project method education definition

Project Method Of Teaching: Understanding and Implementing

One approach that has consistently proven effective is the project method of teaching. In this comprehensive guide, I will delve into the historical background, philosophy, implementation steps, characteristics, and benefits of the project teaching method. By the end of this article, you will have a solid understanding of this approach and be equipped to implement it in your classroom.

Table of Contents

Historical background of the project method of teaching

The project teaching method has a rich history dating back to the late 19th century. It was developed by the American philosopher and educator William Heard Kilpatrick, who believed that students learn best through active engagement and hands-on experiences.

The progressive education movement and the works of philosopher John Dewey influenced Kilpatrick’s ideas. The project method gained popularity in the early 20th century and has become a cornerstone of modern educational practices.

The philosophy behind the project method of teaching

The project teaching method aligns with the principles of constructivism, which posits that learning occurs through the active construction of knowledge by the learner. This approach recognizes that students learn best when actively involved in the learning process rather than passively receiving information.

Students are encouraged to explore, discover, and apply their knowledge in real-world contexts by engaging in projects. This fosters a deeper understanding of the subject and enhances critical thinking, problem-solving, collaboration, and communication skills.

Steps involved in implementing the project method of teaching

Implementing the project teaching method involves a systematic approach that ensures the successful execution of projects in the classroom. The following steps outline the process:

• Identify the learning objectives:  Clearly define the desired outcomes and skills students should develop through the project.
• Select a relevant and engaging project:  Choose a project aligned with the curriculum, captures student interest, and allows exploration and inquiry.
• Plan and organize:  Create a detailed plan that outlines the timeline, resources, and materials needed for the project. Assign roles and responsibilities to students to promote teamwork.
• Launch the project:  Introduce the project to the students, explaining the objectives, expectations, and assessment criteria. Encourage students to brainstorm ideas and develop a project plan.
• Research and investigation:  Provide students with opportunities to research and gather information related to the project. Encourage critical thinking and problem-solving skills during this phase.
• Implementation and creation:  Students should apply their knowledge and skills to create the project, whether a presentation, model, experiment, or any other form of expression.
• Presentation and reflection:  Students should present their projects to the class, showcasing their learnings and experiences. Encourage reflection on the process and outcomes, fostering self-assessment and growth.

Characteristics of the project method of teaching

The project teaching method stands out due to its unique characteristics that distinguish it from traditional teaching approaches. These characteristics include:

• Student-centered:  This method focuses on the student’s active involvement and ownership of the learning process.
• Real-world relevance:  Projects are designed to have real-world applications, allowing students to see the practical implications of their learning.
• Interdisciplinary:  Projects often involve multiple subjects, encouraging students to make connections and apply knowledge from various disciplines.
• Collaboration:  Projects promote teamwork and cooperation, fostering communication and interpersonal skills.
• Problem-solving:  Students are challenged to identify and solve problems, developing critical thinking and analytical skills.
• Creativity and innovation:  Projects provide opportunities for students to apply their creativity and think outside the box.
• Assessment:  The project method focuses on the process and outcomes, emphasizing self-reflection and continuous improvement.

Importance and benefits of the project method of teaching

The project method of teaching offers numerous benefits for both students and educators. It promotes active learning, engagement, and retention of knowledge. By working on projects, students develop a deeper understanding of the subject matter and the ability to apply their knowledge in practical situations.

They also enhance their critical thinking, problem-solving, communication, and collaboration skills, essential for success in the modern world. Additionally, the project method fosters creativity, innovation, and a sense of ownership over the learning process.

Examples of the project method of teaching in action

To further illustrate the project method of teaching , let’s explore a few examples of how it can be implemented across different subjects and grade levels:

• Science:  Students can design and conduct experiments to explore scientific concepts, such as the effects of temperature on plant growth or the properties of different materials.
• Language Arts:  Students can create their storybooks, incorporating elements of storytelling, character development, and descriptive writing.
• Social Studies:  Students can research and present on historical events or civilizations, creating interactive timelines, dioramas, or multimedia presentations.
• Mathematics:  Students can apply mathematical concepts to solve real-world problems, such as designing a budget for a hypothetical business or conducting statistical analysis on a dataset.

