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
