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Can you see your classroom implement this approach into learning? Why or why not?

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1. Dr. Lilian Katz stressed her opinion that the importance of the intellect is often forgotten in the process of teaching and learning. As a teacher, how would you incorporate the “intellect” into your teachings with The Project Approach?

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How could this approach benefit language development?

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1. How is The Project Approach beneficial to student learning especially inclusive students?

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1. What would The Project Approach look like in your classroom?

2. What would you see and hear while children are interacting?

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The Project Approach: An Effective Way to Teach Diverse Learners

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The Project Approach: An Effective Way to Teach Diverse Learners

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ECRP. Vol 11 No 1. Teachers' Views of the Efficacy of Incorporating the Project Approach into Classroom Practice with Diverse Learners

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This study provides preliminary insight into teachers' perspectives on ways that the Project Approach can help to support instruction of learners with a range of strengths and needs, and learners from a variety of cultural, economic, and linguistic backgrounds. Pre- and post-training interviews were conducted with seven preschool teachers who attended professional development sessions on the Project Approach.

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Implementing The Project Approach in an Inclusive Classroom

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Implementing The Project Approach in an Inclusive Classroom

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Real life experiences and benefits of using The Project Approach with students who are on IEP's (Individualized Educationa Plans).

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This video documents young students participating in their learning using The Project Approach. Teachers in the video discuss their classroom observations and how language development evolved while implementing this model.

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Teacher's Perspective on The Project Approach

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Teacher's Perspective on The Project Approach

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Judy Harris Helm National-Louis University, Wheeling, Illinois Presenters for the NAEYC Project Night are selected to present the projects completed in their classrooms by the leaders of the Project Night. Their documentation has been viewed by the leaders of Project Night, and in many cases, their classrooms have also been visited.

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Tips on Teaching The Project Approach: Including Every Child

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Tips on Teaching The Project Approach: Including Every Child

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Use the "Printer-friendly PDF" option, available on each Tip Sheet page, to print your own copies.

IEL Tip Sheets are easy-to-read, one-page resources on a variety of topics of interest to parents and teachers of young children.

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Use the "Printer-friendly PDF" option, available on each Tip Sheet page, to print your own copies. IEL Tip Sheets are easy-to-read, one-page resources on a variety of topics of interest to parents and teachers of young children.

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Engaging and Preparing Children for Kindergarten Using The Project Approach

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Engaging and Preparing Children for Kindergarten Using The Project Approach

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Child Development - Project Approach at Anderson Enrichment Center 2013

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The YMCA and JCC of Greater Toledo Child Development department demonstrates techniques utilized to engage and prepare children for kindergarten. For more information, or to enroll your child in Summer Child Care programs, contact the Child Development department at 419.474.3995.

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Definition and Brief History of The Project Approach

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Definition and Brief History of The Project Approach

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The Project Approach: A Quick Links Website with Project Examples and Resources

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The Project Approach: A Quick Links Website with Project Examples and Resources

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The Illinois Early Learning Project provides support, resources, and information for teachers, specialists, administrators, and trainers interested in the implementation of the Project Approach in classrooms for preschool children.

A project is an in-depth investigation of a topic undertaken by a class, a group of children, or an individual child in an early childhood classroom or at home.

The Project Approach...

is a method of teaching in which an in-depth study of a particular topic is conducted by a child or a group of children.

is incorporated into the curriculum but does not always constitute the entire curriculum.

helps young children meet the Illinois Early Learning and Development Standards.

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The Illinois Early Learning Project provides support, resources, and information for teachers, specialists, administrators, and trainers interested in the implementation of the Project Approach in classrooms for preschool children. A project is an in-depth investigation of a topic undertaken by a class, a group of children, or an individual child in an early childhood classroom or at home.

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Project Learning: Important Questions and Answers 

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Project Learning: Important Questions and Answers 

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Introduction

There are countless methods and approaches to teaching, but it is clear that children learn best when engaged in authentic and relevant activities. Two well-known approaches, project-based learning and STEM-based learning, hold to the common philosophy that true education inspires and motivates children to be lifelong learners. The Project Approach offers children open-ended experiences as the basis of the curriculum. STEM programs focus on expanding a child's knowledge and interest in the science and math domains. What happens when these two methods are merged? A lot of potential for real-life learning!

What is the Project Approach?

The Project Approach offers teachers a way to develop in-depth thinking while engaging the hearts and minds of young children. Project work presents many opportunities to value young children's ideas, encourage their creativity, nurture their interests, and meet their learning needs.