Notable proponents and contributors to the project method of teaching

The project teaching method has received contributions from various educators and philosophers throughout history. Some notable proponents include William Heard Kilpatrick, John Dewey, Helen Parkhurst, and Maria Montessori. Each of these individuals has significantly contributed to developing and refining the project method, advocating for its effectiveness in promoting student-centered and experiential learning.

Integration of technology in the project method of teaching

In today’s digital age, integrating technology can significantly enhance the project teaching method. Technology tools and resources provide students with access to a wealth of information, allow for collaborative work, and enable the creation of multimedia projects. Online platforms, educational apps, virtual simulations, and video conferencing tools open up new possibilities for project-based learning.

Challenges and considerations in implementing the project method of teaching

While the project teaching method offers numerous benefits, it is not without its challenges and considerations. One challenge is allocating sufficient time and resources for projects requiring careful planning and implementation. Additionally, assessing and evaluating projects can be complex, as traditional grading methods may not capture the full range of skills and learning outcomes demonstrated by students.

The project teaching method is an outstanding contribution to modern education, providing a student-centered, experiential learning framework. Students develop a deeper understanding of the subject matter by engaging in projects, enhancing their critical thinking and problem-solving skills, and fostering creativity and innovation.

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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.

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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?

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

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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 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] .

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Created by the Great Schools Partnership , the GLOSSARY OF EDUCATION REFORM is a comprehensive online resource that describes widely used school-improvement terms, concepts, and strategies for journalists, parents, and community members. | Learn more »

Project-Based Learning

Project-based learning refers to any programmatic or instructional approach that utilizes multifaceted projects as a central organizing strategy for educating students. When engaged in project-based learning, students will typically be assigned a project or series of projects that require them to use diverse skills—such as researching, writing, interviewing, collaborating, or public speaking—to produce various work products, such as research papers, scientific studies, public-policy proposals, multimedia presentations, video documentaries, art installations, or musical and theatrical performances, for example. Unlike many tests, homework assignments, and other more traditional forms of academic coursework, the execution and completion of a project may take several weeks or months, or it may even unfold over the course of a semester or year.

Closely related to the concept of authentic learning , project-based-learning experiences are often designed to address real-world problems and issues, which requires students to investigate and analyze their complexities, interconnections, and ambiguities (i.e., there may be no “right” or “wrong” answers in a project-based-learning assignment). For this reason, project-based learning may be called inquiry-based learning or learning by doing , since the learning process is integral to the knowledge and skills students acquire. Students also typically learn about topics or produce work that integrates multiple academic subjects and skill areas. For example, students may be assigned to complete a project on a local natural ecosystem and produce work that investigates its history, species diversity, and social, economic, and environmental implications for the community. In this case, even if the project is assigned in a science course, students may be required to read and write extensively (English); research local history using texts, news stories, archival photos, and public records (history and social studies); conduct and record first-hand scientific observations, including the analysis and tabulation of data (science and math); and develop a public-policy proposal for the conservation of the ecosystem (civics and government) that will be presented to the city council utilizing multimedia technologies and software applications (technology).

In project-based learning, students are usually given a general question to answer, a concrete problem to solve, or an in-depth issue to explore. Teachers may then encourage students to choose specific topics that interest or inspire them, such as projects related to their personal interests or career aspirations. For example, a typical project may begin with an open-ended question (often called an “essential question” by educators): How is the principle of buoyancy important in the design and construction of a boat? What type of public-service announcement will be most effective in encouraging our community to conserve water? How can our school serve healthier school lunches? In these cases, students may be given the opportunity to address the question by proposing a project that reflects their interests. For example, a student interested in farming may explore the creation of a school garden that produces food and doubles as a learning opportunity for students, while another student may choose to research health concerns related to specific food items served in the cafeteria, and then create posters or a video to raise awareness among students and staff in the school.

