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CCE 285: The Project Approach

CCE 285: The Project Approach. Mondays 6:30-9:00 pm North Seattle Community College, IB 1409 Candice Hoyt, Instructor Course online: http://northseattle.angellearning.com/. Session 4: 4/26/10. Session 4: 4/26/10. Curriculum requirements Documentation Phase 3 examples

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CCE 285: The Project Approach

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  1. CCE 285: The Project Approach Mondays 6:30-9:00 pm North Seattle Community College, IB 1409 Candice Hoyt, Instructor Course online: http://northseattle.angellearning.com/

  2. Session 4: 4/26/10 Session 4: 4/26/10 • Curriculum requirements • Documentation • Phase 3 examples • Books & book binding • Upcoming Assignments • Small group topic time • Wetlands projects • Plan Phase III (presentation) • Children projects • Discuss in mixed groups

  3. Meeting curriculum requirements • Relate to school or program’s goals, objectives, developmental checklist or curriculum guidelines • For acquisition of skills, knowledge or dispositions (disposition = child’s orientation, motive or interest) • Teacher anticipatory web, teacher journal and continuous re-planning • Group & individual content and performance standards • Videotape webbing (etc) to separate out individual development • Project as context • Documentation as proof • Successive points in time • Checklists • Recorded observations

  4. Standards/Goals • Literacy • Young Investigators, p. 72+ • Complex vocabulary • Spontaneous desire to write or read • Direct instruction necessary but project is context for use and development, and inspiration/motivation • Major goals of projects = children will do & improve on… • Representation (drawing, etc) • Reflecting on their own learning

  5. Standards/Goals • Math / Science • Investigation/ experimentation cycle, Young Investigators, pp. 68-69 • Formal assessment: • “Work Sampling System” (Meisels et al, 1994; Young Investigators) • Project success based on: • Child engagement (pp. 65-66) & • Curriculum requirements & standards achievements

  6. Teaching on the fly • Anticipate interest & direction of inquiry • Anticipatory web in Phase I & revise/re-web throughout Phase II • Plan possible activities • Likely to emerge based on continued “play” with current activities/materials • Specific activities to meet curriculum/etc requirements • Plan materials for possible activities to be on-hand • Use insight and relationship with the children to anticipate where their interest will lead

  7. Documentation • Simple, professional but personal documentation means more than child’s products • Documentation planning, Young Investigators, p. 64 • “Distilled” (formatted) documentation, Young Investigators, p. 65 • Narrative examples • Young Investigators, p. 63 • Windows…, pp. 171 & 175

  8. Phase Three (p. 51+ Young Investigators) • Children’s interest wanes or possibilities for further project investigation exceeds children’s capabilities • Children and teachers develop and implement concluding activities & product • Culmination: event and/or product share with audience (peers, parents, community) • Based on running documentation • Use variety of forms (e.g. p. 57)

  9. Phase 3 examples • Fire Truck project,Young Investigators • Questions? • Most interesting/ influencing part • Movie Theater project,Windows on Learning • Questions? • Most interesting/ influencing part • Both were really good topics with lots of possibilities • Drawing fire truck • Drawing a circle is an accomplishment • Planning jobs for the 2 groups

  10. Creating a book

  11. Creating a Book • Why a book? • Kids can read their books! • Phase III narrative for parents/ other audiences • Brown Bear, Brown Bear, What Do You See? • Read the book to the children • Have kids draw their own pages • You write the text to connect the pages (identical to Brown Bear… format) • The Important Book by M.W. Brown(also The Important Thing About and Another Important Book) • Lists of what there is to know about ____ things, always ending with same as 1st page • Write first – one important detail per page • Then kids draw to the words • First page and last page = same

  12. Creating a Book • “Important” Format: • Title: “The Importance of [Topic]” • Page 1: “The most important thing about [topic] is ___.” • Each middle page: “[Topic] [can/has/does] ___.” • Last page: “But, the most … [same as 1st page]”

  13. Book Binding • “The Importance of Project Work” by Candice Hoyt  • Template: • Book-Binding.pdf • http://facweb.northseattle.edu/choyt/CCE285/Documents/Course-Readings/Book-Binding.pdf • We’ll do this next week • Bring your 8-1/2” x 11” pages • We’ll have the materials in class

  14. A 4. Puppet Dialog = 10 pts Buy or make puppet and create persona • Description (post online) = 2 pts • Dialog Session (in class) = 8 pts • Manipulation & Voice (4 pts) • Dialog (4 pts) • Bring to class on due date: • Puppet & description (printed or in laptop) • Post online on due date: • Post as Word document in A4 drop box • Post as text in A4 discussion (reply for extra credit)

