding of academic content but on their ability to successfully apply that content when solving authentic problems. Through this process, project-based learning gives students the opportunity to develop the real-life skills required for success in today’s world. 

Positive Impacts of Project-Based Learning

By integrating project-based learning into the classroom, educators can unlock a multitude of benefits for students. The research evidence overwhelmingly supports the positive impact of PBL on students, teachers, and school communities. According to numerous studies (see  Deutscher et al, 2021 ;  Duke et al, 2020 ;  Krajick et al, 2022 ;  Harris et al, 2015 ) students in PBL classrooms not only outperform non-PBL classrooms academically, such as on state tests and AP exams, but also the benefits of PBL extend beyond academic achievement, as students develop essential skills, including creativity, collaboration, communication, and critical thinking. Additional studies documenting the impact of PBL on K-12 learning are available in the  PBL research annotated bibliography  on the New Tech Network website.

New Tech Network Project-Based Learning Impacts

Established in 1996, New Tech Network NTN is a leading nonprofit organization dedicated to transforming teaching and learning through innovative instructional practices, with project-based learning at its core.

NTN has an extensive network of schools across the United States that have embraced the power of PBL to engage students in meaningful, relevant, and challenging projects, with professional development to support teachers in deepening understanding of “What is project-based learning?” and “How can we deliver high quality project-based learning to all students?”

With over 20 years of experience in project-based learning, NTN schools have achieved impactful results. Several research studies documented that students in New Tech Network schools outperform their peers in non-NTN schools on SAT/ACT tests and state exams in both math and reading (see  Hinnant-Crawford & Virtue, 2019 ;  Lynch et al, 2018 ;  Stocks et al, 2019 ).  Additionally, students in NTN schools are more engaged and more likely to develop skills in collaboration, agency, critical thinking, and communication—skills highly valued in today’s workforce (see  Ancess & Kafka, 2020 ;  Muller & Hiller, 2020 ;  Zeiser, Taylor, et al, 2019 ). 

NTN provides comprehensive support to educators, including training, resources, and ongoing coaching, to ensure the effective implementation of problem-based learning and project-based learning. Through their collaborative network, NTN continuously shares best practices, fosters innovation, enables replication across districts, and empowers educators to create transformative learning experiences for their students (see  Barnett et al, 2020 ;  Hernández et al, 2019 ).

Key Concepts of Project-Based Learning

Project-based learning is rooted in several key principles that distinguish it from other teaching methods. The pedagogical theories that underpin project-based learning and problem-based learning draw from constructivism and socio-cultural learning. Constructivism posits that learners construct knowledge through active learning and real world applications. Project-based learning aligns with this theory by providing students with opportunities to actively construct knowledge through inquiry, hands-on projects, real-world contexts, and collaboration.

Students as active participants

Project-based learning is characterized by learner-centered, inquiry-based, real world learning, which encourages students to take an active role in their own learning. Instead of rote memorization of information, students engage in meaningful learning opportunities, exercise voice and choice, and develop student agency skills. This empowers students to explore their interests, make choices, and take ownership of their learning process, with teachers acting as facilitators rather than the center of instruction.

Real-world and authentic contexts

Project-based learning emphasizes real-world problems that encourage students to connect academic content to meaningful contexts, enabling students to see the practical application of what they are learning. By tackling personally meaningful projects and engaging in hands-on tasks, students develop a deeper understanding of the subject matter and its relevance in their lives.

Collaboration and teamwork

Another essential element of project-based learning is collaborative work. Students collaborating with their peers towards the culmination of a project, mirrors real-world scenarios where teamwork and effective communication are crucial. Through collaboration, students develop essential social and emotional skills, learn from diverse perspectives, and engage in constructive dialogue.

Project-based learning embodies student-centered learning, real-world relevance, and collaborative work. These principles, rooted in pedagogical theories like constructivism, socio-cultural learning, and experiential learning, create a powerful learning environment, across multiple academic domains, that foster active engagement, thinking critically, and the development of essential skills for success in college or career or life beyond school.

A Unique Approach to Project-Based Learning: New Tech Network

New Tech Network schools are committed to these key focus areas: college and career ready outcomes, supportive and inclusive culture, meaningful and equitable instruction, and purposeful assessment.

In the New Tech Network Model, rigorous project-based learning allows students to engage with material in creative, culturally relevant ways, experience it in context, and share their learning with peers.

Why Undertake this Work?

Teachers, administrators, and district leaders undertake this work because it produces critical thinkers, problem-solvers, and collaborators who are vital to the long-term health and wellbeing of our communities.

Reynoldsburg City Schools (RCS) Superintendent Dr. Melvin J. Brown observed that “Prior to (our partnership with New Tech Network) we were just doing the things we’ve always done, while at the same time, our local industry was evolving and changing— and we were not changing with it. We recognized we had to do better to prepare kids for the reality they were going to walk into after high school and beyond.

Students embrace the Model because they feel a sense of belonging. They are challenged to learn in relevant, meaningful ways that shape the way they interact with the world, like  these students from Owensboro Innovation Academy in Owensboro, Kentucky . 

When change is collectively held and supported rather than siloed, and all stakeholders are engaged rather than alienated, schools and districts build their own capacity to sustain innovation and continuously improve. New Tech Network’s approach to change provides teachers, administrators, and district leaders with clear roles in adopting and adapting student-centered learning. 

Part of NTN’s process for equipping schools with the data they need to serve their students involves conducting research surveys about their student’s experiences. 

“The information we received back from our NTN surveys about our kids’ experiences was so powerful,” said Amanda Ziaer, Managing Director of Strategic Initiatives for Frisco ISD. “It’s so helpful to be reminded about these types of tactics when you’re trying to develop an authentic student-centered learning experience. It’s just simple things you might skip because we live in such a traditional adult-centered world.” 

NTN’s experienced staff lead professional development activities that enable educators to adapt to student needs and strengths, and amplify those strengths while adjusting what is needed to address challenges.

Meaningful and Equitable Instruction

The New Tech Network model is centered on a PBL instructional core. PBL as an instructional method overlaps with key features of equitable pedagogical approaches including student voice, student choice, and authentic contexts. The New Tech Network model extends the power of PBL as a tool for creating more equitable learning by building asset-based equity pedagogical practices into the the design using key practices drawn from the literature on culturally sustaining teaching methods so that PBL instruction leverages the assets of diverse students, supports teachers as warm demanders, and develops critically conscious students in PBL classrooms (see  Good teaching, warm and demanding classrooms, and critically conscious students: Measuring student perceptions of asset-based equity pedagogy in the classroom ).

Examples of Project-Based Learning

New Tech Network schools across the country create relevant projects and interdisciplinary learning that bring a learner-centered approach to their school.  Examples of NTN Model PBL Projects  are available in the NTN Help and Learning Center and enable educators to preview projects and gather project ideas from various grade levels and content areas.

The NTN Project Planning Toolkit is used as a guide in the planning and design of PBL. The Project-based learning examples linked above include a third grade Social Studies/ELA project, a seventh grade Science project, and a high school American Studies project (11th grade English Language Arts/American History).

The Role of Technology in Project-Based Learning

A tool for creativity

Technology plays a vital role in enhancing PBL in schools, facilitating student  engagement, collaboration, and access to information. At the forefront, technology provides students with tools and resources to research, analyze data, and create multimedia content for their projects.

A tool for collaboration

Technology tools enable students to express their understanding creatively through digital media, such as videos, presentations, vlogs, blogs and interactive websites, enhancing their communication and presentation skills.

A tool for feedback

Technology offers opportunities for authentic audiences and feedback. Students can showcase their projects to a global audience through online platforms, blogs, or social media, receiving feedback and perspectives from beyond the classroom. This authentic audience keeps students engaged and striving for high-quality work and encourages them to take pride in their accomplishments.

By integrating technology into project-based learning, educators can enhance student engagement, deepen learning, and prepare students for a digitally interconnected world.

Interactive PBL Resources

New Tech Network offers a wealth of resources and articles to support educators in gaining a deeper understanding of project-based learning. One valuable tool is the NTN Help Center, which provides comprehensive articles and resources on the principles and practices of implementing project-based learning.

Educators can explore project examples in the NTN Help Center to gain inspiration and practical insights into designing and implementing PBL projects that align with their curriculum and student needs.

Educators can start with the article “ What are the basic principles and practices of Project-Based Learning? Doing Projects vs. PBL . ” The image within the article clarifies the difference between the traditional education approach of “doing projects” and true project-based learning.

Project Launch

Students are introduced to a project by an Entry Event in the Project Launch (designated in purple on the image) this project component typically requires students to take on a role beyond that of ‘student’ or ‘learner’. This occurs either by placing students in a scenario that has real world applications, in which they simulate tasks performed by adults and/or by requiring learners to address a challenge or problem facing a particular community group.

The Entry Event not only introduces students to a project but also serves as the “hook” that purposefully engages students in the launch of a project. The Entry Event is followed by the Need to Know process in which students name what they already know about a topic and the project ask and what they “need to know” in order to solve the problem named in the project. Next steps are created which support students as they complete the Project Launch phase of a project.