In public schools, the projects, including the work products created by students and the assessments they complete, will be based on the same state learning standards that apply to other methods of instruction—i.e., the projects will be specifically designed to ensure that students meet expected learning standards. While students work on a project, teachers typically assess student learning progress—including the achievement of specific learning standards—using a variety of methods, such as portfolios , demonstrations of learning , or rubrics , for example. While the learning process may be more student-directed than some traditional learning experiences, such as lectures or quizzes, teachers still provide ongoing instruction, guidance, and academic support to students. In many cases, adult mentors, advisers, or experts from the local community—such as scientists, elected officials, or business leaders—may be involved in the design of project-based experiences, mentor students throughout the process, or participate on panels that review and evaluate the final projects in collaboration with teachers.

As a reform strategy, project-based learning may become an object of debate both within a school or in the larger community. Schools that decide to adopt project-based learning as their primary method of instruction, as opposed to schools that are founded on the philosophy and use the method from their inception, are more likely to encounter criticism or resistance. The instructional nuances of project-based learning can also become a source of confusion and misunderstanding, given that the approach represents a fairly significant departure from more familiar conceptions of schooling.

In addition, there may be debate among educators about what specifically does and doesn’t constitute “project-based learning.” For example, some teachers may already be doing “projects” in their courses, and they might consider these activities to be a form of project-based learning, but others may dispute such claims because the projects do not conform to their more specific and demanding definition—i.e., they are not “authentic” forms of project-based learning since they don’t meet the requisite instructional criteria (such as the features described above).

The following are a few representative examples of the kinds of arguments typically made by advocates of project-based learning:

• Project-based learning gives students a more “integrated” understanding of the concepts and knowledge they learn, while also equipping them with practical skills they can apply throughout their lives. The interdisciplinary nature of project-based learning helps students make connections across different subjects, rather than perceiving, for example, math and science as discrete subjects with little in common.
• Because project-based learning mirrors the real-world situations students will encounter after they leave school, it can provide stronger and more relevant preparation for college and work. Student not only acquire important knowledge and skills, they also learn how to research complex issues, solve problems, develop plans, manage time, organize their work, collaborate with others, and persevere and overcome challenges, for example.
• Project-based learning reflects the ways in which today’s students learn. It can improve student engagement in school, increase their interest in what is being taught, strengthen their motivation to learn, and make learning experiences more relevant and meaningful.
• Since project-based learning represents a more flexible approach to instruction, it allows teachers to tailor assignments and projects for students with a diverse variety of interests, career aspirations, learning styles, abilities, and personal backgrounds. For related discussions, see differentiation and personalized learning .
• Project-based learning allows teachers and students to address multiple learning standards simultaneously. Rather than only meeting math standards in math classes and science standards in science classes, students can work progressively toward demonstrating proficiency in a variety of standards while working on a single project or series of projects. For a related discussion, see proficiency-based learning .

The following are few representative examples of the kinds of arguments that may be made by critics of project-based learning:

• Project-based learning may not ensure that students learn all the required material and standards they are expected to learn in a course, subject area, or grade level. When a variety of subjects are lumped together, it’s more difficult for teachers to monitor and assess what students have learned in specific academic subjects.
• Many teachers will not have the time or specialized training required to use project-based learning effectively. The approach places greater demands on teachers—from course preparation to instructional methods to the evaluation of learning progress—and schools may not have the funding, resources, and capacity they need to adopt a project-based-learning model.
• The projects that students select and design may vary widely in academic rigor and quality. Project-based learning could open the door to watered-down learning expectations and low-quality coursework.
• Project-based learning is not well suited to students who lack self-motivation or who struggle in less-structured learning environments .
• Project-based learning raises a variety of logistical concerns, since students are more likely to learn outside of school or in unsupervised settings, or to work with adults who are not trained educators.

