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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 7: 5/17. Project sharing and mutual helping time Req #3 Essential Literature Documentation - handout

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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 7 5 17
Session 7: 5/17
  • Project sharing and mutual helping time
  • Req #3 Essential Literature
  • Documentation - handout
  • Goals for children
  • Enhancing children’s social skills
  • Who are the “hot kids”?
  • Puppet (work time – Wed)
  • Eating protocol
handouts
Handouts
  • “Thinking Big” notes
  • “Organization and Presentation of Documentation: Opening the Window” article
  • Community Values
  • Possibility of Development (pile includes…)
    • Possibility of Development: “Hot Kids”
    • Social Indicators
    • Influencing Children’s Social Skills
    • Sharing Categories
    • Preschool Book List (small groups)
a 3 essential literature 10 pts
A 3. Essential Literature = 10 pts
  • We will explore the books in class.
      • Conveying Commonly Felt Emotions Book
      • Embodying Democratic Community Values Book
  • Bring to class on due date:
    • 1 book that conveys commonly felt emotions
    • 3 books that embody democratic/community values
  • Post online on due date:
    • A3 drop box: List of your 4 books in Word document; identify emotion or democratic value
    • A3 discussion forum: List of books in text (not Word)
    • Extra credit: replies in A3 discussion forum = 0.1 each up to 3 pts
a 3 essential literature 10 pts1
A 3. Essential Literature = 10 pts
  • Conveying Commonly Felt Emotions Book = 4 pts
    • Direct emotional experience (1 pts)
    • Experience shared by most children (1 pts)
    • Child’s perspective (1 pts)
    • No moralizing (1 pts)
  • Embodying Democratic Community Values Book = 6 ptsChoose 4 books with partner & identify one of these:
      • Cooperation
      • Courtesy
      • Negotiation
      • Inclusion
      • Altruism
      • Aesthetics
books values
Books & Values
  • Seven Silly Eaters:
    • cooperation & courtesy
    • Picky eaters create a birthday cake together for their mom even though they like different food.
  • Can You Say Peace?:
    • altruism & inclusion
    • Peace in different languages
  • Bear Feels Scared:
    • altruism & cooperation
    • Bear lost in woods; friends rescue him.
  • Sophie Gets Angry
    • Emotion: anger, jealousy
    • Gets upset when her sister takes her toy, calmed herself down in the woods.
  • I Am America
    • Inclusion, aesthetics of differences
    • Different kinds of people that make up America.
  • The Elephant Tree
    • cooperation & courtesy
    • Friends looking for a specific tree.
  • Peach & Blue
    • Cooperation, courtesy, aesthetics
    • Peach and frog show each other beauty by helping one another.
  • My Friends
    • Inclusion, cooperation & valuing others’ assistance
    • Little girl learned how to do ___ from ___ animal.
  • Uncle Monarch and the Day of the Dead
    • Inclusion, loss & love of family & aesthetics
    • Girl & uncle watch butterflies together on Day of Dead; uncle dies, etc.
  • Owen & Mzee
    • Cooperation, negotiation, altruism (rescued in dangerous circumstance), aesthetics
    • Rescued hippo & 130 year old tortoise that learn to live in the same enclosure even though they were different.
who are the hot kids
Who are the “hot kids”?
  • Think about your “favorite” kid or kid moments…
assessing social skills
Assessing social skills
  • Should not be a “test”
  • Developmental checklist “Social Indicators” by Tom Drummond
enhancing children s social skills
Enhancing children’s social skills