Scaffolding

Shown in the image in red, facilitators ensure students gain content knowledge and skills through ‘scaffolding’. Scaffolding is defined as temporary supports for students to build the skills and knowledge needed to create the final product. Similar to scaffolding in building construction, it is removed when these supports are no longer needed by students.

Scaffolding can take the form of a teacher providing support by hosting small group workshops, students engaging in independent research or groups completing learner-centered activities, lab investigations, formative assessments and more.

Benchmarks (seen in orange in the image) can be checks for understanding that allow educators to give feedback on student work and/or checks to ensure students are progressing in the project as a team. After each benchmark, students should be given time to reflect on their individual goals as well as their team goals. Benchmarks are designed to build on each other to support project teams towards the culminating product at the end of the project.

NTN’s Help Center also provides resources on what effective teaching and learning look like within the context of project-based learning. The article “ What does effective teaching and learning look like? ” outlines the key elements of a successful project-based learning classroom, emphasizing learner-centered learning, collaborative work, and authentic assessments. 

Educators can refer to this resource to gain insights into best practices, instructional strategies, and classroom management techniques that foster an engaging and effective project-based learning environment.

From understanding the principles and practices of PBL to accessing examples of a particular project, evaluating project quality, and exploring effective teaching and learning strategies, educators can leverage these resources to enhance their PBL instruction and create meaningful learning experiences for their students.

Preparing Students for the Future with PBL

The power of PBL is the way in which it encourages students to think critically, collaborate, and sharpen communication skills, which are all highly sought-after in today’s rapidly evolving workforce. By engaging in authentic, real-world projects, and collaborating with business and community leaders and community members, students develop the ability to tackle complex problems, think creatively, and adapt to changing circumstances.

These skills are essential in preparing students for the dynamic and unpredictable nature of the future job market, where flexibility, innovation, and adaptability are paramount. 

“Joining New Tech Network provides us an opportunity to reframe many things about the school, not just PBL,” said Bay City Public Schools Chief Academic Officer Patrick Malley. “Eliminating the deficit mindset about kids is the first step to establishing a culture that makes sure everyone in that school is focused on next-level readiness for these kids.”

The New Tech Network Learning Outcomes align with the qualities companies are looking for in new hires: Knowledge and Thinking, Oral Communication, Written Communication, Collaboration and Agency.

NTN schools prioritize equipping students with the necessary skills and knowledge to pursue postsecondary education or training successfully. By integrating college readiness and career readiness into the fabric of PBL, NTN ensures that students develop the academic, technical, and professional skills needed for future success. 

Through authentic projects, students learn to engage in research, analysis, and presentation of their work, mirroring the expectations and demands of postsecondary education and the workplace. NTN’s commitment to college and career readiness ensures that students are well-prepared to transition seamlessly into higher education or enter the workforce with the skills and confidence to excel in their chosen paths.

The Impact of PBL on College and Career Readiness

PBL has a profound impact on college and career readiness. Numerous studies document the academic benefits for students, including performance in AP courses, SAT/ACT tests, and state exams (see  Deutscher et al, 2021 ;  Duke et al, 2020 ;  Krajick et al, 2022 ;  Harris et al, 2015 ). New Tech Network schools demonstrate higher graduation rates and college persistence rates than the national average as outlined in the  New Tech Network 2022 Impact Report . Over 95% of NTN graduates reported feeling prepared for the expectations and demands of college. 

Practices that Support Equitable College Access and Readiness

According to  a literature review conducted by New York University’s Metropolitan Center for Research on Equity and the Transformation of Schools  ( Perez et al, 2021 ) classroom level, school level, and district level practices can be implemented to create more equitable college access and readiness and these recommendations align with many of the practices built into the the NTN model, including culturally sustaining instructional approaches, foundational literacy, positive student-teacher relationships, and developing shared asset-based mindsets.

About New Tech Network

New Tech Network is committed to meeting schools and districts where they are and helping them achieve their vision of student success. For a full list of our additional paths to impact or to speak with someone about how the NTN Model can make an impact in your district, please send an email to  [email protected] .

Sign Up for the NTN Newsletter

• Our Mission

Project-Based Learning (PBL)

Project-based learning is a dynamic classroom approach in which students actively explore real-world problems and challenges and acquire transferable knowledge.

.css-13ygqr6:hover{background-color:#d1ecfa;}.css-13ygqr6:visited{color:#979797;}.css-13ygqr6.node--video:before{content:'';display:inline-block;height:20px;width:20px;margin:0 4px 0 0;background:url(data:image/svg+xml,%3Csvg%20width%3D%2242px%22%20height%3D%2242px%22%20viewBox%3D%220%200%2042%2042%22%20alt%3D%22Video%20icon%22%20data-testid%3D%22play-circle%22%20version%3D%221.1%22%20xmlns%3D%22http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%22%3E%3Ctitle%3EVideo%3C%2Ftitle%3E%3Cdefs%3E%3C%2Fdefs%3E%3Cg%20id%3D%22play-circle%22%20fill%3D%22%23000000%22%3E%3Cpath%20d%3D%22M21%2C0%20C9.38%2C0%200%2C9.38%200%2C21%20C0%2C32.62%209.38%2C42%2021%2C42%20C32.62%2C42%2042%2C32.62%2042%2C21%20C42%2C9.38%2032.62%2C0%2021%2C0%20L21%2C0%20Z%20M21%2C36.7733333%20C12.32%2C36.7733333%205.22666667%2C29.7266667%205.22666667%2C21%20C5.22666667%2C12.2733333%2012.32%2C5.22666667%2021%2C5.22666667%20C29.68%2C5.22666667%2036.7733333%2C12.32%2036.7733333%2C21%20C36.7733333%2C29.68%2029.68%2C36.7733333%2021%2C36.7733333%20L21%2C36.7733333%20Z%22%20id%3D%22circle%22%3E%3C%2Fpath%3E%3Cpath%20d%3D%22M29.54%2C19.88%20L17.7333333%2C12.9733333%20C16.8466667%2C12.46%2015.7733333%2C13.1133333%2015.7733333%2C14.0933333%20L15.7733333%2C27.9066667%20C15.7733333%2C28.9333333%2016.8933333%2C29.54%2017.7333333%2C29.0266667%20L29.5866667%2C22.12%20C30.4266667%2C21.6066667%2030.4266667%2C20.3933333%2029.54%2C19.88%20L29.54%2C19.88%20Z%22%20id%3D%22triangle%22%3E%3C%2Fpath%3E%3C%2Fg%3E%3C%2Fsvg%3E) no-repeat left bottom/18px 18px;} 5 Tips for Helping Students Adjust to PBL

Culturally Responsive and Community-Focused PBL

8 Ways to Amp Up Science Assessments

Designing science inquiry: claim + evidence + reasoning = explanation.

How School Leaders Can Make Time for Teachers to Have Meaningful PBL Collaboration

Using ChatGPT to Support Student-Led Inquiry

PBL for Pre-K Through Second Grade

Inquiry-Based Tasks in Social Studies

An Effective Strategy for Successful Group Work

3 Ways to Introduce International Civics to Your Students

6 Strategies for Differentiated Instruction in Project-Based Learning

Reinventing AP Courses With Rigorous Project-Based Learning

I Let Students Choose Their Grading Criteria, and Here’s How It Went

A Meaningful App-Building Project

10 Ready-to-Borrow Project Ideas

Project-Based Learning

This teaching guide explores the different types of project-based learning (PBL), its benefits, and tips for implementation in your classes.

Introduction

Project-based learning (PBL) involves students designing, developing, and constructing hands-on solutions to a problem. The educational value of PBL is that it aims to build students’ creative capacity to work through difficult or ill-structured problems, commonly in small teams. Typically, PBL takes students through the following phases or steps:

• Identifying a problem
• Agreeing on or devising a solution and potential solution path to the problem (i.e., how to achieve the solution)
• Designing and developing a prototype of the solution
• Refining the solution based on feedback from experts, instructors, and/or peers

Depending on the goals of the instructor, the size and scope of the project can vary greatly. Students may complete the four phases listed above over the course of many weeks, or even several times within a single class period.

Because of its focus on creativity and collaboration, PBL is enhanced when students experience opportunities to work across disciplines, employ technologies to make communication and product realization more efficient, or to design solutions to real-world problems posed by outside organizations or corporations. Projects do not need to be highly complex for students to benefit from PBL techniques. Often times, quick and simple projects are enough to provide students with valuable opportunities to make connections across content and practice.

Implementing project-based learning

As a pedagogical approach, PBL entails several key processes:

• Defining problems in terms of given constraints or challenges
• Generating multiple ideas to solve a  given problem
• Prototyping — often in rapid iteration — potential solutions to a problem
• Testing the developed solution products or services in a “live” or authentic setting.

