Allama Iqbal open university

Name Kiran ijaz

Registration no 0000281911

Course code 5611

Program Ma teacher education

Semester autumn 2022

Assignment no 1
 ***Question no 1***

Discuss the nature and need of Pakistan Studies and further elaborate the relation with other

subjects.

Answer:

Nature and need of Pakistan Studies:

Pakistan Studies was introduced as a compulsory subject along with Islamiat at the Secondary and Higher

Secondary level during the Bhutto regime in the 1970s. Its introduction as a separate mandatory subject

aimed to create patriotism among the youth and awareness of Pakistan ideology. Similarly, it also aimed

at enabling young Pakistanis to become the informed and responsible citizens of the state.

What does the term ‘Origin of Pakistan’ refers to?

The phrase “Origin of Pakistan” refers to the very thinking of Muslims of the Indian sub-continent that

they were different from Hindus, they could not coexist with Hindus, and that they should have a separate

homeland. This very thinking of Indian Muslims in other words is called Two Nation Theory, the basis of

Pakistan Ideology. Pakistan Ideology is Islamic ideology as the basic purpose of establishing a separate

was to implement Islamic laws which could not be possible in a united India.

Subject of Pakistan Studies was introduced in Pakistan at a time of national crisis. The separation of East

Pakistan in 1971 led the ruling elites and scholars to the conclusion that there was an urgent need to study

Pakistani society in a manner that would contribute to promotion of patriotism, national cohesion,

strength and development. The first outcome of such thinking was the establishment, in 1973, of a

Department of Pakistan Studies at the country’s premier university, the University of Islamabad (now

Quaid-i-Azam University). In 1976, National Assembly of Pakistan passed Pakistan Study Centers Act
for in-depth study and research on Pakistan. Consequently, Pakistan Study Centers were established in

different provincial universities and National Institute of Pakistan Studies at Quaid-i-Azam University

Islamabad. Presently Pakistan Studies departments are functioning in various universities of Pakistan.

Department of Pakistan Studies Hazara University started to function in the year 2012. Pakistan Studies is

interdisciplinary and multidisciplinary subject in which different subjects of Social Sciences. The main

purpose of program is to provide an in-depth understanding of Pakistan through teaching and research

about state and society of the country. The Program therefore offers courses consisting of history,

ideology, politics, education, geography, economics, foreign relations, society, culture, languages and

literature, customs, attitudes and motivation.

Although Pakistan Studies is a compulsory subject from Class IX up to the university level, it is an

astonishing fact that many of the students are unaware of important historical figures and events.

Even if they know some, it's just the names of some of the famous personalities and not the details about

their achievements, life and causes of success or downfall.

The books on Pakistan Studies of different levels cover the topics which are repeated in all of them.

There is no need to teach about those selected topics at each level. Instead the need is to include more

topics, which could be informative, as well as beneficial, for the students.

Besides history, there should be topics of current issues and problems which our country is currently

facing.

Human rights and its importance must be taught to eradicate social evils and problems which our country

is facing.

Moreover, the content presented in the book should not mold students to become narrow-minded and

parochial. Aims should be to open the faculty to accept past follies and learn to rectify the mistakes.
This would create enlightenment in students and encourage them to get what their ancestors did not

achieve.

It is highly important that textbooks are free from indoctrination and any kind of bias or stereotyping and

should give actual facts and figures.

This does not mean that textbooks should only contain facts and figures; rather they should be presented

in an interesting way so that students enjoy learning and reading books.

It should create and develop interest towards the subject and help widen their outlooks and open new

vistas of knowledge. There should be a variety of questions, as well as activities, for learners so that they

can learn with fun.

Inclusion of Pakistan Studies as a compulsory subject at higher secondary and secondary level during

1980 aims to promote national integration, cohesion, solidarity and harmony among the new generation.

Teaching of Pakistan Studies aims to generate devoted Pakistanis having no provincial and spiritual

biases, but there is a dire need to teach this subject through projects relating to students’ real life and

through audio visual aids to make this subject more interesting for learners.

Relation of Pakistan Studies with other subjects

Pakistan Studies is the integrated, coordinated, and systematic area of study that draws upon various

social science disciplines such as history, geography, anthropology, economics, political science, and

sociology in relation to Pakistan.

Pakistan Studies has evolved from the subject of Social Studies that used to be taught in eighth class or

muasharti aloom. In those days it taught Civics, history (things like mohenjodaro and the indus

civilization) and geography…nowadays they include culture and economics as well. It was particularly

focused on Pakistani governance and Pakistani history usually from a Muslim Pakistani perspective…one

question was always important how to culturally integrate everyone.

