Module 10: Project Method

PROJECT METHOD

 

Project method is of American origin and is an outcome of Dewey’s philosophy or pragmatism. However, this method is developed and advocated by Dr.Kilpatrick.

 

Ø  Project is a plan of action – oxford’s advanced learner’s dictionary

Ø  Project is a bit of real life that has been imported into school – Ballard

Ø  A project is a unit of wholehearted purposeful activity carried on preferably in its natural setting – Dr.Kilpatrick

Ø  A project is a problematic act carried to completion in its most natural setting – Stevenson

Basic principles of project method

Psychological principles of learning

v  Learning by doing

v  Learning by living

v  Children learn better through association, co-operation and activity.

Psychological laws of learning

v  Law of readiness

v  Law of exercise

v  Law of effect

STEPS INVOLVED IN PROJECT METHOD

1)    Providing / creating the situations

2)    Proposing and choosing the project

3)    Planning the project

4)    Execution of the project

5)    Evaluation of the project

6)    Recording of the project.

step 1.     Creating the situation: The teacher creates problematic situation in front of students while creating the appropriate situation student’s interest and abilities should be given due importance.

step 2.     Proposing and choosing the project: while choosing a problem teacher should stimulate discussions by making suggestions. The proposed project should be according to the rear need of students. The purpose of the project should be well defined and understood by the children.

step 3.     Planning the project: for the success of the project, planning of project is very import. The children should plan out the project under the guidance of their teacher.

step 4.     Execution of the project: every child should contribute actively in the execution of the project. It is the longest step in the project.

step 5.     Evaluation of the project: when the project is completed the teacher and the children should evaluate it jointly discussed whether the objectives of the project have been achieved or not.

step 6.     Recording of the project: the children maintain a complete record of the project work. While recording the project some points like how the project was planned, what discussion were made, how duties were assigned, hot it was evaluate etc. should be kept in mind.

Examples 

RUNNING OF A HOSTEL MESS

It involve the following steps

step 1.     The number of hostellers will be recorded.

step 2.     The expected expenditure will be calculated.

step 3.     Expenditure on various heads will be allocated to the students.

step 4.     Budget will be prepared with the help of the class.

step 5.     The account of collections from amongst the students will be noted.

step 6.     Actual expenditure will be incurred by the students

step 7.     A chart of ‘balance diet’ for the hostellers will be prepared.

step 8.     The time of breakfast, lunch, tea and dinner will be fixed and notified.

step 9.     Execution of different programs stated above will be made.

step 10.  Weight of each hostel will be checked after regular intervals, and the same will be put on record.

step 11.  Punctuality in all the activities of the hostellers will be recorded.

step 12.  Evaluation of the entire program, and then it will be typed out for the information of all concerned.

Some projects for mathematics

A few projects suitable for high school mathematics are listed below

v  Execution of school bank.

v  Running stationary stores in the school.

v  Laying out a school garden.

v  Laying a road.

v  Planning and estimating the construction of a house

v  Planning for an annual camp

v  Executing the activities of mathematics clubs

v  Collection of data regarding population, death rate, birth rate etc.

Merits

v  This is based on various psychological laws and principles.

v  It develops self-confidence and self-discipline among the students

v  It provides ample scope for training.

v  It provides score for independent work and individual development.

v  It promotes habits of critical thinking and encourages the students to adopt problem-solving methods.

v  This method the children are active participants in the learning task.

v  This is based on principle of activity, reality, effect, and learning by doing etc.

v  It develops discovery attitude in the child.

v  It provides self-motivation as the students themselves select plan and execute the project.

Demerits It takes more time.

v  The knowledge is not acquired in a sequential and systematic manner

v  It is very difficult to complete the whole syllabus by the use of this method.

v  It is not economical.

v  Textbooks and instructional materials are hardly available.

v  The project method does not provide necessary drill and practice for the learners of the subject.

v  The project method is uneconomical in terms of time and is not possible to fit into the regular time table.

v  Teaching is disorganised

v  This method is not suitable for a fixed curriculum.

v  Syllabus cannot be completed on time using this method

Conclusion

Though project method provides a practical approach to learning. It is difficult to follow this method for teaching mathematics. However this method may be tried along with formal classroom teaching without disturbing the school timetable. This method leads to understanding and develops the ability to apply knowledge. The teacher has to work as a careful guide during the execution of the project.