Defining the problem

PBL projects should start with students asking questions about a problem. What is the nature of problem they are trying to solve? What assumptions can they make about why the problem exists? Asking such questions will help students frame the problem in an appropriate context. If students are working on a real-world problem, it is important to consider how an end user will benefit from a solution.

Generating ideas

Next, students should be given the opportunity to brainstorm and discuss their ideas for solving the problem. The emphasis here is not to generate necessarily good ideas, but to generate many ideas. As such, brainstorming should encourage students to think wildly, but to stay focused on the problem. Setting guidelines for brainstorming sessions, such as giving everyone a chance to voice an idea, suspending judgement of others’ ideas, and building on the ideas of others will help make brainstorming a productive and generative exercise.

Prototyping solutions

Designing and prototyping a solution are typically the next phase of the PBL process. A prototype might take many forms: a mock-up, a storyboard, a role-play, or even an object made out of readily available materials such as pipe cleaners, popsicle sticks, and rubber bands. The purpose of prototyping is to expand upon the ideas generated during the brainstorming phase, and to quickly convey a how a solution to the problem might look and feel. Prototypes can often expose learners’ assumptions, as well as uncover unforeseen challenges that an end user of the solution might encounter. The focus on creating simple prototypes also means that students can iterate on their designs quickly and easily, incorporate feedback into their designs, and continually hone their problem solutions.

Students may then go about taking their prototypes to the next level of design: testing. Ideally, testing takes place in a “live” setting. Testing allows students to glean how well their products or services work in a real setting. The results of testing can provide students with important feedback on the their solutions, and generate new questions to consider. Did the solution work as planned? If not, what needs to be tweaked? In this way, testing engages students in critical thinking and reflection processes.

Unstructured versus structured projects

Research suggests that students learn more from working on unstructured or ill-structured projects than they do on highly structured ones. Unstructured projects are sometimes referred to as “open ended,” because they have no predictable or prescribed solution. In this way, open ended projects require students to consider assumptions and constraints, as well as to frame the problem they are trying to solve. Unstructured projects thus require students to do their own “structuring” of the problem at hand – a process that has been shown to enhance students’ abilities to transfer learning to other problem solving contexts.

Using Design Thinking in Higher Education (Educause)

Design Thinking and Innovation (GSM SI 839)

Project Based Learning through a Maker’s Lens (Edutopia)

You may also be interested in:

Case-based learning, game-based learning & gamification, assessment for experiential learning, designing experiential learning projects, creativity/innovation hub guide, partnerships in experiential learning: faq, experiential learning resources for faculty: introduction, teamwork and experiential learning.

Times To Educate YourSelf

• [email protected]

Project Method of Teaching –  Advantages and Disadvantages

Welcome to our tutorial on the Project Method of Teaching. This modern and student-centered approach to education emphasizes “learning by doing” and places students at the center of the learning process.

We will not only discuss the principles and benefits of this method but also delve into the specific approach developed by Dr. W.H. Kilpatrick, known as the Kilpatrick Project Method. Whether you are a student, teacher, or educational professional, this tutorial will provide valuable insights and information on this innovative teaching strategy.

So, Let’s dive into the world of the Project Method of Teaching and Kilpatrick’s approach.

Table of Contents

Historical Background

Project Method of Teaching has a rich historical background dating back to the early 20th century. It is said to have originated at Richards Colombia University in 1900 and was later popularized by Stevenson J. A who used the term in 1908. The Massachusetts State Board of Education officially recognized the method in 1911, and it gained further momentum when Professor W.H. Kilpatrick of Colombia University made a formal attempt to use it in education in 1918.

The Project Method of Teaching is based on John Dewey’s philosophy of pragmatism, which emphasizes the principle of “learning by doing.” Dewey believed that students should be actively engaged in their own learning and that education should be relevant to student’s lives and experiences. The Project Method of Teaching aligns with this philosophy by providing students with hands-on, real-world projects and activities that allow them to apply what they are learning.

Introduction: Project Method of Teaching

Perennialism is a teaching philosophy that values the memorization and recall of key facts and information. This approach is based on the belief that certain knowledge is timeless and universal, and should be the foundation of education.

This method of teaching is often associated with traditional methods, where students are expected to read, memorize, and reproduce information through drilling and repetition. Although this method can aid in short-term memory retention, it can fall short in terms of promoting deep understanding and critical thinking skills.

On the other hand, the Project Method of Teaching is a modern and student-centered approach that emphasizes learning by doing.

It is based on the philosophy of pragmatism and the principle of “Learning by Doing”. This approach encourages students to actively engage in hands-on, real-world projects and activities that are relevant to their lives and experiences.

The focus is on critical thinking, problem-solving, and active engagement, rather than just memorization. This approach not only helps students to develop important skills but also provides them with a deeper understanding and retention of the material. It is an effective method to change the behavior of students by providing them with practical engagement and involvement in their studies.

Definition:-

A project is a purposeful and meaningful activity that is undertaken in a social setting. It is a real-world task that is brought into the classroom and requires students to use critical thinking, problem-solving, and constructive effort to achieve specific objectives and results. It is a voluntary undertaking that provides students with an authentic and engaging learning experience.

Project Method of teaching = Active Engagement + Real-world Projects + Problem-solving + Understanding + Student-centered approach + Philosophy of pragmatism + Learning by Doing.

The Project Method of Teaching is an approach that emphasizes “learning by doing” and places students at the center of the learning process.

Learning by Doing = Active Engagement + Real-world Experience + Critical Thinking + Problem-solving + Understanding 

Importance of Project Method of Teaching with Example:

The Project Method of Teaching is a vital teaching strategy because it enables students to take responsibility for their education and actively participate in the subject matter.

The idea behind it is “learning by doing,” which is a potent strategy for helping kids comprehend and remember new material. With this method, students can work on projects and activities from the real world that is pertinent to their lives and experiences, giving them greater knowledge and connection to the subject.

Real Life Example of Project Method of Teaching

A real-life example of the Project Method of Teaching computer science would be a class taught by teacher Noman where student Hamza is tasked with creating a mobile application. Teacher Noman provides guidance on the technical aspects of app development such as programming languages, software development kits, and interface design. However, student Hamza is responsible for the entire project, from conceptualizing the idea to designing the user interface to coding the app.

Through this process, student Hamza learns about software development and design, problem-solving, and project management. He develops the skills of coding and designing a user interface. Additionally, student Hamza is encouraged to be creative and think outside the box, as he comes up with a unique idea for his app and works to bring it to life. The project also allows student Hamza to learn about the end-to-end process of software development, from the initial concept to the final product.

What are the types of project methods of teaching?

There are 4 types of projects that Dr. W.H. Kilpatrick has classified in his paper on “The Project Method”.

Constructive project:

This type of project involves practical or physical tasks such as building an object, creating a model, digging a well, or performing a drama. It helps students to develop their hands-on skills and manual dexterity.

Constructive project = Hands-on skills + Manual Dexterity

Aesthetic project:

This type of project focuses on developing the students’ appreciation skills through activities such as musical programs, beautification projects, and the appreciation of poetry.

Aesthetic project = Appreciation skills + Creative expression

Problematic project:

This type of project helps students to develop their problem-solving skills through experiences. It is based on the cognitive domain and allows students to apply critical thinking and reasoning skills.

Problematic project = Problem-solving skills + Critical thinking

Drill project:

 This type of project is designed to help students master a skill or knowledge. It increases the work efficiency and capacity of the students. It is based on the repetition of a certain task or activity to master it.

Drill project = Mastery of skill + Work efficiency

What are the steps of the project method?

The Project Method consists of six steps, including:

Creating a situation:

The teacher creates a situation that is relevant and meaningful to the students.

Selection of the problem:

The teacher helps the students to select a problem or topic of interest, based on their interests and abilities.

The teacher and students work together to develop a step-by-step plan for the project.

The students carry out the project, collecting information and materials as needed. The teacher provides supervision and guidance.

Evaluation:

The students evaluate their work and share their thoughts and feelings about the project.

Reporting and Recording:

The students document the process and results of the project and present it to the teacher for review.

Overall Step of Project Method = Situation Creation + Problem Selection + Planning + Execution + Evaluation + Reporting and Recording

Role of the Teacher In Project Method of Teaching:-

In the Project Method of teaching, the role of the teacher is crucial in guiding, facilitating, and supporting students in their learning journey. Some key roles of a teacher in this method include:

Facilitator: The teacher acts as a facilitator, guiding and supporting students as they work on their projects. They provide resources, answer questions, and offer feedback to help students stay on track and make progress.

Mentor: The teacher serves as a mentor, offering guidance and advice to students as they work through the project. They help students to identify and overcome any challenges they may face and provide support and encouragement as needed.

Assessor: The teacher assesses student progress, providing feedback and evaluations to help students understand their strengths and weaknesses. They help students to understand what they have learned and what they need to work on.

Resource provider: The teacher provides students with the necessary resources and materials to complete their projects, including books, equipment, and technology. They help students to access the information and tools they need to succeed.

Collaborator: The teacher works closely with students, collaborating with them to develop and implement project plans and goals. They help students to understand how their work contributes to the overall project and to the class as a whole.