The book “Pakistan studies” is the evolved version of previously taught “Social studies” in the high

schools of Pakistan. It is a mixture of History, Geography, Economics, and culture. It relates to all these

subjects through various chapters.

The main aim or objective of this book is to provide a single one narrative for the whole country

corresponding to the will of present governments. The book puts the deep and controversial topic of

Pakistan history under one straightforward perspective that leaves the students wondering along with

many unanswered questions. It has undergone many changes as wanted by some in power.

Generally, the book has achieved a good impact through its curriculum on the students. I can suggest

something else for further details and information.

An authentic criticism on the Pakistan studies books is provided by K.K.Aziz in his English

book “Murder of History”. It can answer your question more clearly.

 ***Question no 2***

Highlight the objectives of teaching Pakistan studies at Elementary level.

Answer:

Objectives of teaching Pakistan studies at Elementary level:

One of the main objectives of the curriculum of Pakistan Studies at secondary level is to prepare the

students to become good citizens and to understand the human values and political system of Pakistan.

Civic education in Pakistan has been neglected over the years and there was found no clearly defined

boundary between it and Pakistan studies. So, there is a need of such curriculum that is relevant to and

functional in Pakistan. A transparent political system is the outcome of the balanced and efficient

educational system as no system can flourish without proper education. Politics and education have been

considered by many other researchers also. The concept of sustainable development is also about the

investment in the educational sector for the development of stable economies and stable democracies. So,

for a stable and working democracy it is imperative to introduce an equitable and representative political

system.

Large number of objectives of teaching of Pakistan Studies has been formulated in behavioral team,

covering nine chapters of the prescribed course. The most significant have been selected and are stated

below:

Cognitive

1) To understand the concept of sovereignty of Allah, the cardinal points of Islamic way of life and the

advent of Islam in the subcontinent.

2) To know about the changing socio political conditions of the subcontinent

3) To know about the significant events at the time of creation and consequences of partition of Muslim

majority provinces

4) To know about the guiding principles and elements of constitutional history of Pakistan

5) To get acquainted with the geographical and strategically location and other physical features and

climate of Pakistan

6) To have knowledge about the type of soil, forests, minerals and agriculture of Pakistan

7) To get acquainted with agricultural reforms and their objectives

8) To get acquainted with the importance of natural resources and communication system

9) To understand with in characteristics of people of Pakistan, their demographic features and the

process of urban development

10) To get acquainted with the importance of regional languages as a sign of national unity

11) To get acquainted with the structure and state of education in Pakistan

12) To understand the purposes and functions of UNO and get acquainted with the support of member

countries extended to Pakistan

13) To get acquainted with the Muslim countries, their human and material resources and the role played

by Pakistan for the unity of Muslim world

14) To know about independent foreign policy of Pakistan

15) To know about the concept of welfare State and the ways and means to make Pakistan a Welfare

State

Affective

1) The affective aspect of the objectives of teaching of Pakistan Studies centers round the following:

2) Feeding of pride for the rich heritage of Pakistan and appreciation for the salient features of Muslim

life

3) Appreciation for the sacrifices rendered by the Muslims, who migrated at the time of partition
4) Feedings for orderly government, appreciation for corporation and urge for the upholding the

constitutions

5) Appreciation and respect for landscapes and those who toil under hard climatic conditions

6) Appreciation for the dignity of labor

7) Thankfulness to Almighty Allah for natural resources

8) Urge for equitable distribution of basic necessities of life. h. Appreciation for the national cultural

heritage

Psycho Motor

1) The psychomotor objectives related to:

2) Make maps and charts and diagram b. Make speeches and participate in debates.

3) Visit Provincial and National Assembly session

4) Take part in role playing. e. Make models

5) Visit agricultural farms and river sites

6) Collect information data through various sources

7) Participate in seminar and group discussions

8) Organize exhibition of handicrafts

9) Visit local educational institutions k. Collect flags, stamps and view cards

10) Prepare albums, collecting pictures coins and flags of Muslim countries. m. Participate in National

Volunteer Services.

11) The curriculum prescribed for the teaching of Pakistan studies is comprehensive both at elementary

and secondary levels, focusing on the development of cultural, and social, individual and international

aspects of the children.

12) The values of the teaching of Pakistan Studies have been clearly reflected in the objectives of the

course to equip the students with adequate knowledge of the Ideology of Pakistan, Islamic code of

personal and social life. Students are acquainted with the achievements after the birth of Pakistan and
 the grand sacrifices made by their leaders for the achievements of their independent land. They are

equally made aware of their rights, duties and responsibilities as a member of a Pakistani society.