Alphabetical Search

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.

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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] .

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Project-Based Learning

What is project-based learning.

Project-Based Learning (PBL) is more than just a teaching method. It is a revitalization of education for students so that they can develop intellectually and emotionally. By using real-world scenarios, challenges, and problems, students gain useful knowledge and skills that increase during their designated project periods. The goal of using complex questions or problems is to develop and enhance student learning by encouraging critical thinking, problem-solving, teamwork, and self-management. The project’s proposed question drives students to make their own decisions, perform their own research, and review their own and fellow students’ processes and projects.

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Why Project-Based Learning?

We believe that PBL is an integral key to increasing student success and long-term growth. The combination of collaboration, reflection, and individual decision-making gives the students an applicable scenario to real-world situations that they will face as they mature. Moreover, we believe that the authenticity of PBL allows students to voice their personal interests, concerns, or issues that are significant parts of their lives. Instead of a pre-determined project or assignment, students can witness the issues or concerns in their community, discover one that they find particularly interesting, and brainstorm ways to address or solve the problem.

Allowing students to have this control, we believe that PBL can develop deeper learning proficiencies necessary for tertiary education, careers, and life in society. School becomes much more engaging through active participation in projects that focus on real-world issues rather than passively attending classes. Furthermore, PBL provides content and skills that students can actively apply in future life events and situations.

Using PBL is not only beneficial to students; it also makes teaching much more gratifying and pleasurable. Teachers have the chance to engage with students on a higher personal level by discovering their interests and concerns and then performing important, high-quality work alongside them. Through this, teachers and students alike can revive their passion for learning.

In addition to finding resources, developing project timelines, and learning to overcome obstacles, students have the opportunity to publicly display their work. Displaying their completed projects in public gives the students the chance to grow their public speaking and presentation skills while explaining their project’s outcome to individuals outside of the classroom.

At Educators of America, we believe that PBL is one of the best ways to connect students and their schools to their surrounding communities and the real world. We believe that projects developed by PBL methods are empowering students and teachers to make a real difference. Whether that be developing a sustainable school garden or investigating cell phone service providers to analyze the best plan for them and their families; the opportunities with PBL are endless.

Technology and PBL

Students and teachers today are very familiar with new technology and technological tools. When deploying PBL, students can perform better research, collect outside information, and collaborate easier and faster with fellow students, teachers, and industry experts.

Presentations are no longer tri-folds and printed datasheets, with technology, students can display presentations that better visualize their results and development process to audiences both in and outside of the classroom. When speaking of audiences and how the students present to them, technology becomes an avenue of authenticity whereby students can connect with members of an audience via video or telecommunications during the middle or at the end of a project.

Furthermore, by using technology in conjunction with PBL, students can use the technological tools available to them most effectively and how they can use them with an intentional purpose. By gaining a deeper understanding of why technology exists and how it can be used, students develop an advanced literacy of the technology they use. The creation of this knowledge can lead to future habits or practices of project management and collaboration in students’ education, career, and civic participation. As students collaborate on a project, technology such as Evernote, Edmodo, and Wikis, becomes essential for storing data and information. Teachers can also use these technologies to send out the necessary material and files to learners and students.

As mentioned previously, the concept of technology literacy is a skill that in the 21st century seems standard. However, how is it measured? How do teachers and students assess themselves in terms of proficiency? Teachers can use quality indicators from ISTE NETS for measuring their students’ use of technology. It not only provides rubrics but also allows students to reflect on what they have learned and seek opportunities to gain more technology information from classmates or educators.

There are a plethora of avenues and means to adopt PBL into your classroom, school, or community. At Educators of America, our goal is to help you do just that .

