clddv 107: introduction to curriculum thursday, october 20

CLDDV 107: Introduction to Curriculum Tuesday, February 21, 2012

10:05 a.m. – 1:10 p.m.

Agenda

Routine/Ritual Student Presentations

Introduction to Reggio Emilia: Project Approach

Stages of Project Approach

Video

Activity

Due Next Week: Creative Curriculum Model

Web Search Overview

Project Approach: Reggio Emilia Curriculum Model

Children have control and direction of their learning

- A project is an in-depth study of a topic that is of interest to the children

- Projects develop children’s knowledge, skills, disposition, feelings about the topic

Project Approach: Reggio Emilia Curriculum Model

Children are encouraged to take over problem-solving in small groups

- A project should be concrete, specific, local, of interest to the child, have resources readily available

- A project connects children to their community

Project Approach: Reggio Emilia Curriculum Model

Loris Malaguzzi, Founder of The Reggio Emilia Approach

- 1945, founded the first school in Reggio Emilia, a town in Northern Italy

- Based on the belief that children are full of the desire and ability to create their own knowledge

- Major focus is observation and documentation

Project Approach: Reggio Emilia Curriculum Model

“ Learning and teaching should not stand on opposite banks and just watch the river flow by; instead, they

should embark together on a journey down the water. Through an active, reciprocal exchange, teaching can

strengthen learning how to learn.”

Loris Malaguzzi, 1993

Project Approach: Reggio Emilia Curriculum Model

Lillian Katz, Introduced Project Approach to the U.S.

- Believed curriculum should help children make deeper, fuller understanding of their own experiences

- More meaningful learning happens when children can observe what is right there in their surroundings

- Teachers should have extended, meaningful conversations with young children

Project Approach: Reggio Emilia Curriculum Model

“ We overestimate children academically and underestimate them intellectually. One of my

worries about the growing focus on academics and school readiness in programs for young children is

it keeps many teachers from seeing children’s innate, lively minds and work.”

Lillian Katz, 2009

Project Approach: Phase 1

Decide on a topic with the children

Possible topic emerges

Initiated by either children or teacher

Complete a web

This helps to find out what children know and what they want to know

- possible questions

- curriculum opportunities

- explore resources Helm, J.H., & Katz, L. (2001) “Young Investigators: the Project Approach

in the Early Years”. Teacher College Press, NY:New York

Project Approach: Phase 1

Opening Event

Provide focused activity

Provide common experiences for the class

Decide if the topic is appropriate and practical

Yes: interest is high, consistent with goals, practical

No: interest is low, not consistent with goals, not practical

Helm, J.H., & Katz, L. (2001) “Young Investigators: the Project Approach in the Early Years”. Teacher College Press, NY:New York

Project Approach: Phase 1

Teacher webs with children about concepts and understanding

Web or list questions for investigation include:

What do we want to find out?

Decide on a few core questions

Involve parents

Helm, J.H., & Katz, L. (2001) “Young Investigators: the Project Approach in the Early Years”. Teacher College Press, NY:New York

Project Approach: Phase ll Re-examine anticipatory planning web and

children’s web to tie in skills and concept

Prepare for field work and expert visitors

Investigate

Visit field sites

Talk to visitors and other experts (interviews)

Examine artifacts

Conduct experiments

Observational drawings

Surveys

Collecting materials to bring back to classroom

Helm, J.H., & Katz, L. (2001) “Young Investigators: the Project Approach in

the Early Years”. Teacher College Press, NY:New York

Project Approach: Phase ll

Represent what was learned through writing, drawing, construction, dancing, and dramatic play

Revisit web or re-web. Assess what was learned, identify new questions, repeat investigation and representation

Project Approach: Phase lll

Debrief

Plan culminating event for students to share

Tell the story of the project

Complete the culminating event or activities

Review project and assess achievement of goals

Helm, J.H., & Katz, L. (2001) “Young Investigators: the Project Approach in the Early Years”. Teacher College Press, NY:New York

The Classroom Environment is Viewed as the Third Teacher

Child driven projects

Common Space Available

Windows are large for maximum view on children’s community

Outdoors brought in

Children’s artwork displayed throughout

Aesthetically pleasing

Content of Children’s Learning

Five content areas that parallel the five dimensions of school readiness identified by National Education Goals Panel (1995)

1. Approaches to Learning

2. Language, Literacy, and Communication

3. Social and Emotional Development

4. Physical Development, Health and Well Being

5. Arts and Sciences

CLDDV 107: Introduction to Curriculum Tuesday, February 21, 2012

10:05 a.m. – 1:10 p.m.

Due Next Week: Creative Curriculum Model

Web Search Overview

Include:

Philosophy

Key Components

Role of the Teacher

Environment

Materials