13) The teaching of Pakistan Studies does not isolate children from the main stream of the world and the

Muslim Ummah. But they are associated through providing them knowledge and understanding of the

mode of people living in other countries and make them aware of the fact that nations are living in

interdependent manner, in this world.

14) Another merit of the teaching of Pakistan Studies is that it has been ignored the spiritual aspect of the

individuals. Its contents has been carefully selected to inculcate in them the pride is being a Pakistani,

good relation with neighbor, sense of gratitude to Almighty Allah, for his blessings and appreciation

for the dignity of labor, tolerance and respect for other religion, love and regard for Islamic values,

love for freedom and spirit of sacrifices, faith in independence and democratic values, appreciation

the natural phenomena and attitude towards adjustment with changing conditions of life, love for the

people in Muslim countries and appreciation for handwork and inventiveness

15) Discussion teaching method is also a traditional method. It can be effective if it is well planned

having a good start, middle and an end. Discussion involves free and interactive dialogue between

teachers and students. Discussion involves a cooperative effort to solve problems. During the

discussion process, students are given the opportunity to express their opinions and receive feedback.

Students are not encouraged to simply passively accept what they hear. Discussion involves an

organized but free exchange of ideas”. A successful discussion depends on that all students participate

in it and responses and ideas are accepted and considered. Students and teachers should be open-

minded to consider and listen to each other’s viewpoints and to accept those that are different from

their own. Discussion strategy is often favorable in secondary school level especially for teaching of

social sciences. Discussion not only helps students to learn their text material but also develops their

thinking power and a positive attitude towards learning, tolerance and regard for other’s opinions and

interpersonal relationship.
 ***Question no 3***

Critically analyze the curriculum of Pakistan Studies and forward suggestions for its improvement.

Answer:

Curriculum of Pakistan Studies:

The curriculum consists of the content and activities which the school employs for the purpose of training

the students, Geographic facts, historical events, the structure and functions of the government, a unit on

irrigation system, a socio drama etc., are the examples of curricular materials. They are designed to

promote learning. Students learn by studying content and by engaging in other learning activities.

The curriculum consists of reorganized, simplified and purposively selected portions of information and

experience. It is an instrument of the school, not a storehouse of knowledge. Expectations of scholars,

parents and other adults must not determine the contents of the curriculum. The gap between society

wishes and the capacities of the students can be bridged only by the teacher. The stock of the culture is

not the only factor in making a curriculum; it is sharply delimited by the interests, capacities, maturation

and needs of the students.

Relationship of Curriculum to Society:

In primitive society the preservation of the social heritage was not great task. Parents could easily teach

the essential elements to their children. In a static society, the occupations are relatively fixed and the

manners and customs are fairly permanent. The curriculum is thus obvious and simple and every parent is

capable of teaching to its essential elements to his children.

In a modern industrialized society the number of essential facts, skills and techniques is almost countless.

No one person is qualified to designate the essential elements, although there is general agreement on
some of the minimum skills. The fundamental problem of modern curriculum making is to ascertain the

basic fundamentals. This step requires keen insight into values, attention to social realities, and

understanding of pupil capacities and needs. The curriculum of modern society is, therefore, neither

simple nor obvious and it must be far more inclusive curriculum than that which confronted for example

‘the son of a nomad.

The elements of curriculum

The curriculum consists of these elements that are considered most essential to the preservation of

society. These elements may assume the form of facts, knowledge, understanding, skills, techniques,

attitudes, qualities, values or beliefs.

The curriculum is essentially a means rather than an end. It is the content through which social objectives

are achieved. The mastery of the curriculum is supposed to lead to desirable ends. Whether the society be

primitive and static or modern and dynamic, its curriculum is designed to serve as the medium through

which the social heritage is preserved and transmitted.

Reservoir of fundamentals

Since the curriculum is the reservoir of fundamentals, its function is clear. It must lay the basic

framework or ground work for the civilizations of succeeding generation. Through it the rising generation

receives the basic elements from all previous ages. The curriculum may be inadequate, it may be difficult,

part of it, may even have become useless, but it is what society thinks is most important in its heritage.

Consequently, it serves to introduce the pupil to the social achievement of his group. It provides

experience in learning the basic skills, attitudes and qualities: Although the accumulation of mankind’s

heritage may provide the major source for the curriculum the schools are obliged to consider

contemporary realities and future commitments to the society.

Curriculum a Process or Product:

Some writers on the curriculum insist that it is a process and not a product; that it evolves, unfolds, grows,

or develops and is not made. The curriculum of course, a changing, evolving procedure, including

contents and activities. The later must be inevitably differing from class to class and student to student.