Encourager: The teacher encourages students to take ownership of their learning, providing support and guidance to help them to achieve their goals. They help students to develop self-motivation, self-direction, and self-evaluation skills.

Overall, the teacher plays a vital role in guiding and supporting students in the Project Method of teaching, helping them to develop the skills and knowledge they need to succeed.

Guidelines for Effective Project Method of Teaching:

• The project’s aims and objectives should be made very clear.
• Encourage student participation and teamwork
• Provide guidance and support
• Encourage creativity and innovation
• Provide feedback and evaluation
• Encourage reflection and self-evaluation
• Provide opportunities for students to share their work
• Create a positive and supportive learning environment

Advantages of Project Method of Teaching:-

Project Method of teaching has a number of advantages that make it an effective teaching strategy. Some of the key advantages include:

Hands-on, active learning:

Students are able to apply their knowledge and skills in real-life situations, making the learning experience more engaging and meaningful.

Connections to the Real World:

Projects are often based on real-world problems and issues, helping students to see the relevance and importance of what they are learning.

Developing Critical Thinking Skills:

Projects require students to analyze, evaluate, and create solutions to problems, helping them to develop critical thinking skills.

Adaptability:

Projects can be tailored to the requirements and interests of individual students and can be adapted to a wide range of courses.

Students frequently have to work together on projects, which promotes teamwork and social skills.

Increased Motivation and Engagement:

 Projects allow students to take ownership of their learning, increasing their motivation and engagement in the learning process.

Personalized Learning:

Projects can be designed to meet the needs and interests of individual students, allowing for personalized learning experiences.

Disadvantages of Project Method of Teaching

The Project Method of teaching has some downsides even if it is quite effective at encouraging hands-on learning and critical thinking. These include:

Time and resource constraints:

Projects often require significant time and resources, which may not be readily available in all educational settings.

Insufficient teacher control

It can be challenging for teachers to retain control of the classroom and make sure that all pupils are paying attention when they are controlling the path of their own learning.

Assessment challenge:

Assessing student understanding and progress in a project-based learning environment can be challenging, as traditional methods of assessment may not always be appropriate.

Possibility of unequal involvement

While some students could be more ready to assume leadership roles in a project, others might be more cautious. This may result in inconsistent participation and a lack of interest on the part of some students.

The complexity of organizing and managing projects:

Managing a project requires a significant amount of planning, organization, and coordination. This can be a daunting task for both teachers and students, especially for those without experience in project management.

Failure Probability:

Since project-based learning is an active learning method, failure is a possibility. The project may not be finished effectively by the students, or they may not get the anticipated result.

In summary, the Project Method of Teaching is an effective modern teaching method that prioritizes student engagement and hands-on learning experiences. It has a rich historical background, rooted in the philosophy of pragmatism and the principle of “learning by doing.”

This method allows students to take ownership of their education and apply critical thinking and problem-solving skills to real-world projects. The Project Method of Teaching is a great way to promote understanding and retention of material, as well as to change student behavior through practical engagement and involvement. Overall, it is a powerful teaching strategy that can be applied to various subjects and disciplines, including computer science.

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

JITE v40n3 - At Issue - The Importance of the Project Method In Technology Education

AT ISSUE The Importance of the Project Method In Technology Education Robert T. Howell Fort Hays State University Utilizing the project method of teaching in technology education (TE) is not a new development. TE teachers have been using projects as a means of teaching technical skills, tool usage, and problem solving since the very beginning of the profession. The project method also provides an excellent means for increasing student learning ( Howell & Mordini, 2003 ). Over the past decade, there has been a paradigm shift in TE, leading the profession away from its roots, the project method of teaching. With the infusion of new technology and computer modules, some TE programs have been moving away from what worked for the profession in the past. This paradigm change has caused a debate and a split in the profession related to the methods used to teach TE. An overriding question the profession must ask is, "Has this been paradigm shift been beneficial for TE students?" The project method is a teacher-facilitated collaborative approach in which students acquire and apply knowledge and skills to define and solve realistic problems using a process of extended inquiry. Projects are student-centered, following standards, parameters, and milestones clearly identified by the instructor. Students have control over the planning, refining, presenting, and reflecting of the project. Through projects, students are engaged in innovation and creativity ( Project Lead the Way, 2003 ). In order to better understand the importance of the project method and what can be learned from this teaching methodology, we must look at its historical development. Where did the project method develop? How was it utilized in the past? What is the future of the project method in TE?

Documented history dates the project method of teaching back to the 1830s. In Moscow, Russia, a school for trades and industries was established to train engineers and craftsmen. A system that used students as workers was established in an effort to (a) finance schools, (b) have the most effective practical instruction, and (c) provide extensive and efficient workshops. In these construction shops, students worked with private contractors and were employed by the school to construct equipment such as steam engines, pumps, and agricultural machinery ( Bennett, 1937 ). This system of teaching was considered vague and not in- depth enough for educational purposes, so a second system of teaching was developed. Instruction shops were established to fill smaller private orders for goods. Students were not permitted to work in construction shops until completing the requirements of the instruction shops. Victor Della Vos, founder of manual training in Russia, provided the reasoning for the two systems used by the trade and industry schools in Russia during this time period. Della Vos noted: There is not the slightest doubt as to the importance of working out a logical method of teaching these mechanical arts, not only for the benefit of the student of engineering, but for use in giving practical instruction to the working people as well. Such a method would also do much to perfect hand labor, which because of the use of specialized machines is deteriorating year to year ( Bennett, 1937 , p. 16).

The Sloyd Method of teaching was developed in Scandinavia. Known as Home Sloyd in the early days, this method of teaching manual arts had its origin in German pedagogy. These pedagogical ideas were used extensively in countries such as Finland, Sweden, Norway, and Denmark. Early Home Sloyd was not much more than producing products at home for the public to buy. Home schooling and building of products were encouraged by government leaders in an effort to keep people at home and out of drinking establishments. As time progressed, Sloyd schools were established to provide more instruction. Pupils made what the public would purchase without much reference to its educational value ( Bennett, 1937 ).

One of Finland's early supporters of the Sloyd method, Uno Cygneaus, wrote of the importance of handwork being developed:

The instruction shall aim at providing the pupil with the general handiness that is of great importance to every man, especially to the manual laborer, and also with skill in some home industry (Sloyd) most suitable to the general public of our land ( Bennett, 1937 , p. 59).

In France, after the French Revolution, there was a move to do away with the trade apprenticeship that was established by the ruling aristocracies and to provide all of the people (not just those selected by the aristocracies) training in manual work. It was this philosophy that led to the foundation of an educational system to teach manual arts:

The introduction of manual work into an educational establishment may have two end results, to prepare the pupils for a special calling, or to put into play their physical faculties, the prevision of the eye, the dexterity and suppleness of the hand, and to oblige the pupils to reason and reflect, while at the same time enabling the application of theory to practice, and the realization of the advantages of both ( Bennett, 1937 , p. 109).

It was with this attitude that schools were established in France that would provide students with a small number of tools and the knowledge of their use in working with wood and iron. Not only were students given instruction in use of tools and making products; they were expected to receive instruction in modeling, drawing, and technology in addition to their regular school work ( Bennett, 1937 ).

As Bennett (1937) concluded, most people associate manual training with Germany. While this is mostly true concerning pedagogy, much of the training and project methods used in Germany were adapted from programs in Denmark and Sweden where the Sloyd method was developed. It was the belief of German educators that students should build projects, but it mattered little what the object was as long as it captured the student's interest. Along with constructing a project, an appropriate methodological sequence was developed based on the cognitive ability of the student. It was their belief that if all conditions were fulfilled, objects for home use or children's games were just as important to the student's interest and education as were instruction in physics, geography, or mathematics ( Bennett, 1937 ).

The project method of teaching had its beginning in the United States in the 1920s, and it changed the way industrial arts was taught. There was somewhat of a revolt, led by John Dewey, resulting in many changes. These changes brought on by Dewey represented a release from the formal and highly structured nature of academic learning in the United States at the time ( Barlow, 1967 ). Barlow also stated that the project developed as a natural evolution from both practical and theoretical considerations. The project method would provide students with social goals and allow them to engage in activities that would require them to think and solve problems. He stated that the project would need to meet the tests of social significance, intellectual activity, and a variety of other values.

