A Teaching Method That Requires The Students To Present in Concrete Form The Results of Information Gathered About A Concept, Principle or Innovation

A teaching method that requires the students to
present in concrete form the results of

information gathered about a concept, principle
or innovation.
 It takes the students beyond the walls of the
class room.
 It encourages investigative learning and solutions
of practical problems.
 It is carried out in a natural setting, thus making
learning realistic and experiential.
 It is focused on the student as it enlists his/her
active involvement in the task set.
 It enhances the student’s social skills, as it
requires interaction with the social environment.
 It promotes a better knowledge of the practical
aspects of knowledge gained from books.
 It is a teaching method that emphasizes “learning by doing.”
 Constructing projects develops the students manipulative skill.
 The planned design of the project tests the student’s originality
in choosing the materials to be used. They become resourceful
and innovative.
 It can be employed among students who are weak in oral
communications. The finished product can serve as evidence of
learning achieved.
 The completed project adds to one’s feeling of accomplishment
and satisfaction, thus motivating students to continue
constructing new projects in school and at home.
 It instills the values of initiative, industry and creativity.
 Working on a project groups develop the spirit of cooperation and
sharing of ideas.
 In addition to learning a concept, students become productive
and enterprising.
 The project cannot be planned for all subjects
and whole subject matter cannot be taught by
this strategy.
 It is not economical from the point of view of
time and cost.
 It is very difficult for a teacher to plan or to
execute the projects to the learners and
supervise them.
 It does not provide any training in mathematical
thinking and reasoning.
 Teaching is disorganized
 Textbooks and instructional materials are hardly
available.
 Assign the project to a student/group of
students who is capable and interested.
 The student/group must be clear about the
objectives of the project including the
criteria that must be used in evaluating the
finished project.
 The design of the project must be carefully
checked before the student/group starts.
 The materials must be carefully selected as
to suitability and durability to avoid wastage.
 There should be minimal supervision as soon
as the construction is going on.
Makes use of a classroom organization where
students work in groups or teams to help
each other to learn.
1. It has two important components, namely:
A cooperative incentive structure – one where two or more
individuals are interdependent for a reward.
A cooperative task structure – a situation in which two or
more individuals are allowed, encouraged or required to work
together on some tasks, coordinating their efforts to complete
the task.
2. Students work in teams to tackle academic tasks.
3. Reward systems are group-oriented rather than individually-
oriented.
4. The interactions within the group is controlled by the members
themselves.
5. Teams are made up of mixed abilities – high, average and low
achievers.
6. Each individual learner is accountable for hid/her learning.
7. The group reflects on and evaluates the group process they
underwent.
1. Choose an approach
2. Choose appropriate content
3. Form student teams
4. Develop materials
5. Plan for orienting students to tasks and
roles
6. Plan for the use of time and place
1. Student Teams Achievement Divisions
(STAD)
2. Jigsaw
3. Group Investigation
4. The Structural Approach
5. Think – Pair – Share
6. Numbered Heads Together
1. Heterogeneous grouping wherein high, average
and low achievers are mixed in a group.
2. Make sure that the students exhibit the
necessary social skills to work cooperatively in
a group situations.
3. Arrange the furniture so that the groups of
students can sit facing each other during
sessions.
4. Provide adequate learning tools so as not to
make others wait at a time they are needed.
5. Make sure each group understand the goals,
procedures, task and methods of evaluation.
 The group provides each member with an
opportunity to participate and thereby
influences decision making.
 Face to face learning situations promote an
atmosphere of cooperation and empathy seldom
achieved in other learning situations.
 Personal relationships are usually less
problematic. There is also a greater chance of
different opinions and varied contributions.
 It encourages broader skills of cooperation and
negotiation.
 It promotes learner autonomy by allowing
students to make their own decisions in the
group without being told what to do by the
teacher.

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