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PROJECT METHOD IN EDUCATIONAL PRACTICE

This text is of theoretical-practical character. It presents both the general characteristics and assumptions of a project method in the context of its application in the educational practice and also its plentiful values when used in education have been underlined. What was indicated was the selected examples of educational areas (including preschool education, early-school education and also education in the following subjects: physics, (foreign) languages, geography, economy, business basics, prevention and health promotion,) in which this method is used. The summary presents the phases of a project and defines the teacher's and the pupils' roles. The outlined features of the text constitute the material to be used by pupils, teachers, students and methodologists in the educational practice.

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This study aims to discuss project applications carried out in elementary schools in terms of the planning, implementation and evaluation aspects. The data was collected through interviews with 18 elementary school teachers in this qualitative study. Analysis of the data was performed using Nvivo 10 program. Results showed that teachers highlighted the attainments and topics of the course, students, process and evaluation in the planning aspect and for the project implementation aspect, student-centeredness was emphasized as well as the effectiveness of parents. As for evaluation, teachers gave importance particularly to determining criteria to be used in project evaluation. In this regard, it is suggested that the curriculum, teacher, student and parents have an important impact on the success of the projects and thus these four variables should be handled in a coordinated way.

Sermin METIN

Emel Guvey Aktay

Moxx* Bwooy

The project-based learning is a method for imparting students' and pupils' thinking competencies. First reference about project-based learning comes from the beginning of 20th century. Project-based elarning is described by many definitions. Every of these definitions contain solution of a problem by the group of students. By this method is different role of teacherr in comparison with traditional teaching. Teacher must be very good facilitator for the successfull implementation this method to the curriculum. During the seminars from Didactics of biology students had got an opportunity to try this kind of method. There were three groups of students, which presented three projects, where the main subject was biology. On the basis of presentation, there were determined some imperfections, which had got presented in the students projects.

Maria Rodriguez Gamez

Research in Pedagogy

Danica Veselinov

NOVATEUR PUBLICATIONS

Editor JournalNX1

The article deols with the project work, components, processes and stages of it. Basic principles and reflections of such methods in language teaching have fully been stated. Main Methodological and theoretical approaches of project work have been clearly analyzet.

Lilian Katz

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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 |…
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Excavation Quantity Takeoff: Definition, Calculations, and Tools for Success

In-ground swimming pools. Underground utilities. Brand new landscaping. All these jobs have one thing in common: they require excavation.

Known as the process of removing earth to create space for construction, excavation is crucial for projects that involve significant groundwork and foundation preparation.

Done right, you ensure project efficiency, safety , and cost-effectiveness, but if done incorrectly, then costly delays and risks can arise. And that's why it's so important to conduct accurate excavation quantity takeoffs.

This guide will fill you in on the fundamentals of excavation quantity takeoffs. It'll cover how to conduct them, what calculations to use, and tools to help you be more accurate and efficient.

Let's "dig" in. 

Table of contents:

What Is an Excavation Quantity Takeoff?

Key aspects of excavation quantity takeoff, tools and technologies for excavation takeoff, final words.

An excavation quantity takeoff involves calculating the volume of soil or material that needs to be removed or added during the earthwork phase of a construction project.

By accurately calculating the volume of earth to be moved, you ensure that you have just the right amount of soil and pave the way for a safe and optimal jobsite.

A successful excavation quantity takeoff requires you to manage several components. These include the following.

Understand the project requirements

As with any task, the first step to getting it right is understanding the project's detailed needs and constraints. When it comes to construction excavation, you first need to assess the project plans and specifications. Doing so enables you to hone in on the scope of excavation required. 

Specifically, you need to understand:

The areas to be excavated. Review the project plans to determine all areas that need excavation. This includes marking boundaries and noting any specific zones that require more extensive digging. 

The depth of excavation. Take time to understand the varying depths of excavation the project requires. Detailed knowledge of depth requirements ensures proper support structures are in place and that excavation does not exceed necessary levels, which in turn prevents unnecessary costs and safety hazards.