It has been said that the more things change, the more they stay the same. This has, over time, proven true with manual training. In the United States, TE has changed its name many times over the years. These name changes have gone from manual arts, to industrial arts, to industrial education, to industrial technology education, and to TE. The one constant has been the project. The project method of teaching has always been important in Russia, Sweden, France, and the United States in the past; and it should be just as important today. With all of the new computer-aided technology methods available today, the profession has tended to lose its way, forgetting that the project method has proven to be successful. How do today's projects differ from those of the past; or do they? Schultz (1999) noted that the project method of teaching increases students' thinking and problem-solving abilities. Students working on projects also develop reflective thought processes and a sequence of order while working on a project. This reflective thought process requires students to determine the appropriate outcome. Each outcome, in turn, refers to its predecessors ( Farra, 1998 ). John Dewey studied the reflective thought process and how it ties in with the project. He indicated that reflective thought helps students perceive the problem and its resolution. Dewey suggested that reflective thought provides students with a method to pattern an ability to improve their skill in thoughtful decision-making, and encourages others to sharpen the quality of their decisions and skills ( Farra, 1998 ). As Farra (1998) wrote in his review of Dewey's work, there is a progression of learning in the reflective thought process. With the guidelines developed by Dewey students learn what reflective thinking entails and at the same time learn to problem solve when working within the project method. Howell and Mordini (2003) also noted that students' best interests are served by utilizing problem solving to encourage critical thinking, plus progressing through the steps of investigating, planning, testing, evaluating, and improving during their project fabrication.

The requirements of a good project have changed since the early days of manual training. As Klein (2002) reported, "It is important to combine technology with real problems and a twist of imagination" (p. 20). Today, as in the past, projects should be designed to be relevant to industry and technology. The skills that society requires today may have changed, but teaching students the ways of today's world still depends largely upon the project method. When planning a project for current technology-related classes, the teacher must understand what is required of today's industry and technology. Howell (2001) wrote that students would be better served by building programs around project design. The project method of teaching should promote critical thinking; encourage divergent thinking and multiple solutions; engage students in real-world challenges; encourage student ownership, direction, and management of resources; and provide opportunities for teamwork and encourage collaboration ( Project Lead the Way, 2003 ). Many Fortune 500 companies have adopted team concepts that require the skills listed for today's team members. Howell went on to say that the best way to teach team skills is through the project method. Working on a project is an excellent way for the students to learn what it takes to an effective member of a team.

We must take a long look at what got us here in the first place. What was it we were doing that worked so well? If the project method was working so well, then maybe we should go back to it and see if we can improve upon it to meet the changing times and future needs of today's industry. Vannoy (1994) referred to this way of thinking as being forward focused. He said that we should examine what worked in the past, and build upon it. Projects encourage creativity and give the student a sense of accomplishment, pride, and self worth. Above all, an interested student is a motivated student; and a motivated student strives to do the best possible job. Projects do not promote a single answer, limit student participation, suppress collaboration, or discourage application of new contexts ( Project Lead the Way, 2003 ). We cannot forget that teaching students is our foremost responsibility; and, as teachers, we must provide the best possible method by which students can learn. Today as in the past, projects provide students with a product to take home, something to show for their hard work, something that means more than a letter grade on a piece of paper. References Barlow, M. L. (1967) . History of industrial education in the United States . Peoria, IL: Bennett. Bennett, C. A. (1937) . History of manual and industrial rducation 1870 to 1917 . Peoria, IL: Bennett. Farra, H. (1998) . The reflective thought process: John Dewey revisited. The Journal of Creative Behavior , 22(1), 1-8. Howell, R. T. (2001) . Fostering self-directed team members. Journal of Technology Studies , 27(1), 51-53. Howell, R.T., & Mordini, R. (2003) . The project method increases student learning and interest. Tech Directions , 62(8), 31-34. Klein, D. (2002) . Design projects for the classroom. The Technology Teacher , 61(4), 20-22. Project Lead The Way. (2003) . Curriculum development guide . Clifton Park, NY: Author. Schultz, A. E. (1999) . What we teach and why we teach it. Journal of Industrial Teacher Education , 37(1), 83-87. Vannoy, S. W. (1994) . The 10 greatest gifts I give my children . New York: Fireside.

Howell is an Assistant Professor in the Department of Technology Studies at Fort Hays State University in Hays, Kansas. Howell can be reached at [email protected] .

</span>

Project Method: Steps,Types,Principles | Merits and Demerits

Project method of teaching. It is a modern approach to education which come from John Dewey’s educational philosophy which is completely students centric. In this article we shall discuss about what is project method ? Steps of project method, and merits and demerits of project methods in details.

• Grammar translation method
• Bilingual method
• Direct method of teaching

What is project method?

A project method is a medium of instruction where students are given a number of projects or situation. The students choose their situation on their own then they plan to execute the project collectively. In this style of teaching the teacher works as a guide  and not a dictator but a working partner.

Project method is a modern contribution to educational theory and practice. It was initiated by professor William Kilpatrick, a pragmatist who is also known as the father of the project method. According to him project method is  –

“A whole hearted purposeful activity proceeding in a social environment”

Project method is a problematic act which is carried out and completed in a natural settings. It lays great emphasis on taking the people into confidence and nothing is imposed upon the students from the teacher or guide. who take the responsibility of the work. The curriculum content and the technique are also considered from the student’s point of view. So this method is a completely student-centric where students learn things by experience. Infect this method is better described as learning by doing.

Definitions:

Some of the important definitions which will help to understand the project method better.

According to J.A Stevenson:

“A project is a problematic act carried to completion in its natural setting”

  According to Snedden :

“project is a unit of educative work in which the most prominent feature is some form of positive and concrete achievement”

5 Steps of project method:

Five steps of this method are in the following-

• Selection of the project
• Proper planning
• Executing the project

1. Selection of the project

 The fist steps is the selection of the project work. The students are given some practical problem among them they should select the subject or the project which has a great utility and fulfill the practical need of the pupils. . in this process teacher guides and motivates them to keep on the right path.

2. Planning

Next step of project method is the proper planning. The students should do planning and the teacher will guide them and help them in their planning work. A discussion may be held where all the students express their views and gives suggestions in the discussion. And the teacher may points out the problems related to this project. This discussion of proper planning may be written by the students in their project copy.

3. Executing the project

In this steps student executes the project work according to their blueprint or planning. The students themselves assign various duties among themselves according to individuals interest and capacities. Every students contributes something for the completion of the this project. They will collects data, visits place to place, and peoples gathers information, reads history etc. thus a chain of activities are done by the students. And the teacher will guide and provide necessary information and help them to  keep go in the right direction.  

4.Evaluation

In this steps the whole work is to be reviewed and the students judge or assess their performance, whether they carried out the project according to the planned or not. What are the mistakes they have done in this process of activities all are noted down. In short in this steps the work is evaluated.

5. Recording

Next steps after evaluation is recoding. Here all the activities connected with the project must be recorded. students planned, their discussion, duties, criticism of their own work and of course some important point regarding this project for references.

Merits of project method

1 Project method emphasis on learning by doing. Students themselves involves in the activity which helps in enhancing their thinking capacity, skills and first hand experiences.

2 In project method teacher works as a guide and the whole activity  is carried out by the students themselves which increase self-reliance and self-responsibility of students.

3 Project method also helps to form a habit of self learning.

4 In this method students works collaboratively with their group. Which makes the learning interesting meaningful and significance.

5 Project method helps to develop a sense of brotherhood, cooperative attitudes and other social qualities.

6 It develops communicative skills as the students get an opportunity to express himself fully and freely.

7 this method also develops a democratic feelings in them. Nothing is impose upon students the decision are arrived democratically.

8 It develops the student’s critical thinking.

Demerits of project method

Though the project method is a modern approach of teaching . Which is a child-centric it has some disadvantages. Some of the common disadvantages arte given bellow-

• Project method neglects drill work students do not get adequate drill in reading, spelling, drawing etc.
• It is a time consuming process.
• Lake of experience teacher: to complete a project successfully very learned efficient and resourceful teachers are needed.
• Project method is not suitable for all subject.
• This method is not suitable for lower classes, as the complete project is carried out by the students themselves so it fits for the higher classes and not the lower level.
• Project method is carried out in a natural setting which is not possible for all the time.
• Project method of teaching is very costly.

Principles of project method:

1. Principle of definite purpose

The purpose of the project must be fix and clear why is he doing certain things?. The purpose motivates the learners to reach his goals. An interest can not be attain by aimless and meaningless activities.

2. Principle of freedom

There should not impose any activity on the students. The desire for an activity must be spontaneous. The students should be free from any restrictions, imposition etc. so that they can express themselves fully and freely.

3. Principle of activity

Activity is the another principle of project method. Project itself is a purposeful activity. The students must learn something after this activities (learning by doing).

4. Principle of experience

In this students learn things by doing or experiencing things. Experience is the great teacher. Here students should learn new facts or information through experiences.

5. Principle of utility

The knowledge is worthwhile only when it is useful in day to day life. The project which is to be carried out must be useful to the pupils as well as the society.

6. Principle of reality

The project must be real and should have a link in real life situations. So that students can   carry out the project and complete it in a natural settings. The imaginary problems can not be taken in the project work.

7. Principle of social experience

Children is a social being and have to prepare them for the active social life. A project should focus on the dvelopment of social qualities in the students. A good project emphasis on the social needs and developments and usefulness of the society as well as its people.

Types of project method

William killpatric (father of project method) gives four types of project. They are-

1 Produces type project:

It is also known as costructive project. The aim of this project is to produce materials or things. In this project students work physically they makes a chart , model etc.