In early childhood, projects can be defined as open ended studies of everyday topics. Project topics are selected by the teacher and frequently emerge from the questions children raise and develop according to their interests. Rather than offering immediate answers to the questions children ask, teachers provide experiences through which children can discover the answers themselves through inquiry at field sites or interviewing experts.

What is STEM?

STEM is an acronym representing the four academic disciplines of science, technology, engineering, and mathematics. This approach to teaching is interdisciplinary-the four subject areas are integrated through systematic investigation and real-life application. Learners are encouraged to participate in discussing and working on relevant lessons, doing field studies, and consulting with experts outside the classroom.

A natural and powerful combination

Since both approaches promote a holistic integration of the different subject areas they naturally complement each other. There are countless methods of infusing educational programs with STEM learning, but often-particularly with older children-an overly structured curriculum artificially separates the different domains of study. For example, science is traditionally taught by the science teacher and math, by the math teacher. Or, an early childhood teacher does not feel that they are competent to include STEM-based learning into their classroom because they have no background in engineering. The Project Approach provides a well-tested-and-tried method of incorporating all areas of learning under the umbrella of one inclusive, in-depth investigation or "project". This makes it the perfect method to adopt for increasing a child's STEM skills and knowledge.

Projects are based on the classical scientific method in that they begin with questions about the area of interest and predictions of possible solutions or outcomes, the gathering of data, and finally, communicating the results.

Investigating the purpose of recycling: How long does it take for different materials to disintegrate when buried in dirt?

The Structure of the Project Approach
Phase 1: Launching a project: Students' Initial Understandings
In the beginning of a project, the teacher builds interest in the topic through encouraging the children to share relevant personal stories of experience. As the children represent their current understanding of the topic of study, the teacher assesses the children's vocabulary, their individual interests, misconceptions or gaps in current knowledge, and helps them formulate questions which they can investigate. In projects with a STEM focus, the teacher can relate these preliminary explorations to knowledge and skills involved in science, technology, engineering, and math. There will also be opportunities to introduce new vocabulary that is associated with those STEM subjects.

Phase 2: Developing a Project: Building the Knowledge

As the inquiry enters the research phase of the work, teachers arrange field visits where children can interview experts, such as waiters, farmers, or nurses, for example, according to the topic of study. Children also can look at books, internet sites, or videos to accumulate more knowledge about the subject. As they learn more about the topic they use many forms of representation to illustrate what they have learned and to share new knowledge with their classmates.
Phase 3: Concluding a Project: Presenting your Work
Finally, the teacher guides the conclusion of the study and helps the children review their achievements. The children share their work with parents, another class, or members of the local community who have helped them in the process of the investigation. This final phase of the work includes the assessment by teachers of what the children have learned through the project. All children will have learned basic facts about the topic. Sharing what they have learned with others helps the children to review their achievements.

In the case of a project with a STEM focus, selected achievements can be featured showing what the STEM subjects have contributed to the study as a whole as well as to the individual explorations children have carried out.

Communicating the results of the investigation with peers.

Alignment with other curriculums

The type of learning that is seen in both Project Approach and STEM-oriented classrooms differs considerably from the pre-planned lessons of a published curriculum. While both these methods support curriculum standards in the different subject areas, teachers do not "teach to the test". The emphasis is on the context in which learning is intrinsically motivating and engaging to young children because of its focus on real world application of knowledge and skill.

Through careful observation and skillful planning on the part of the teacher, almost any curriculum goals can be integrated into project work. The teacher anticipates the directions a project investigation may take, and includes elements of the required curriculum in her plans. The teacher records the STEM subject objectives, specific skills, and knowledge in her planning, and the project documentation provides evidence of learning.

In addition to the aspects of the curriculum which relate directly to the acquisition of skills and knowledge, project work offers interesting opportunities for children to apply and practice what they learn in other parts of their daily program in school. Focusing on STEM subjects does not mean the exclusion of other subjects. Subject integration enables children to learn through projects in personally meaningful ways. Children who excel in certain academic areas, for example in technology or math, learn to offer leadership to their peers. Children who experience difficulty in some areas frequently learn more easily from skilled or knowledgeable peers than from adults.

In classrooms where the Project Approach is well implemented, teachers and parents report that children show increased achievement and confidence in talking about what they know and can do. This can also apply to the less familiar subjects of technology and engineering.

Integrating these approaches into your classroom

Project work can be incorporated into already existing learning centers, as well as into a typical daily schedule. For example, circle time can be used to discuss a current investigation or books on the subject can be placed in the literacy area.