Module 9: Problem Solving Method

PROBLEM SOLVING METHOD

The child is curious by nature. He wants to find out solutions of many problems, which sometimes are puzzling even to the adults. The problem solving method is one, which involves the use of the process of problem solving or reflective thinking or reasoning. Problem solving method, as the name indicated, begins with the statement of a problem that challenges the students to find a solution.

Definition

v  Problem solving is a set of events in which human beings was rules to achieve some goals – Gagne

v  Problem solving involves concept formation and discovery learning – Ausubel

v  Problem solving is a planned attacks upon a difficulty or perplexity for the purpose of findings a satisfactory solution. – Risk,T.M.

Steps in Problem Solving / Procedure for Problem solving

1. Identifying and defining the problem:

The student should be able to identify and clearly define the problem. The problem that has been identified should be interesting challenging and motivating for the students to participate in exploring.

2. Analysing the problem:

          The problem should be carefully analysed as to what is given and what is to be find out. Given facts must be identified and expressed, if necessary in symbolic form.

3. Formulating tentative hypothesis

Formulating of hypothesis means preparation of a list of possible reasons of the occurrence of the problem. Formulating of hypothesis develops thinking and reasoning powers of the child. The focus at this stage is on hypothesizing – searching for the tentative solution to the problem.

4. Testing the hypothesis:

Appropriate methods should be selected to test the validity of the tentative hypothesis as a solution to the problem. If it is not proved to be the solution, the students are asked to formulate alternate hypothesis and proceed.

5. Verifying of the result or checking the result:

No conclusion should be accepted without being properly verified. At this step the students are asked to determine their results and substantiate the expected solution. The students should be able to make generalisations and apply it to their daily life.

Example :

Define union of two sets. If A={2,3,5}. B={3,5,6} And C={4,6,8,9}.

Prove that A È (B È C) = (A È B)  È C

Solution :

Step 1: Identifying and Defining the Problem

After selecting and understanding the problem the child will be able to define the problem in his own words that

(i)           The union of two sets A and B is the set, which contains all the members of a set A and all the members of a set B.

(ii)          The union of two set A and B is express as ‘A È B’ and symbolically represented as A È B = {x ; x Î A or x Î B}

(iii)         The common elements are taken only once in the union of two sets

Step 2: Analysing the Problem

          After defining the problem in his own words, the child will analyse the given problem that how the problem can be solved?

Step 3 : Formulating Tentative Hypothesis

After analysing the various aspects of the problem he will be able to make hypothesis that first of all he should calculate the union of sets B and C i.e. (B È C). Then the union of set A and B È C. thus he can get the value of A È (B È C). Similarly he can solve (A È B)  È C

Step 4: Testing Hypothesis

Thus on the basis of given data, the child will be able to solve the problem in the following manner

In the example it is given that

B È C            =       {3,5,6} È {4,6,8,9}

                             =       {3,4,5,6,8,9}

A È (B È C)   =       {2,3,5} È {3,4,5,6,8,9}

                             =       {2,3,4,5,6,8,9}

Similarly,

A È  B           =       {2,3,5,6}

(A È B)  È C =       {2,3,4,5,6,8,9}

After solving the problem the child will analyse the result on the basis of given data and verify his hypothesis whether A È (B È C) is equals to  (A È B)  È C or not.

Step 5 : Verifying of the result

After testing and verifying his hypothesis the child will be able to conclude that A È (B È C) = (A È B)  È C

Thus the child generalises the results and apply his knowledge in new situations.

Merits

v  This method is psychological and scientific in nature

v  It helps in developing good study habits and reasoning powers.

v  It helps to improve and apply knowledge and experience.

v  This method stimulates thinking of the child

v  It helps to develop the power of expression of the child.

v  The child learns how to act in new situation.

v  It develops group feeling while working together.

v  Teachers become familiar with his pupils.

v  It develops analytical, critical and generalization abilities of the child.

v  This method helps in maintaining discipline in the class.

Demerits

v  This is not suitable for lower classes

v  There is lack of suitable books and references for children.

v  It is not economical. It is wastage of time and energy.

v  Teachers find it difficult to cover the prescribed syllabus.

v  To follow this method talented teacher are required.

v  There is always doubt of drawing wrong conclusions.

v  Mental activities are more emphasized as compared to physical activities.

Conclusion

Problem solving method can be an effective method for teaching mathematics in the hands of an able and resourceful teacher of mathematics.