But at any particular time the teacher and the students have selected a given body of content and activities

for the process of promoting learning. In seems reasonable, therefore, to regard curriculum as a process

and also as an ever-changing product, it can be made and remade.

Suggestions for improvement in Curriculum of Pakistan Studies

The present curriculum needs improvement. Efforts be made to bring about improvement in future, some

suggestions are forwarded in this regard.

1) As observed earlier, the present curriculum of Pakistan Studies is an improvement over the past

curriculum of “Social Studies” which was characterized as co-related curriculum. The present

curriculum is based on the concept and principles of integration. Such integration, as already

indicated needs scientific analysis of its content and problems as well as the reaction of children to the

content, situation and experiences provided in the curriculum.

2) Efforts need to be made to bring about ideal relationship and integration of Pakistan studies with

other social fields.

3) A variety of activities have been provided in the curriculum, but it lacks guidelines for carrying out

such activities effectively. Such guidelines should be provided for teachers.

4) Moreover, a variety of audio-visual aids have been recommended to be used in teaching of Pakistan

studies but there is no indication which type of aids be prepared by teachers and students. Therefore, a

clear indication be made in the curriculum for the type of audiovisual aids to be prepared and used by

teachers and students in the classrooms

5) As new social problem and issues will emerge with the passage of time, therefore, the process of

Pakistan Studies curriculum development and change be kept dynamic and flexible to that to absorb
and accommodate such changes and developments without disturbing its fundamentals and

equilibrium.
 ***Question no 4***

What are the factors which affect content selection? What is the rationale for adopting the

principles of selection of content for Pakistan Studies?

Answer:

Factors which affect content selection:

Seven criteria for the selection of subject matter or content of the curriculum

The micro curriculum employs the seven criteria for the selection of subject matter below. For the macro

curriculum, the subjects needed for the curricular program or course comprise the content.

1. Self-sufficiency

To help learners attain maximum self-sufficiency most economically is the central guiding principle of

subject matter or content selection as cited by Bilbao et al. Although the economy of learning implies less

teaching effort and less use of educational resources, students gain more results. They can cope up with

the learning outcomes effectively.

This criterion means that students should be given a chance to experiment, observe, and do field study.

This system allows them to learn independently.

With this principle in mind, I suggest that there should be a one-day independent learning activity each

week for a high school curriculum or preparatory year. However, this should be carefully planned by the

teacher. When the students return, they should present outputs from the activity.

2. Significance
The subject matter or content is significant if it is selected and organized to develop learning activities,

skills, processes, and attitudes. It also develops the three domains of learning, namely the cognitive,

affective, and psychomotor skills, and considers the learners’ cultural aspects. Particularly, if your

students come from different cultural backgrounds and races, the subject matter must be culture-sensitive.

In short, select content or subject matter that can achieve the overall aim of the curriculum.

3. Validity

Validity refers to the authenticity of the subject matter or content you selected. Make sure that the topics

are not obsolete.

For example, do not include typewriting as a skill to be learned by college students. It should be about the

computer or Information Technology (IT).

Thus, there is a need to regularly check the curriculum’s subject matter or contents and replace it if

necessary. Do not wait for another five years to change it.

Modern curriculum experts are after current trends, relevance, and authenticity of the curriculum;

otherwise, the school or the country becomes obsolete.

4. Interest

Criteria for selection of subject matter

Some teachers are bookish.

This criterion is valid to the learner-centered curriculum. Students learn best if the subject matter is

interesting, thus makes it meaningful to them.

However, if the curriculum is subject-centered, teachers have no choice but to finish the pacing schedule

religiously and only teach what is in the book. This approach explains why many students fail in the

subject.

5. Utility

Another criterion is the usefulness of the content or subject matter. Students think that a subject matter or

some subjects are not necessary to them. They view it as useless. As a result, they do not study.

Here are the questions that students often ask:

Will I need the subject in my job?

Will it give meaning to my life?

Will it develop my potentials?

Will it solve my problem?

Will it be part of the test?

Will I have a passing mark if I learn it?

Students only value the subject matter or content if it is useful to them.

6. Learnability

The subject matter or content must be within the schema of the learners. It should be within their

experiences. Teachers should apply theories in the psychology of learning to know how subjects are

presented, sequenced, and organized to maximize students’ learning capacity.

7. Feasibility
Feasibility means the full implementation of the subject matter. It should consider the school’s real

situation, the government, and society in general. Students must learn within the allowable time and the

use of resources available. Do not give them a topic that is impossible to finish.

