The Project Approach by Traci Copeland

Project Approach

jimmycsgirl — 2016-10-08 23:45:31 UTC

Child-Centered
Authentic Learning Environments
Dated back to the progressive era.
Influenced by the emphasis on experiential education by Dewey.

Framework:

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Based on children's interests
Supports higher-level thinking
Engages children in contextualized learning experiences.
(pg 187)

Best of Both Worlds

jimmycsgirl — 2016-10-08 23:56:29 UTC

Project based learning can be based on both meeting standards, as well as being engaged in meaningful, purposeful learning activities.

4 Learning Goals:

jimmycsgirl — 2016-10-09 00:00:03 UTC

1. Knowledge
2. Skills
3. Dispositions
4. Feelings
Through meeting these goals, Project Approach differs from other play-based approaches.

Phase ONE

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Planning & Questioning.
Children decide on an interested topic. Discussion of personal experiences and knowledge. Create a KWHL chart to generate thinking. Children decide on first-hand experiences (primary sources) and online or non-fiction books (secondary sources) to use in the next phase.

Phase TWO:

jimmycsgirl — 2016-10-09 00:08:46 UTC

Investigating & Researching.
Children research their topic and questions. This can be done through field trips to interact, explore and role-play or by interviewing experts to find answers.
Teachers assist in coordinating smaller groups within the larger group, encouraging children, recalling experiences.

Phase THREE:

jimmycsgirl — 2016-10-09 00:46:49 UTC

Concluding & Culminating.
Wrapping up children's investigations and role-playing and review aew good ways to conclude the project. Children then choose in which form to share their project. This can be done a variety of ways and children decide through discussion how they will share.

Good Practice includes the following:

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1. Balance skill & interest-based classroom activities
2. Foster an atmosphere of curiosity and discovery.
3. Provide ample opportunities for active, hands-on learning experiences.
4. Maintain responsive and supportive social interactions among children and between children and teachers.
5. Maintain an open link between school and home.
6. Support children's play as a vehicle for learning.

Selecting Topics/Criteria

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1. Are there opportunities for primary sources of investigation, including field sites and experts?
2. Is the topic worthy of teachers' and children's time and effort? Is there enough to generate an in-depth investigation?
3. Is the topic relevant to the children's day-to-day life? Is it something they can get their hands on?
4. Do many of the children have shared experiences that provide a starting place?
5. Will the topic contribute to curriculum standards and learning goals?
6. Does the topic lend itself to representations through a variety of media?
7. Is the topic neither too broad nor too narrow?

Cultural Responsiveness & Inclusiveness

jimmycsgirl — 2016-10-09 01:18:49 UTC

Integrating home, community, and school into the classroom;
Valuing the context of each child's unique family, culture, and abilites;
Tapping families and community members to bring their expertise to the project;
Valuing all children's contributions equally; and
Validating what children already know.

Assessments

jimmycsgirl — 2016-10-09 01:22:20 UTC

Teachers collect data throughout the process.
Portfolios can be used to collect and chronicle artifacts from the project.
Documentation panels are another great way to display the children's work and progress.

Personal Connections

jimmycsgirl — 2016-10-09 01:27:54 UTC

I have never seen this in action, but am very impressed by the video. While this seems like a whole lot of work, the outcome of student learning is phenomenal. I did create a lesson plan for my Social Studies Methods course that reminded me of this type of learning. The students were actually taking a trip, including passports to discover a particular continent. The only thing missing in my lesson was having primary resources, but this could be achieved through personal experience or interviewing someone that had been to that particular place.