“Influencing Children’s Social Skills” by Tom Drummond

  • Independent Time
    • Free to explore relationships
    • Model courteous & polite
    • Notice valued behavior
    • Teach classroom management and clean-up
    • Creative classroom
  • Individual Time
    • Inform social alternatives
    • Listen actively to outbursts
    • Foster negotiation
  • Small Group Time
    • Assign groups across cliques
    • Establish eating protocol
    • Reward responding to peer topics in conversation
  • Large Group Time
    • Community & emotion stories – books & oral story, Fairy tales & children’s
    • Puppet problem reenactment
    • Co-lead songs, games, dance
    • Clap & cheer for individual’s work & contributions
eating protocol
Eating Protocol
  • Brainstorm ideal eating protocol…
  • Setting
    • Large tables – many children per table
    • Booster seats/Z-chair
    • Adults eat with the children
    • Water bottles & napkins to pass around the table
    • My kids bring their own snack
    • My kids bring lunch but we have someone set their food on plates and identifies which kids
    • They bring their own food (so it’s more likely they’ll eat it).
  • Beginning
    • Wash table (kids) – wash cloth, sometimes soap, Simple Green or Lysol wipes
    • Wash hands – helping each other sometimes
    • Water  vegetables  “carbs”
    • Teachers give options and serve the kids
    • I make the kids wait until everyone is ready.
    • Once kids are seated, the food gets distributed (food they brought).
  • Manners
    • You have to sit at the table even if you are not eating.
    • We do it in stages, so the kids might try bits of things and not eat it all.
    • You need to have 1 of everything on your plate.
    • Yes please & no thank you.
    • Tone of voice
    • Not repeating – “I want… I want…” – say my name and wait until I look at you
    • Patience! & turn taking
    • No sharing food. – but we’re saying other times to share?
    • No turning upside down.
    • Not allowed to say “disgusting.” “I don’t like ___.”
    • “Friends don’t always have to like the same thing.”
a 5 eating protocol 10 pts
A 5. Eating Protocol = 10 pts

Ideal procedure for serving & eating snack or meal – present & post as Word document

  • Protocol = 4 pts
  • Rationale = 4 pts
  • Clearly written and organized = 1 pt
  • Presentation in class = 1 pt
  • Bring to class on due date: -- DUE 5/24
    • Orally present your protocol (-1 pt if absent)
  • Post on due date:
    • Post A5a & A5b in one Word document in A5 drop box
    • Post as text in A5 discussion (reply for extra credit)
a 5 eating protocol 10 pts1
A 5. Eating Protocol = 10 pts

Ideal procedure for serving & eating snack or meal – present & post as Word document

  • Protocol = 4 ptsAll parts required for credit; late deduction applies
    • Setting
    • Beginning
    • Manners
  • Rationale = 4 pts
  • Clearly written and organized = 1 pt
  • Presentation in class = 1 pt
  • Conversation
  • Closing
  • Community Work
a 5 eating protocol 10 pts2
A 5. Eating Protocol = 10 pts

Ideal procedure for serving & eating snack or meal – present & post as Word document

  • Protocol = 4 pts
  • Rationale = 4 ptsYour goal. What benefits do you expect:
    • …for yourself? (2 pts)
    • …for the children? (2 pts)
  • Clearly written and organized = 1 pt
  • Presentation in class = 1 pt
a 5 eating protocol 10 pts3
A 5. Eating Protocol = 10 pts

Ideal procedure for serving & eating snack or meal – present & post as Word document

  • Protocol = 4 pts
  • Rationale = 4 pts
  • Clearly written and organized = 1 pt
    • Protocol and Rationale in one Word document
    • Clearly written, posted correctly
  • Presentation in class = 1 pt
    • Clearly organized and presented
    • Credit only if present in class on due date
a 4 puppet dialog 10 pts
A 4. Puppet Dialog = 10 pts

Buy or make puppet and create persona -- DUE 5/24/10

  • 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)
a 4 puppet dialog 10 pts1
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: -- DUE 5/24/10
    • Puppet & description (printed or in laptop)
    • Absent: -2 pts participation
  • Post online on due date:
    • Post as Word document in A4 drop box
    • Post as text in A4 discussion (reply for extra credit)
a 4 puppet dialog 10 pts2
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)
a 4 puppet dialog 10 pts3
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
puppet
Puppet
  • Social Problems:
    • Care for other’s work, property, body and space.
    • Use words to solve problems.
    • Open opportunities to all.
  • Use puppet to lead these discussions.
  • Assignments:
    • Care for property & space: clean-up time
    • Grabbing
    • Knocking over other people’s work – unintentionally and intentionally
    • Pulling hair
    • Taking something not yours – STEALING
    • Lashing out without words
    • Sharing space
    • Peeing on the bathroom floor