Children learn through many different experiences in school. For young children these experiences include sensory exploration, various kinds of play activity, observation, and practice. Many of these activities can incorporate STEM activities of one kind or another. When children are constructing buildings, garages, or farms, they are involved in engineering. When they are making photographic records of their work or looking at information on a computer screen they are using technology. As they apply an increasingly varied range of skills they learn some things through direct instruction, some through small group work, some through repeated trials and persistence, and some through collaboration and lively discussion with their classmates.

In classrooms where the Project Approach is already successfully applied by teachers, there is little adaptation of strategy or routine needed to incorporate a STEM focus into the work. STEM offers an alternative curriculum focus on the work of a project. The two approaches are similar in many ways as they involve the children in investigation, collaboration, and field study, with opportunities to relate their school work to real world interests.

Empowering lifelong learners

When using both the Project Approach and STEM-focused learning in your classroom, children are empowered to ask questions, investigate, problem-solve, communicate, and discover. By building on their natural curiosity instead of imposing a scripted curriculum, the children become independent thinkers and lifelong learners. The authentic learning they experience extends beyond the classroom into the world.

Authentic learning: project work has real-life applications.

References

Chard, SC. 2009. "The Project Approach: Six Practical Guides for Teachers." These guides are available as pdf files at the following web site: www.projectapproach.org

Katz, L.G., S.C. Chard and Y. Kogan. 2014. Engaging Children's Minds: The Project Approach, Third Edition. Santa Barbara: ABC Clio.

Myers, A. and J. Berkowitz. 2015. The STEM Shift: A Guide for School Leaders. Thousand Oaks: Corwin.

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communityplaythings.com - The Project Approach and STEM

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There are countless methods and approaches to teaching, but it is clear that children learn best when engaged in authentic and relevant activities. Two well-known approaches, project-based learning and STEM-based learning, hold to the common philosophy that true education inspires and motivates children to be lifelong learners.

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The Teacher's Role in The Project Approach

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The Teacher's Role in The Project Approach

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The teacher's role in education is always complex, regardless of the subject matter or the age of the students. In general, the main focus is to help learners understand what they already know more deeply and accurately while strengthening their dispositions to continue learning throughout life.

In early and elementary education, "projects" are defined as extended in-depth investigations of phenomena in the children's own environment that are worthy of learning more about. Project work provides a context in which the teacher can encourage learners to apply their growing academic skills in purposeful ways. The teacher has an important part to play in the initiation, implementation, and culmination of projects.

Initially, the teacher must determine the appropriateness of the topic to be investigated. Projects are productive and enlightening if the topic under investigation is interesting to most of the children. To achieve this, the teacher can benefit greatly from listening to children's spontaneous discussions, observing their activities that often reveal their interests, and probing their thoughts. In addition, the teacher should make sure that many aspects of the topic are directly observable by the children. For example, a supermarket within walking distance of the school opens up many possibilities for first-hand investigations.

Once the teacher has identified a topic of potential interest to the children, she or he can engage the children in creating a topic web or list of related sub-topics. This process helps the children become aware of a wide range of options that could be included in the investigation of a topic-field trips, visiting experts, and so forth. The teacher facilitates the forming of small groups of children to investigate particular sub-topics that interest them. Forming small groups requires careful thinking by the teacher; the children must work well together and the group should include a range of abilities.

As the investigation proceeds, the teacher monitors the progress of each group and the whole class. The teacher can also remind the children of their earlier discussions about the progress of the project. She may encourage the small groups to share their findings with the entire class when she judges their progress to be of potential interest to their classmates. In many cases the teacher meets with the small group before their presentation to the whole class to rehearse with them how best to present their work to their classmates.

Many projects include opportunities for visiting experts to be invited to the class to share expertise by responding to the children's questions. Before such a visit, the teacher discusses with the children what they want the visitor to talk about.

With the youngest children it does not usually help to ask them "What are your questions (for the visitor)?" It is usually more effective to ask the children questions like "What do you want the visitor (e.g. policeman) to talk about?" or "to show you?" Or "to tell you about?" When a child offers an answer, the teacher transforms the response into a question. The teacher may compile a list of questions in front of the children, saying that she will remind them about the questions during the expert's visit.

Another important aspect of project work is creating representations of related topics and objects, such as observational drawings, sculptures, etc., depending on the ages of the children. The teacher has a key role in suggesting possible objects to represent and making available appropriate materials for the children to use.

The teacher is also essential to building a classroom culture of mutual assistance among the children. She may suggest to a child who is having some difficulties creating a cardboard construction representation that a particular classmate might be able to help because he or she has done similar things recently.