2 Consumer project:

Consumer project is also called as aesthetic project. Appreciation power of students are develop through this project. The main aim of this project is to provide joy and experience. For examples presentation of music,  decorating of the hall etc.

3 Problamatic project:

This type of project helps to find out the solution of a problem. Here students learns to solve the life related problems for examples, how can we protect the environment etc.

4. Drill project:

The main aim of this type of project is to provide knowlwdge and skills. Student’s capability, ability, skills are trying to develop. For example drilling in singing, swimming etc.

Thus this is a modern approach of teaching. It has some principles, merits and demerits and the types and steps of project method which has been discussed above. If you like this article please share and leave us a comment. Thank you.

• Lecture Method of Teaching | merits and demerits |…
• Grammar Translation Method | Concept | Merits & Demerits
• Direct method of Teaching of English |Merits & Demerits
• Bilingual Method | Concept | Merits & Demerits
• Structural Approach | Concepts | Merits and Demerits
• Procedure of Team Teaching Method | Steps

Exploring The Project Method Of Teaching – A New Approach For Teachers 

• May 4, 2023

Table of Content

Teachers need to explore and find new teaching approaches in order to keep their students engaged and interested in the class. One such approach that teachers try and are really effective is the project method of teaching , also known as project-based learning .    

It is a very effective and engaging method of teaching. It is based on experience-centered learning to help students socialize easily. This approach is based on certain principles: 

• The principle of utility means that the project should be closer to one’s social life.
• The principle of readiness states that the students must actively participate in finding the solution.
• The principle of purpose that motivates learning purpose. 
• The principle of activity that helps students to stay active towards their curiosity, 
• The principle of experience that helps students to learn from first hand experiences.
• The principle of reality helps students to prepare for real life experiences.
• The principle of freedom means that the desire for an activity must be spontaneous and not forced by the teacher. 
• The principle of social experience helps students to build their social skills by working in groups. 

These principles help students to perform project-based learning activities. The project method of teaching was formulated by educator William H. Kilpatrick. He introduced this method in some steps but before that let us understand the characteristics of the project method of teaching.

Suggested – Learn Teaching Methods to Engage Students in Classroom

Characteristics of project method of teaching

There are certain characteristics of the project method of teaching which are as follows: 

• A project method involves a specific and achievable goal.
• It includes purposeful and realistic activities that promote learning.
• Students are responsible for planning and executing their learning activities.
• It emphasizes learning through practical application.
• The project method is designed to enhance learning through play and exploration.
• It provides direct and authentic experiences.
• Students work in groups and receive training for collaboration and teamwork, which prepares them for future professional settings.
• It encourages students to express themselves freely and fosters spontaneity.
• It helps to develop practical skills and abilities.

Suggested – How To Develop Critical Thinking Skills In Students?

• The project method is democratic and promotes equality by giving all participants equal rights, duties, and responsibilities.

Steps of project method of teaching

Here are the steps that you need to follow in order to use the project method of teaching:

1. Project selection

The project selection step of the project method involves picking out the project work. Students are presented with various problems and are required to select a project that provides the greatest value and addresses a specific practical requirement.

Throughout this process, teachers act as mentors, guiding and encouraging students to make informed decisions based on their skills and interests. 

2. Planning

In the planning phase of this method, students are required to create a plan for the project work where the teacher can guide them and raise objections and problems that can occur in the project. In the project method of teaching , students can bring together their views and create discussions and complete the projects by learning practical skills as well as teamwork. 

3. Execution

After the planning phase comes the execution phase, where the students start working on the project. The students assign duties to one another on the basis of their interests and capabilities.

Each student will make a unique contribution to the project, which may involve activities such as collecting data, conducting site visits, researching information, and studying historical records.

The teacher assumes the role of a guide once more, furnishing students with the required knowledge and guidance to stay on the correct path.

4. Evaluation

The final stage of the project-based teaching method is the step of evaluation. After completing the project as planned, the teacher conducts a comprehensive review of the entire work, assessing the performance of each student. During this evaluation, any mistakes made during the process are documented for future reference.

5. Reporting & Recording

In this stage of the project method of teaching, every step of the work is documented and recorded in a book format in a specific order. This report must encompass the proposal, plan, deliberations, duties assigned to each student and the extent to which they completed them.

It should also include information about places visited and surveyed, recommendations for the future, and any other relevant details. At the conclusion of the project, this book-formatted report is submitted to the teacher for evaluation.

Types of project method of teaching

There are multiple types of project methods of teaching that teachers can use in the classroom. These are broadly classified into four categories as follows:

1. Constructive method

In the constructive project method of teaching , students are instructed to construct something related to social life, such as maps, parcels, models, charts, etc. These projects help students to learn critical thinking skills, problem-solving, and decision-making skills to create a tangible outcome. This approach enables students to develop a deep understanding of the subject matter and promotes active learning.

2. Artistic method

In incorporating an artistic method into the project method of teaching , educators can encourage students to explore their creativity and express themselves through various artistic mediums. In this, the students learn about visual arts, creative writing, design, and performing arts. 

3. Problem solving method

In the problem-solving method of project method teaching technique, A problem-solving method is a valuable tool for addressing real-world challenges that can arise in various contexts, such as sending an email, managing bank accounts, or operating specific products.

By using this method, students can develop practical skills that will help them navigate social situations more effectively and become more proficient in their daily lives.

4. Group work methods

In this method, students work together as a group to accomplish a designated task, with the teacher serving as a facilitator. This can range from a sophisticated engineering project that necessitates collaboration between various fields of knowledge to something as straightforward as establishing a school garden.

Advantage of project method of teaching

There are multiple advantages to using a project method of teaching . The ways in which it can help teachers as well as students. Some of the advantages are:

• The project-based learning activities help students to learn by doing, and this helps in active learning. This gives students a first-hand experience of things and increases their thinking capacity. 
• By using this approach, students can enhance their ability to be self-reliant and take responsibility for their own learning. They can gain valuable experience in learning independently and develop a personalized learning style that works best for them.
• It helps in improving collaboration skills in students. They learn to build strong relations at both professional and personal levels, which makes the experience very interesting and insightful. 
• This teaching approach helps students to improve their communication skills as well as their critical thinking skills. 

Disadvantages of project method of teaching 

With advantages come along disadvantages, and so is in the project method of teaching approach. Here are some of the disadvantages of the project method of teaching :

• Project-based learning activities are very time-consuming
• This method requires experienced teachers, and thus only some teachers can conduct these activities leading to a shortage of teachers.
• The project method of teaching is best suited for subjects that demand hands-on, practical knowledge. As a result, subjects like art, literature, and others that don’t require as much practical application may not derive as much benefit from this teaching approach.

Final Thoughts 

The project method of teaching is a really helpful teaching approach that helps teachers to make the classroom interesting and engaging. This approach to teaching has interesting types and both advantages and disadvantages that make them interesting. If you are teaching and looking to make your classroom interesting, try this approach and make your classroom engaging. 

Exploring The Project Method Of Teaching FAQs

A1: Project-based learning is an effective and engaging method of teaching. It is based on experience-centered learning to help students socialize easily.

A2: The benefits of using project-based learning are that it improves communication skills, critical thinking skills, collaboration among students, and many more. 

A3: It can be applied from grade level to high-school level as per students’ subjects.

A4: Some common challenges associated with project-based learning are that it is time-consuming, uncommitted study groups, too much responsibility, and many more. 

A5: To access students in project-based learning, teachers access them on the basis of their participation, performance, and results.

[Classplus Official Demo] How to Teach Online+Offline Together?

Gauri Sharma

I am a professional who is passionate about the art of writing and expressing ideas in a professional and engaging manner. I thrive on the challenge of crafting content that speaks directly to the intended audience and inspires them to take action. From thought-provoking articles to persuasive copy, as a Content Writer, I have the expertise and knowledge to deliver content that informs, educates, and entertains.

• Growth Tips From Experts
• Online Buisness
• Online Classroom
• 5 minute read

YouTube vs. Instagram

• September 10, 2024
• Online Teaching
• Tips and Tricks
• 6 minute read
• 19.6K views

Prepare Impactful Teacher’s Day Speech For Teachers on Teacher’s Day 2024! 

• September 3, 2024
• Online Growth
• 7 minute read

How to Make Money on Instagram?: Ultimate Instagram Marketing Guide for Creators in 2024

• September 2, 2024
• 9 minute read

Most Subscribed YouTube Channel in India in 2024 & Top 10 YouTube Channels by Subscribers!