For example, you have only one week left to finish the unit, but the activities may take a month for the

students to complete. Thus, this requirement is not feasible.

Do not offer a computer subject if there is no electricity in the area, or there are no computers.

Further, feasibility means that there should be teachers who are experts in that area. For example, do not

offer English for Business Communication if there is no teacher to handle it.

Also, there is a need to consider the nature of the learners. The organization and design of the subject

matter or content must be appropriate to the nature of students.

So, it would be better if students in a subject-centered curriculum (with a pacing schedule that must be

religiously implemented every week) shall be grouped homogeneously; otherwise, many will flunk in that

subject.

Rationale for adopting the principles of selection of content for Pakistan Studies

Why is selection of content important?

The subject matter or content is significant if it is selected and organized to develop learning activities,

skills, processes, and attitudes. It also develops the three domains of learning, namely the cognitive,

affective, and psychomotor skills, and considers the learners' cultural aspects.

Main purpose of teaching of Pakistan Studies is to promote the knowledge of the individual about

himself, the country and the world around him. Pakistan Studies is a subject that aims at enhancing

students' knowledge about history, culture and geography of Pakistan and to inculcate patriotism in the
hearts of students so that they may become a good citizen. Principles for Content Selection & factors

affect Content Selection Pakistan Studies curriculum is the name of a curriculum of academic research

and study that encompasses the ideology, culture, .

 ***Question no 5***

Compare Activity method and Project method. In your view which is the most appropriate for

teaching Pakistan Studies.

Answer:

Activity method and Project method:

Activity method is a technique adopted by a teacher to emphasize his or her method of teaching through

activity in which the students participate rigorously and bring about efficient learning experiences. It is a

child-centered approach. It is a method in which the child is actively involved in participating mentally

and physically. Learning by doing is the main focus in this method. Learning by doing is imperative in

successful learning since it is well proved that more the senses are stimulated, more a person learns and

longer he/she retains.

Pine G (1989) mentions that in an activity based teaching, learners willingly with enthusiasm internalize

and implement concepts relevant to their needs.

So our understanding on the activity method by now should mean any learning that is carried out with a

purpose in a social environment, involving physical and mental action, stimulating for creative action or

expression.

Why do we need to use activity based learning method?

The information processing theory in psychology views learners as active investigators of their

environment. This theory is grounded in the premise that people innately strive to make sense of the

world around them.

In the process of learning, they experience, memorize and understand. Students need to be provided with
data and materials necessary to focus their thinking and interaction in the lesson for the process of

analyzing the information. Teachers need to be actively involved in directing and guiding the students’

analysis of the information.

It requires active problem solving by students in finding patterns in the information through their own

investigation and analysis. With continued practice in these processes, students learn not the content of

the lesson but also develop many other skills.

1. It enhances creative aspect of experience.

2. It gives reality for learning.

3. Uses all available resources.

4. Provides varied experiences to the students to facilitate the acquisition of knowledge, experience,

skills and values.

5. Builds the student’s self-confidence and develops understanding through work in his/her group.

6. Gets experiences, develop interest, enriches vocabulary and provides stimulus for reading.

7. Develops happy relationship between students and students, teachers and students.

8. An activity is said to be the language of the child. A child who lacks in verbal expression can make

up through use of ideas in the activity.

9. Subjects of all kind can be taught through activity.

10. Social relation provides opportunity to mix with others.

Purpose of activity based learning

Activity based teaching method acts as an Active problem solver for the students. It enhances creative

aspect of experience. It also gives reality for learning. This type of learning uses all available resources. It

provides varied experiences to the students to facilitate the acquisition of knowledge, experience, skills

and values. It builds the students self-confidence and develops understanding through works. It helps to

develop happy relationship and interest in them. When we give an activity it is said to be the language of

the child. It is effective in all the subjects and Social relation provides opportunities to mix with others.

Principle of activity base learning

As we know that activity based teaching is a learned –centered-approach. It emphasis on experimental

learning. Activity based teaching promotes acquisition of social skills by providing opportunities for

learner to work cooperative and collaboratively. It provides potential and creatively in individuals. it

encourages the union of work and play and it Uses child friendly educational aids to foster self-learning.

Procedural steps of activity based teaching strategy.

Planning is must for all teachers and to everybody, as it guides to do the work properly. Success is all

brought because of well planning. Before doing something we have to plan at the beginning. While

planning an activity to students we have to think of what? When? How? Where? Why?

While giving an activity to the students, teacher should think of how he/she could make his/her students

involved in doing activity given. The activity must be planned in such a way that all students can

participate.

Project method

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 is 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
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.

Execution

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.

Evaluation

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

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 end ⭐