Another important role of the teacher is to link the project work with local, district, or state standards. Project work engages children in a wide range of literacy skills (depending on their ages) as well as many mathematical concepts and skills. For example, a kindergarten class did an extensive investigation of their school bus. Their work included one group counting the number of seats in the bus, another group measuring the length and width of the bus with a tied up collection of old neckties, and another group writing down all the signs they found, e.g. Exit, Open, Close, Warning, etc., and another group studying the inside and outside mirrors on the bus used by the drivers. In these sub-topic studies the children asked for help with counting and measuring, as well as reading signs and writing them down. The teacher must be aware of the knowledge the children gained and be able to communicate it as evidence of learning in an appropriate manner.

The teacher also helps determine when it is time to complete the project, and plan a culminating event. Even the youngest children will eventually feel that they have "had enough" of the topic. If, after watching and listening carefully to the children, the teacher feels they have reached this point, she (or he) might indicate at a group meeting that the topic may have been explored fully enough. Then it is a good time to plan a culminating event and to prepare some final documentation to help others appreciate what they have accomplished. Usually a culminating event is focused on reporting to the children's parents what they have accomplished. Depending upon the ages of the children, the teacher can offer detailed assistance on how to present their work at a special meeting for their parents. In addition, the teacher can involve the children in preparing a written report or summary of their work and involve them in completing the documentation of the project. Parents and others in the school and community are invited to see the final report of their work and to appreciate the extensive effort, knowledge, and skills involved.

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The Teacher's Role in the Project Approach

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The teacher's role in education is always complex, regardless of the subject matter or the age of the students. In general, the main focus is to help learners understand what they already know more deeply and accurately while strengthening their dispositions to continue learning throughout life.

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50 Examples of Inclusive Projects for Early Childhood Professionals to use when implementing The Project Approach into the everyday lives of their classrooms, centers or homes.

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50 Examples of Inclusive Projects for Early Childhood Professionals to use when implementing The Project Approach into the everyday lives of their classrooms, centers or homes.

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This paper presents the reflections of several teachers on their experiences moving from the use of a theme approach in their classrooms to using The Project Approach

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ECRP. Vol 1 No 1. From Themes to Projects

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Many teachers who begin to implement the Project Approach are familiar with a learning center or theme approach to teaching. Often there are some important differences to become aware of. Projects are especially valuable for children in undertaking in-depth study of real-world topics.

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The Project Approach with Toddlers																						 										

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The Project Approach with Toddlers																						 										

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The experiences presented in this article take place at Eton School in Mexico City, Mexico. Eton is a private, coed, multicultural, bilingual (Spanish and English) institution for children ages 2 to 18.

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Engaging Children’s Hearts and Minds      By Dr. Sylvia Chard

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Engaging Children’s Hearts and Minds      By Dr. Sylvia Chard

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Sylvia Chard offers practical suggestions for administrators and teachers on how to develop a project from start to finish in the classroom, including the preliminary planning, the three phase framework, and the evaluation and documentation at the end of the project.

Sylvia reviews the three phase framework in detail, which focuses on different aspects of the learning involved as the project progresses through several weeks.

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Engaging Children's Hearts and Minds: The Project Approach

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Dr. Sylvia C. Chard presents on the Project Approach.

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Planning Tool for The Project Approach Classroom Environment

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Planning Tool for The Project Approach Classroom Environment

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The types of materials in a classroom and the way in which they are organized convey important messages to students.

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one way to arrange a classroom. Room arrangement will differ according to the ages and previous experiences of the students, the background knowledge of the teachers, and their willingness to experiment with new ideas. The goal is to create an environment for students that will nurture their explorations, language, and ideas.

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Systematic Instruction and The Project Approach

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Systematic Instruction and The Project Approach

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Overview of how project work and systematic instruction work together in the classroom.

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Below is an overview of how project work and systematic instruction work together in the classroom. For more information, see The Project Approach (Book One): Making Curriculum Come Alive.

Project work is not the only kind of learning experience that students will have in preschool child-care programs or in elementary, middle, and high school. In the case of younger children, there will be opportunities for spontaneous play, story time, singing, dancing, and more. And in the case of older students, project work and systematic instruction work together to enhance learning in a variety of ways.