• August 30, 2024

• NAEYC Login
• Member Profile
• Hello Community
• Accreditation Portal
• Online Learning
• Online Store

Popular Searches:   DAP ;  Coping with COVID-19 ;  E-books ;  Anti-Bias Education ;  Online Store

Implementing the Project Approach in an Inclusive Classroom: A Teacher’s First Attempt With Project-Based Learning (Voices)

You are here

Thoughts on the Article | Barbara A. Henderson,  Voices  Executive Editor

Stacey Alfonso was teaching in an inclusion preschool in New York City, serving children with a range of special learning and developmental differences when she conducted this research. As she strove to embrace the child-centered inquiry that is at the heart of the project approach, she struggled with general expectations within her school culture that curriculum and instruction be teacher directed instead of cocreated with the children. Her teacher research makes a valuable contribution to the literature because she provides clear and believable examples of how the project approach worked for the children with special needs and examples of the challenges she faced due to the newness of her approach, her lack of mentors, and the varied learning strengths of the children. Stacey is especially effective in communicating the voices and work products of the children, showing how they are fully capable and eager to undertake inquiry and direct their own learning. Her trust in the children and her joy at their discoveries provided a turning point in her career that informs her current teaching in a forest school.

One of the biggest challenges I faced during my years teaching in an inclusive prekindergarten classroom was differentiating instruction. I was constantly searching for methods to engage all children because their wide range of abilities and needs required me to offer varied outlets for learning. My school held to a theme-based curriculum with a strong backbone of structure that guided classroom activities and children’s learning. I held to this approach as well, until, as I gained experience as an educator and learned more about child development, I began to question what I was doing and to seek alternative methods.

I wanted the children in my classroom to be motivated, authentically engaged, and excited to learn. I wanted them to take hold of their learning and drive their own experiences. The children were learning; still, I felt that their experiences should be more personal than I had been able to provide using a teacher-derived curriculum. I thought this could be best accomplished in an open-ended environment where children are free to explore and follow their interests. But how could this be done within my school’s current approach? I found my answer when I discovered the project approach.

The literature I read presented a pedagogy that would motivate and engage children with a diverse range of abilities, allowing them the freedom to explore their own interests, yet still provide enough structure to fit into my school’s current culture (Harris & Gleim 2008; Beneke & Ostrosky 2009; Katz, Chard, & Kogen 2014). My research question for this study was, How can I implement the project approach in my inclusive classroom in a preschool that has a history of structured, teacher-driven curriculum?

Review of literature

John Dewey was among the first to suggest that an ideal way for children to learn is by planning their own activities and implementing those plans, thereby providing opportunities for multilevel instruction, cooperative learning, peer support, and individualized learning (Harris & Gleim 2008). Today, many teachers find that project-based learning meets Dewey’s goals (Beneke & Ostrosky 2009; Yuen 2009; Brewer 2010). Overall, the project approach is viewed as empowering to children because they are active participants in shaping their own learning (Harris & Gleim 2008; Harte 2010; Helm & Katz 2011)

The project approach: A brief overview

The project approach seemed to be a good fit with my goal of finding a new way to engage and intrinsically motivate the children in my classroom, while meeting a wide range of needs. My research also suggested this approach would produce a well-organized curriculum that was straightforward to implement. The project approach involves children’s in-depth investigation of a worthwhile topic developed through authentic questions (Mitchell et al. 2009; Katz & Chard 2013). The teacher’s role is to support children through their inquiry. Teachers help children become responsible for their work, guide them to document and report their findings, and provide opportunities for choice (Katz & Chard 2013; Katz, Chard, & Kogen 2014).

I was encouraged that the project approach uses a specific three-phase design, because this structure seemed compatible with my school’s culture. During phase one,  selecting a topic , teachers build common experiences by talking with children about their personal experiences to determine interests and helping children articulate specific questions as a topic emerges (Mitchell et al. 2009; Yuen 2010; Helm & Katz 2011; Katz & Chard 2013).

Phase two,  data collection , emphasizes meaningful hands-on experiences. Children are researchers, gaining new information as they collect data to answer their questions. This phase is the bulk of the project investigation and takes place through direct and authentic experiences such as field trips, events, and interviews with visiting experts (Harte 2010; Katz & Chard 2013). Children can also gather data through secondary sources, including books, photos, videos, and websites.

Phase three,  the culminating event , is a time to conclude the experience, usually through a summarizing event or activity (Mitchell et al. 2009). The children’s role continues to be central and the class often holds discussions on what they have learned to create a plan to share their insights (Harte 2010).

Methodology and research design

After reading extensively about the project approach, I felt ready to implement it in my classroom.

Setting and participants

I conducted my study in a small private preschool on the Upper West Side in New York City. The school has a decades-long history in the neighborhood, and families have come to trust and love the educators there. The school’s traditional curricular model of teacher-driven, thematic-based learning is well established and, as far as I know, had not been previously challenged or adapted.

Study participants included 13 pre-K children, my two coteachers, and myself. The children had a diverse range of abilities. Seven children had significant sensory processing issues, two had severe cognitive and language delays, and four had mild language delays and/or mild sensory processing issues. Most children who enroll at the school can attend and participate independently, although some require one-on-one support with a therapist.

Data collection and analysis

Throughout the study, I collected and analyzed data through field notes, a reflective journal, children’s work, and anecdotal records that included photos, videos, and audio recordings. My primary source of data was field notes, which I used to provide a day-to-day recollection of how the project-based curriculum affected the children. The Teacher Notes app on the iPad and iPhone helped me collect and analyze the field notes. I kept project planning journals using a notebook and the Evernote app on my iPad. The software provided me with flexibility because it was accessible via iPad, iPhone, and computer; therefore, I was able to take ample notes and continually reflect upon my plans and implementation.

Helping children understand that they could find answers to their questions made a difference.

I collected work samples from the children—their writing, drawing, and artwork. The samples helped me assess children’s progress, and they became an additional source for documenting the growth in children’s participation throughout the project. Finally, I used videos, audio recordings, and photographs to document children in the process of working.

At least weekly, I read and reflected on my field notes to identify emerging themes. At least twice a week during prep time, I reflected on my Evernote journal to help with planning. Additionally, I continually reviewed and organized children’s work using Teacher Notes and listened to and watched audio and video recordings as they accrued, noting themes such as children using research terms or working independently to find answers to their questions.

Organizing and maintaining this ongoing analysis helped tremendously with my summative data analysis. Using Teacher Notes ,  I pulled up applicable field notes and data sources in many different arrangements. I then printed and sorted the notes by hand, which provided me with a means of discovering the themes that best captured the scope of my findings.

As I had hoped, I saw the children happily engaged and enthusiastic about learning as we developed our project—a study of the neighborhood. However, the journey also came with challenges and surprises not recorded in the literature I had reviewed. My findings are organized into three themes: (1) children as researchers, (2) learning and growing through research, and (3) challenges with the culminating event.

Children as researchers

To allow the children to get to know their new school and to provide some practice with research skills, we began the school year with a mini teacher-initiated project about the school before starting our child-initiated project. My coteachers and I introduced the words  research  and  investigate . Soon, the children adopted this new vocabulary. For example, a question about our school kitchen led a child to excitedly report, “I investigated the kitchen, and I found ice cream!”

The children responded well to my intentional efforts to honor their questions, including those that were not directly related to the project content. For example, shortly after starting our neighborhood project, a group was working on a craft using glue sticks. One girl asked, “Why are there lines on this glue stick?” I took her question seriously and responded, “I don’t know, let’s find out.” She was completely engaged from that moment, and we made a plan to research her question. We decided to open her glue stick and look inside. She hadn’t expected me to embrace her question, much less suggest a firsthand experience of discovery in which I allowed the destruction of the glue stick to honor her curiosity.

After a couple weeks, I found that children started to use the research vocabulary and inquiry approaches more independently. For example, we read a book and then discussed the similarities and differences between our neighborhood and the one in the story. One girl stated, “We don’t have a Laundromat, I think. We don’t have it here because my mommy does it at home.” Another girl disagreed. Then a third child said, “We can take a walk and look.” I was elated to find the children’s independent conversations included a foundation of inquiry. The emphasis we had placed on helping children understand that they themselves could find answers to their questions had already made a difference.

In addition to finding answers from firsthand experience, the children learned that they could find answers from books. They initially needed guidance and leading questions to help them locate secondary sources, but their abilities developed over time. For example, the children wondered what vehicles were in the neighborhood. So in mid-September, a group of children sat in a park and tallied vehicles, including cars, taxis, buses, bicycles, trucks, and ambulances. Upon returning from this research endeavor, a child wanted to build a bus from clay. Without teacher prompting, a friend went to the bookshelf to get a book that depicted a bus. They looked at the book together to understand the parts of a bus and then recreated them with clay. This shift was important, as it was becoming clear that children were conducting a form of research and doing so independently. Indeed, beginning in September, research had already become an important part of our classroom, and the children’s skills and range of approaches grew throughout the fall. 

Learning and growing through research

One instance in which this inquiry was evident occurred when two girls independently extended an activity to create a large drawing of our neighborhood. The children’s initial goal was to determine whether the neighborhood contained things like signs, fire hydrants, specific businesses, and trees, and we were able to verify those questions on one of our walks. After the walk, the class collectively summarized what we had found by completing our previously created checklist. When I made the list available so the children could add drawings of things they had seen on our walk that were not included on their list, the two girls took this activity to the next level. They began making little drawings on the chart, and then, realizing they were going for something bigger, they turned the paper over to “draw our neighborhood.”

