W.H. Kilpatrick classifies the projects in following four types.
In this type of projects the emphasis is laid on the actual construction of a material object or article.
The Consumer Type
In this type of project the main objective is to obtain either direct or vicarious experience.
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(UI) The Problem Type
In this type of project the chief purpose is to solve a problem involving the intellectual processes.
(IV) The Drill Type
In such a project the objective is to attain a certain degree of skill.
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Various steps in Project Method
(i) Providing a Situation
Teacher should discover the tastes, temperaments and needs of the students and should provide situations when in a student feels spontaneous urge to carry out projects according to their felt needs.
(ii) Choosing and Proposing
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Proposing is very important. It is the center round which the project moves. Under this the aims and objectives of the project are set. This step should be under the guidance and supervision of the teacher but freedom of choice and expression of ideas of students should be included.
The project selected must be such as to satisfy a definite need or purpose and the purpose as far as possible should be acceptable to students. Kilpatrick remarks, ‘The part of the pupil and the part of the teacher in most of the school work depend largely on who does the proposing. It is practically the whole thing”.
Bossing states, ‘The genius of the project lies in the wholehearted enlistment of the student in doing of it,”
The project should alleyways be chosen in a democratic way after discussing various situations the teacher should merely guide and not thrust his opinion. The children must feel that the project is of their own choice.
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(iii) Planning
The task of planning is a difficult one. Only a good planning leads to better results. Each child should be encouraged to give his suggestions. Different proposals should be considered and alternatives discussed. The best plan is agreed upon after a good deal of discussion, suggestion and counter suggestion, rejections etc. Banning may be discussed orally and final conclusion may be drafted in writing.
It is essential that the teacher is ready with some proposal regarding the plan before hand so that he may be able to help the students in the best possible manner.
(iv) Executing the Plan
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It is the longest step of this method and in this step actual activity is observed and learning takes place. For proper execution various activities of the project should be divided according to individual interests and abilities of the different children in the class.
While executing the project, students get a variety of experiences which help them in learning The teacher should give sufficient guidance to students. He should not dictate them.
(v) Judging
Under this step the success or otherwise of the project is evaluated. In this step the students review the work, criticise for the wrong policy, present remedial measures for future projects. This enables the students to learn to criticise their own work. Self-criticism is a valuable form of training, the students should find out what they have learnt from the project.
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(vi) Recording
A complete record of all activities connected with the project must be maintained. The project book should be well maintained. All the details in various steps should be noted down. The project book should give a comprehensive picture of the project as a whole. It should give the procedure of providing a situations, choosing the project, duties assigned, difficulties felt and experiences gained etc.