Any special considerations such as soil type and site conditions. Certain soil types and site conditions may call for different approaches to excavation. Rocky soil may require specialized equipment, while sandy soil might need additional support to prevent collapse. In any case, being aware of these factors will help you strategize so you can ensure that you excavate the site safely and effectively.

Determine the Types of Excavation Required

The information you gather from the project plan and specs will enable you to determine the type(s) of excavation necessary for the project. Here are the different ways you can excavate the jobsite. 

Types of Excavations

Topsoil excavation.

This involves removing the uppermost layer of soil, which typically contains organic matter and vegetation. Topsoil excavation clears the site and prepares a stable foundation for construction activities. Proper topsoil handling is crucial for maintaining soil health and facilitating later landscaping efforts. Just bear in mind that a challenge that topsoil excavation presents is in preserving fertile soil for future use and preventing erosion during the excavation process.

Earth excavation

This type of excavation entails digging beneath the topsoil to remove the underlying soil layer. Mainly used when establishing foundations, trenches, and embankments, earth excavation ensures the stability of the structure and prevents future settling or shifting of the foundation. The challenges to remember when implementing earth excavation include managing different soil consistencies and moisture levels, which can affect excavation efficiency and stability.

Rock excavation

Rock excavation is required when the project site has solid rock formations that need to be removed. This process often involves specialized equipment and techniques like blasting or drilling. Proper rock excavation is critical for keeping the integrity of the construction and avoiding potential hazards associated with unstable rock formations. Rock excavation may require more complex (and expensive) equipment, as well as the need for precise control to avoid damage to surrounding areas.

Muck excavation

This involves removing a mixture of water and soil. Teams typically use muck excavation in wetlands or areas with poor drainage, and it's used to create a stable and dry construction site. Properly managing muck excavation helps prevent water-related issues and supports the overall stability of the project. Note that a jobsite with high water content can be challenging to excavate and will likely require additional drainage solutions. 

Volume Calculation Methods

For obvious reasons, successfully excavating a jobsite requires knowing how much soil you need to move. Getting this right is a must, as your calculations can significantly impact project costs , timelines, and safety. 

Here are the common methods for calculating excavation volumes for both regular and irregular shapes.

Regular shapes  

Volume = Length x Width x Depth

Let's say you need to excavate a rectangular trench that's 10 meters long, 2 meters wide, and 1.5 meters deep. In this instance, the calculation would be:

Volume = 10m x 2m x 1.5m = 30m 3 

Now, if you’re dealing with trapezoidal excavation, use the following formula:

Volume =  ½  x (Base 1 + Base 2 ​) x Height x Depth

If the top of the excavation (Base1) is 8 meters wide, the bottom (Base2) is 5 meters wide, the height (distance between bases) is 4 meters, and the depth is 2 meters, the calculation would be:

Volume = ½ x (8m + 5m) x 4m x 2m = 52m 3

Irregular shapes  

If you're dealing with irregular shapes, you need to do more complex calculations like the grid method or cross-section method. 

Here’s how.

Grid method:

1. Divide the area : Overlay a grid on the excavation site, dividing it into smaller, manageable sections (usually squares or rectangles).

2. Measure elevations : Record the elevation at each grid point.

3. Calculate the volume : For each grid cell, average the elevations of the four corners to find the average depth. Multiply the average depth by the area of the grid cell to find the volume of each cell. Sum the volumes of all cells to get the total volume.