Another example came from the children’s growing interest in the metal scaffolding they observed around buildings. After an earlier walk during which we saw a building surrounded with scaffolding, one boy returned to the classroom and enthusiastically drew a picture of the “worker building.” On our next walk, we paid close attention to the scaffolding and encouraged the children to touch and explore it closely. The next day, the same child who had drawn the worker building created buildings with scaffolding all around themin the block area. He talked with a peer as they built collaboratively, and they both incorporated the new word  scaffolding  correctly. They balanced the blocks and talked about symmetry as they completed their structure. Weeks later, when we discussed how to make a model of our neighborhood for our culminating event to showcase what we had learned, the children noted that we would need scaffolding because “we have a lot of it.”

I found that the active, hands-on experiences common to the project approach also helped some children stay on task. One child had a great deal of enthusiasm and eagerness to participate, but it was challenging for him to contribute successfully and stay focused in the classroom. This boy loved our research walks through the neighborhood; he was able to stay on topic as we discussed the buildings while he was touching and looking at them. For example, he made many on-topic contributions to conversations as we peered into store windows. Later, he was even able to produce a drawing of the school, saying, “This is our school. There is a top and a door and a window.” The drawing was one of the most detailed he had ever created, and he completed it right after we had investigated the building in which our school is located.

Challenges with the culminating event

Throughout our study, the children showed excitement as we went on our research walks, and they were consistently focused and serious when working in the classroom. It became clear, however, that we should begin to wrap up the neighborhood study when, in late October, the children’s interests shifted toward leaves and a nearby field where they could run through the accumulating piles. They were less excited about investigating our neighborhood, and I knew that to keep true to the project approach, we needed to conclude our study and share what the class had collectively learned (phase three). However, the culminating event presented some major difficulties I had not anticipated.

When I suggested to the children that we conclude our project, they showed little to no interest. Forging onward, I began a class discussion by saying, “We learned so much about our neighborhood, it would be wonderful to share this with the other class, the administration, and even your parents.” When I asked for ideas, I received a carpet full of blank stares. One girl responded, “I don’t know.” When I mentioned that parents would love to learn what we had been doing, another child responded by talking about his family. Finally, after much teacher prompting, we decided to build a model of our neighborhood and have the children’s families come in to see it.

The next day I held a short planning meeting with the children to figure out how we could build our neighborhood. I brought out materials for them to consider, including pipe cleaners, paper plates, straws, streamers, boxes, and drawing materials. I hoped that the variety would give them something concrete to work with to ignite their ideas, but the lesson felt forced, and the children were not authentically engaged. One child said, “We need a lot of buildings,” yet could not generate suggestions for how to make them. A girl noted we needed to make bicycles, which we had seen and talked about during discussions about vehicles in the neighborhood. When I asked her how we should make them, she said that we should draw them, and this then became her default response for how we should represent all aspects of the neighborhood. It was also hard for the children to focus on the idea of the culminating plan. For example, one boy spoke only about the dinosaur bones we had seen at the American Museum of Natural History.

Later in the week, I began working one-on-one and in small groups with the children to expand on and execute some of their admittedly sketchy plans for our neighborhood display. One boy told us we needed trees in the neighborhood. After talking one-on-one about trees, we made a plan to create trees by using paper towel rolls for the trunks and tissue paper for the leaves. With support, he was able to successfully and proudly participate in constructing the trees.

Working mostly in small groups throughout the week, we ended up with a complete and attractive neighborhood model built inside one of the sensory tables. Our end product was nice, but the process was not authentic because it required so much teacher direction.

According to project approach literature, the culmination is a time for the children to be creative and involved in the planning process (Harte 2010; Katz & Chard 2013). I had read about many successful culminating events, so why was the conclusion of the project so difficult for us? Perhaps I had waited too long. By the time I realized we should plan our culminating activity, the children’s interest in the neighborhood project had already faded. Maybe the idea of a culminating event was too abstract for this group, particularly since I was the first in the school to try the project approach. We were without examples—either as displays or as events that the children might have experienced. Although my underlying assumption is that these children are competent and capable, I wondered how the mix of children’s abilities in this inclusion class might have made the student-initiated planning of a coordinated final event harder than I expected.

Ultimately, I realized that they had accomplished many complex tasks during the project. Between the group of children I taught that year, myself as a novice with the project approach, and whatever other factors played into our difficulty at the end of the project, the planning and execution of the project’s culmination was challenging and a bit frustrating.

Discussion and recommendations

This teacher research study provides an example of a teacher attempting the project approach independently in a small pre-K inclusion setting, without formal training or support. I faced some resistance from the administration and doubt from colleagues because they were unsure whether this approach would be appropriate for some of the children with special needs in our care. The experience revealed to me that moving from a completely teacher-derived curriculum to an emergent curriculum such as the project approach is a big shift. The project approach can be very engaging for children, but it would have been helpful to have a mentor guide me through the difficulties and questions I faced.

Most of my experiences mirrored what I had come to understand about the topic. As the literature suggests (Beneke & Ostrosky 2009; Yuen 2009; Harte 2010), I saw the children get excited about learning, based on questions they were asking and topics that interested them. Also in line with the literature, the children showed strong motivation to conduct their own investigations to find answers. Further, I felt the project was an empowering experience for the children. When we used the children’s questions to ignite a study, or when we simply followed through on their questions and helped them find answers, they felt respected and proud. The children now know they have the power to find answers and conduct research. They know that not just teachers and other adults can answer real questions; they can, too.

Beneke, S., & M.M. Ostrosky. 2009. “Teachers’ Views of the Efficacy of Incorporating the Project Approach Into Classroom Practice With Diverse Learners.”  Early Childhood Research & Practice 11 (1).

Brewer, R.A. 2010. “The Canada Goose Project: A First Project With Children Under 3.”  Early Childhood Research & Practice  12 (1).

Harris, K.I., & L. Gleim. 2008. “The Light Fantastic: Making Learning Visible for All Children Through the Project Approach.”  Young Exceptional Children  11 (3): 27–40.

Harte, H.A. 2010. “The Project Approach: A Strategy for Inclusive Classrooms.”  Young Exceptional Children  13 (3): 15–27.

Helm, J.H., & L.G. Katz. 2011.  Young Investigators: The Project Approach in the Early Years.  2nd ed. Early Childhood Education Series. New York: Teachers College Press; Washington, DC: National Association for the Education of Young Children.

Katz, L.G., & S.C. Chard. 2013. “The Project Approach: An Overview.” In  Approaches to Early Childhood Education , 6th ed., eds. J. Roopnarine & J.E. Johnson, 268–84. Upper Saddle River, NJ: Pearson.

Katz, L.G., S.C. Chard, & Y. Kogen. 2014.  Engaging Children’s Minds: The Project Approach . 3rd ed. Santa Barbara, CA: Praeger.

Mitchell, S., T.S. Foulger, K. Wetzel, & C. Rathkey. 2009. “The Negotiated Project Approach: Project-Based Learning Without Leaving the Standards Behind.”  Early Childhood   Education Journal  36 (4): 339–46.

Yuen, L.H. 2009. “From Foot to Shoes: Kindergartners’, Families’ and Teachers’ Perceptions of the Project Approach.”  Early Childhood Education Journal  37 (1): 23–33.

Yuen, L.H. 2010. “A Valuable Experience for Children: The Dim Sum and Chinese Restaurant Project.”  Early Childhood Research & Practice  12 (1): 23–31.

Voices of Practitioners: Teacher Research in Early Childhood Education , NAEYC’s online journal, is a vehicle for publishing teacher research.

Visit NAEYC.org/publications/vop to learn more about teacher research and to peruse an archive of Voice of Practitioners articles.

Photographs: 1 © iStock; 2, 3, courtesy of the author

Stacey Alfonso, MSEd, is a lead teacher at Fiddleheads Forest School, a completely outdoor nature-based preschool program in Seattle, Washington. Stacey continues to search for inquiry-based methods to teach young children and help them develop a love for learning.

Vol. 72, No. 1

Print this article

Project Management and Education:

• September 2024
• International Journal of Curriculum Development and Learning Measurement 5(1):1-27
• This person is not on ResearchGate, or hasn't claimed this research yet.

Abstract and Figures

Discover the world's research

• 25+ million members
• 160+ million publication pages
• 2.3+ billion citations
• Iryna Skliar

• Julieta Hern?ndez-Ram?rez

• Leonardo Medina

• Elizabeth C. Tomlinson
• Int J Reliab Qual Saf Eng
• Qingqing Chang
• N. Manikandan

• Jongwoong Kim

• Recruit researchers
• Join for free
• Login Email Tip: Most researchers use their institutional email address as their ResearchGate login Password Forgot password? Keep me logged in Log in or Continue with Google Welcome back! Please log in. Email · Hint Tip: Most researchers use their institutional email address as their ResearchGate login Password Forgot password? Keep me logged in Log in or Continue with Google No account? Sign up