  15. A 4. Puppet Dialog = 10 pts Buy or make puppet and create persona • Description (post online) = 2 pts • Name • Personality, dominant attitude towards world • Kind of movements you’d make when animating • Post as Word document in A4 drop box • Post as text in A4 discussion (reply for extra credit) • Dialog Session (in class) = 8 pts • Manipulation & Voice (4 pts) • Dialog (4 pts)

  16. A 4. Puppet Dialog = 10 pts Buy or make puppet and create persona • Description (post online) = 2 pts • Dialog Session (in class) = 8 ptsPerform social problem in small group • Manipulation & Voice (4 pts) • Personal movement quiet while puppet talks • Distinctly different voice for the puppet maintained • Character of puppet conveyed in its movement • Dialog(4 pts)

  17. A 4. Puppet Dialog = 10 pts Buy or make puppet and create persona • Description (post online) = 2 pts • Dialog Session (in class) = 8 ptsPerform social problem in small group • Manipulation & Voice (4 pts) • Dialog (4 pts) • Concrete example of actual instance described or re-enacted • Two parts played in the dialog • Absent: -2 pts participation • DUE 5/24

  18. A 6. Project Documentation = 27 pts Choosing a project: • Can do alone or in pairs (self-assign) • Project with 2+ children (pref. 3+) • Project can be investigated directly: • First-hand experience • Representation in art, dramatic play, and a broad range of other expressive modes • Numbers

  19. A 6. Project Documentation = 27 pts Project Documentation • Presentation = 20 pts • Reflection Paper = 7 pts SUBMISSION • Bring to class on Presentation (A6a) due date: • Orally present your project (on 1st or 2nd day) • Bring all necessary documentation to present • Submit documentation for all sections • Post online by Presentation (A6a) due date: • Post A6a computerized materials in A6a drop box • Post online by Reflection (A6b) due date: • Post A6b in one Word document in PRIVATE A6b drop box • Post what you want to as text in PUBLIC A6 discussion (reply extra credit)

  20. A 6. Project Documentation = 27 pts Project Components Summary • Presentation = 20 pts • Phase One (8 pts) • Phase Two (8 pts) • Phase Three / Final Report (4 pts) • Reflection Paper = 7 pts • Five key insights gained doing this (2 pts) • What you need work on in future (2 pts) • Your immediate next step toward ii. (2 pts) • Clear and correct writing (1 pt)

  21. A 6. Project Documentation = 27 pts • Presentation = 20 pts – see revised instructions • Phase One (1 pt each = 8 pts) • Phase Two (8 pts) • Phase Three / Final Report (4 pts) • Reflection Paper = 7 pts • How it arose • What you did • What children did (exact words) • Information they knew (topic web) • Questions they had (web/list) • Initial representation • Parent letter • Topic Web Teacher anticipatory web with curriculum notes

  22. A 6. Project Documentation = 27 pts • Presentation = 20 pts • Phase One (8 pts) • Phase Two (1 pt each = 8 pts) • What you did for investigations • Evidence of change after investigation – new/revised webs: • Information they knew (topic web) • Questions they had (question web or list) • Teacher web with curriculum opportunities attached • First hand experiences • Representation experiences • Parent involvement • Documentation • Phase Three / Final Report (4 pts) • Reflection Paper = 7 pts

  23. A 6. Project Documentation = 27 pts • Presentation = 20 pts • Phase One (8 pts) • Phase Two (8 pts) • Phase Three / Final Report (1 pt each = 4 pts)Phase three completion or current status • The culminating event (actual / possible) • Documentation (actual / what might be next) • Skills analysis (analyze complete / up to now) • Children’s reflection (at end / most current) • Reflection Paper = 7 pts

  24. A 6. Project Documentation = 27 pts • Presentation = 20 pts – DUE 6/7 • Reflection Paper = 7 pts – DUE 6/16 • Brief description of your project. • What were five key insights you gained from doing this? (2 pts) • What do you need to work on in the future? (2 pts) • Your would be your immediate next step toward that end? (2 pts) • Clear and correct writing – and number responses 1, 2 and 3. (1 pt)

  25. Upcoming Assignments • Assignments next week (red = not on syllabus): • 5/2 – Interval Paper A7b(4) • 5/3 – In-class: Completed bound book – In-class: Present wetlands project Phase 1 & 2 • Readings • 5/3 – Required: Windows on Learning, pp. 85-109 • Assignments 2 weeks: • 5/9 – Interval Paper A7b(5) • 5/10 – In-class: Present wetlands project Phase 3 (product) – In-class work: • (A 4) Bring puppet to work on – due 5/24 • (A 6) Bring project documentation to work on – due 6/7

  26. Class Reactions

  27. Wetland Project Presentation Planning or Project-with-Children Planning Small groups or go home!

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