For example, if a grid cell is 1 meter by 1 meter and the corner elevations are 1.2m, 1.4m, 1.3m, and 1.1m, the average depth is:

1.2 + 1.4 + 1.3 +  1.1 / 4 = 1.25m

The volume for this cell is:

Volume = 1m x 1m x 1.25m = 1.25m 3

Cross-Section Method:

1. Create cross-sections : Draw cross-sections of the excavation area at regular intervals.

2. Measure areas : Calculate the area of each cross-section.

3. Calculate the volume : Multiply the area of each cross-section by the distance between them and sum the volumes.

If the area of a cross-section is 15m² and the distance between cross-sections is 5 meters, the volume is:

Volume = 15m 2 x 5m = 75m 3

Adjusting for swell and shrinkage

When soil is excavated, it often increases in volume—a phenomenon known as swell. Conversely, when soil is compacted back into place, it decreases in volume, and this is known as shrinkage. 

You need to factor in swell and shrinkage to ensure accurate volume calculations. For example, if the swell factor is 20%, you'll need to adjust the volume by that much. Ditto when adjusting your calculations for shrinkage

Excavation quantity takeoffs can get decently complex, but the good news is there are tools to make this process easier. Consider the following. 

Construction takeoff software

Digitize your excavation quantity takeoffs using software. We recommend choosing a quantity takeoff solution with digital measurements, automated calculations, and 3D modeling capabilities. Depending on the project, you can input customized formulas and generate quantities with high accuracy and efficiency. If you work with other teams, having a cloud-based platform can facilitate a more collaborative takeoff process by ensuring all documents and data live in one place and everyone is on the same page.

Drones and aerial survey

Have your drones fly over the construction site to collect high-resolution images and generate precise 3D models of the terrain. This data allows for more accurate assessments of excavation needs, which then reduces the risk of errors and improves project planning .

BIM (building information modeling)

BIM allows for the visualization of the entire construction process, including excavation phases. Project teams can use BIM to anticipate potential issues and ensure all aspects of the excavation are accurately planned and executed.

Excavation quantity takeoffs don't have to be an uphill battle. By fully understanding the project needs and running the numbers, you can (pardon the pun) build a solid foundation for success.

For best results, leverage software to ensure your calculations are on point and teams stay on the same page. 

Looking to conduct more efficient and accurate excavation quantity takeoffs? Check out Autodesk Takeoff. Our advanced construction takeoff software simplifies the process, ensuring precise earthwork estimates for your construction projects. Learn more about Autodesk Takeoff today!

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What Is Hybrid Project Management?

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Hybrid project management is the process of combining waterfall and agile project management methodologies to create a flexible method that better meets project needs. While this hybrid methodology may require some learning and adjustments from team members, the result is a more efficient workflow that benefits from the strengths of multiple project management methodologies while reducing their weaknesses.

Benefits of hybrid project management

The hybrid project management methodology comes with several advantages. By combining only the aspects you need from various methodologies, project managers benefit from the following.

More flexibility

By utilizing the adaptability of agile with the planning and documentation of traditional methodologies, you can make adjustments throughout the project as it changes and evolves. This is particularly advantageous if your project requires a lot of deliverables but also has task dependencies.

Customization

One of the core benefits of hybrid project management is customization. You can tailor this methodology to fit the specific needs and requirements of your project and organization. While agile is typically one of the included elements, the other methodology can be selected to complement the workflow for a particular initiative.

More control

By taking core aspects of different project management methodologies, you get more control over the development of a project. From the agile methodology’s incremental deliverables to documentation and planning from the waterfall methodology, you can determine how much or how little needs to be provided for every step of the project.

Scalability

For projects that may grow in scope, you can start the project using the waterfall methodology so that you have a detailed plan in place before the project starts. As a project grows and changes, you can then incorporate the agile methodology to have teams work in parallel, deploy deliverables in phases, or allocate resources in necessary areas.

Hybrid project management process

The hybrid project management process can be as simple or involved as your project requires. While most people use an agile and waterfall project methodology for hybrid project management, it’s possible to use any number of methodologies together, such as:

• Outcome mapping

When working on complex projects with new teams, it’s best to choose only two project management methodologies to combine. This reduces the learning curve and minimizes the need to make adjustments.