At the elementary, middle, and high school levels, there are some parts of the curriculum in which students are necessarily dependent on the teacher, and others in which students can work more independently. In particular, two aspects of the curriculum provide for students' learning needs:

1. systematic instruction for the acquisition of skills
2. project work for the application of skills acquired earlier

Students not only need to know how to use a skill but also when to use it. They need to learn to recognize for themselves the contexts in which the skill might be useful and the purposes it can most appropriately serve. Project work and systematic instruction can be seen as providing complementary learning opportunities. In systematic instruction, the students acquire the skills, and in project work, they apply those skills in meaningful contexts. Project work can thus be seen as the part of the curriculum planned in negotiation with the students and supportive of (and extending) the more formal and teacher-directed instructional elements.

Distinctions between Systematic Instruction and Project Work

For acquiring skills

For applying skills

Activity at instructional level

Activity at independent level

Teacher directs the student's work

Teacher guides the student's work

Student follows instruction

Student chooses from alternatives

Extrinsic motivation may be important

Intrinsic motivation characterizes the work particularly

Teacher addresses student's deficiencies

Teacher builds on student's proficiencies

When a teacher instructs a student in a new level of skill, the learning tasks have to be carefully matched to the student's current abilities. When a student applies skills with which she already has some fluency, she can work independently (and with more confidence), make decisions, formulate and solve problems as they arise, and be creative in applying the skills appropriately. The types of activity or task the teacher plans will be different according to which kind of learning is intended.

Systematic Instruction for Acquiring Skills

Project Work for Applying Skills

Examples

telling the time
bar graphs
designing experiments

investigating change
doing a survey and representing the results
investigating water pollution

Activity

unknown, new
challenging
required
closed, limited steps

familiar (maybe in new context)
intrinsically satisfying
chosen
exploratory, open-ended

Teacher

instructs
prescribes
directs
encourages effort

gives guidance
suggests alternatives
observes, listens, questions
encourages ideas

Child

is as yet incapable
follows instructions
acts with help
is uncertain about ability
accepts teacher's evaluation
works alone

is capable, proficient
practices skills unaided
acts independently
is confident about ability
judges own success
often consults, collaborates

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Systematic Instruction and the Project Approach

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Systematic Instruction and the Project Approach Below is an overview of how project work and systematic instruction work together in the classroom. For more information, see The Project Approach (Book One): Making Curriculum Come Alive. Project work is not the only kind of learning experience that students will have in preschool child-care programs or in ...

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This article describes the ways in which puppets were used in two preschool classes of 3- to 5-year-old children with special needs in Indianapolis, Indiana.

During their study of puppets, the children created topic webs, used and created different types of puppets, listened to guest experts, and participated in a workshop conducted by nationally renowned puppeteers.

Teacher reflections are included.

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ECRP. Vol 10 No 2. Fixing Puppets So They Can Talk": Puppets and Puppet-Making in a Classroom of Preschoolers with Special Needs

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This article describes the ways in which puppets were used in two preschool classes of 3- to 5-year-old children with special needs in Indianapolis, Indiana. During their study of puppets, the children created topic webs, used and created different types of puppets, listened to guest experts, and participated in a workshop conducted by nationally renowned puppeteers.

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Educator Study Guide - The Project Approach

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Educator Study Guide - The Project Approach

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This study guide offers educators an overview of the Project Approach and guides them through the process of developing and implementing a project in the classroom.

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Conversations with Lilian Katz: Developing the Young Child's Intellect using The Project Approach

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Conversations with Lilian Katz: Developing the Young Child's Intellect using The Project Approach

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Uploaded by educationatillinois on 2011-10-24.

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Project Based Learning Approach in Early Childhood Education

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Teaching Strategies for Early Childhood Education

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REC and the Project Approach to Learning

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Uploaded by OhioResourceCenter on 2010-11-18.

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Official Project Approach Website

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Find out more about how to implement The Project Approach in the classroom with this free downloadable Study Guide.

The study guide offers educators an overview of the Project Approach and guides them through the process of developing and implementing a project in the classroom. Readings provide both practical knowledge and a theoretical framework, while assignments offer a flexible, step-by-step approach that allows teachers to learn in the process of trying out their first (or second or third) project in the classroom.

The Guide is an adaptation of the online course as taught by Project Approach founder, Sylvia Chard. It is still a little like a course but designed for a teacher to study for him or herself.

Journal prompts with each of the seven sections offer opportunities for teachers to reflect on and refine their strategies, ideas, and practices. Establishing a regular journal writing routine is a fundamental part of project-based teaching as this is a process that evolves with reflection and experience.

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Find out more about how to implement The Project Approach in the classroom with this free downloadable Study Guide. The study guide offers educators an overview of the Project Approach and guides them through the process of developing and implementing a project in the classroom.