Step 1: Customize your hybrid project management methodology

When you’ve chosen the project management methodologies you want to combine, the next step is selecting the best aspects of them for your team’s specific needs. For example, you may like the iterative development process from the agile methodology and the detailed planning that comes with the waterfall methodology.

By combining these two aspects, you’ve created a hybrid project management system that utilizes the parts of both methodologies that best fit your project.

Step 2: Develop a project management plan

Once you’ve designed a hybrid project management framework that takes advantage of your chosen methodologies, the next step is to develop your project map. Start by outlining high-level concepts, such as the project timeline, key milestones and deliverables.

Then, identify the roles that need to be filled for this project to be completed successfully. Assign these roles to team members and train them on how they can best utilize this hybrid project management methodology to fulfill their responsibilities.

Step 3: Implement tools

If you’re utilizing a hybrid project management methodology, take advantage of project management software to help make the project easier and streamline the documentation process.

For example, monday work management offers collaboration, import, and customization tools that support a hybrid project management style. Its automation features work well with the waterfall methodology by allowing project managers to create automated processes that reduce downtime and keep a project moving to the next step. For the agile needs of your project, you can track progress, make adjustments as needed, and inform your stakeholders all from the same interface.

Step 4: Train your team members

When working with any new project management methodology, your team members may require training in order to fully understand the expected workflow and deadlines. Training is especially important with a hybrid project management system that is unfamiliar to everyone.

If you plan to use project management software, it’s essential to build time into your schedule for onboarding any project participants who require access and training them on all the functions and features they will be expected to use. Designate a person or team who will be responsible for troubleshooting software questions as you move through the project stages.

Step 5: Review and make adjustments

Whether you’re using hybrid project management software with task tracking features, such as Wrike or Jira, or you’re tracking progress yourself through a custom spreadsheet, take time to analyze every step of your hybrid project management process.

If there are bottlenecks or issues with the workflow, you can take a page from the agile methodology to make dynamic changes through short sprints, scheduled reviews, and flexible roadmaps.

With the adaptability of a hybrid project management system, you always have the freedom to incorporate core aspects from other project management methodologies to keep things on schedule and within budget.

SEE: TechRepublic’s reviews of Wrike and Jira

Challenges of implementing hybrid project management

While it may seem that hybrid project management is as simple as taking the component parts of different project management methodologies and blending them together, it still comes with its fair share of challenges.

One of the core issues related to implementing hybrid project management is the training. Training your team to use two project management styles may require a lot of time and resources. It can also be difficult to adopt a new or more involved workflow than your team is used to.

Complex systems

Another potential issue is the complexity. Certain elements, such as tracking and reporting, can be more difficult or complex with a hybrid project management system. If your chosen components stray too far away from more traditional methodologies, you may need to customize project management tools extensively to fit your process.

Waterfall vs agile vs hybrid project management

When comparing different project management methodologies, they all have their strengths and weaknesses depending on the project’s needs. While some focus on a strict project management style, others prefer a looser, more dynamic system.

The waterfall methodology focuses on a more linear progression of the project from start to finish. Project managers often adopt this methodology when each stage of the project requires detailed documentation and planning.

Agile breaks the project management process into different phases that are independent from each other. This methodology is meant to prevent bottlenecks and allows teams to work on their tasks without relying on others. This process often requires constant collaboration, planning, and the ability to make adjustments as the project is worked on.

The hybrid methodology takes advantage of waterfall, agile and other project management styles. For example, some project managers use the detailed planning aspects of the waterfall methodology and combine it with the independent work aspects of the agile process to make the work more efficient.

When to use hybrid project management

Hybrid project management is most useful when you want to combine traditional methodologies with agile methodologies. In most cases, projects that require detailed documentation and planning, but also need regular adjustments are ideal for the hybrid project management methodology.

The hybrid methodology allows you to take a balanced, strategic approach to your projects while accounting for the unpredictable elements that may arise throughout each step of the process.

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