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The Project Approach

Curriculum Analysis Project

The Project Approach

Presented By:

Diana Perez,

Jennifer Strasheim,

Valerie Anaya,

Evelina Arciga- Gonzalez,

Maria Rico,

& Sue Won

Research

to

Practice

Research to Practice

Evidence-Based Practice

  • 3 phase approach

  • Embedded within district mandated curriculum

  • There are many benefits to using the Project Approach curriculum in early childhood classrooms.

  • Research has shown the “preschool programs based on child-initiated learning activities contribute to short term and long term academic and social development”

(Schwenhart,1997)

  • Research suggest that the project approach “develops children’s higher-level thinking skills such as problem solving, planning, and self-monitoring”

(Brown and Campione 1996).

Evidence Based Practice

Studies

Studies

1) Ms. Carlson’s second grade class, Ms. Wright’s kindergarten class, Ms. King’s preschool class

2) Ms. Rathkey’s first grade class

Early Childhood Theoretical Underpinnings

  • The Project Approach is the method of teaching children through project investigations.

  • This curriculum is founded on a constructivist-based theoretical framework.

  • The constructivist theory emphasizes the importance of letting individuals construct their own knowledge.

  • The teachers role in the Project Approach curriculum is not to dictate the learning process but to facilitate the students engagement and learning.

Early Childhood Theories

Developmental Appropriateness

Developmental Appropriateness

Active Learning Experiences

  • Students are highly motivated and actively involved

produce high quality work and grow as collaborators and individuals

  • The children are researchers
  • Hands-on, direct, authentic experiences
  • Investigation through secondary sources like books, videos, websites, and photos

“Children had continuous opportunities to learn and grow in all developmental domains as they meaningfully engaged in the project they had helped shape”

(Alfonso, 2017).

Project Examples

Some examples of projects that have been completed by children in Preschool - Kindergarten include:

The Dog Project, Lunch Project, A Study of Bones, Project Katrina, School Bus Project, Bug Project, and Talking Puppets Project (Chard, 2014).

Examples

Differentiated Instructional Practices

-Project-based approach naturally leads to differentiated learning.

- There are practices that teachers can use to help different learning styles.

1. Differentiating through grouping allowing teachers

to focus more on the groups that need extra support.

2. Allowing students to work in teams or individually.

3. Allowing children to have a “voice and choice” which

means being able to show their learning in variety of ways.

4. Assessing children in different ways as long as it is

aligned with standards.

Differentiated Practice

Child Initiated Practices

- Students choose a topic they are interested in, determine how to do it, and how long to work on it.

- The investigations conducted can be led by an individual child, a small group or a large group of children and involve different curriculum areas and different skills for children.

- Teacher plays a major role in planning and guiding the learning.

Child-Initiated Practice

Integration for Students with Disabilities

Integration for Students with Disabilities

Modifications

The Use of Accomodations/Modifications & Adaptations

Project approach currently does not have set strategies to support accommodations for students with disabilities

Strategies to use in the classroom:

  • Projects are collaborative
  • Projects are based on children’s interests.
  • Learning experiences help to meet all the children’s needs.
  • Projects include a variety of activities and experiences.
  • Individual abilities are taken into consideration, and IEPs can be incorporated.
  • Small groups

Resources:

Starting with their Strengths Using the Project Approach in Early Childhood Special Education” by the authors Deborah C Lickey and Denise J Powers.

Article: “The Project Approach: A strategy for Inclusive Classrooms” by the author Helene Arbouet Harte.

Use of Technology

Use of Technology

  • The Use of Technology in the Classrooms Today
  • Use of technology in projects

  • The Use of Assistive Technologies (AT)
  • Text-to-Speech
  • Proloquo2Go
  • Speech-to Text
  • Speak2See

Resource: Assistive Technology Can Benefit All Students. (n.d.). Retrieved from https://www.edutopia.org/blog/assistive-technology-can-benefit-all-students-jenny-grabiec

References

References

  • Alfonso, Stacey. (2017). Implementing the Project Approach in an Inclusive

Classroom: A Teacher’s First Attempt With Project-Based Learning. NAEYC.

https://www.naeyc.org/resources/pubs/yc/mar2017/project-approach-inclusive-classroom

  • Blank, J., Damjanovic, V., Peixoto da Silva, A., & Weber, S. (2014). Authenticity and 'Standing Out:' Situating the Project Approach in Contemporary Early Schooling. Early Childhood
  • Beneke, S., & Ostrosky, M. (2015). Effects of the Project Approach on Preschoolers With Diverse Abilities. Infants & Young Children, 28(4), 355-369.Education Journal, 42(1), 19-27. doi:10.1007s10643-012-0549-2
  • Brown, A.L., & Campione, J.C. (1996).Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. In L. Schauble & R. Glaser (EDS.), Innovation in learning: New environments for education (pp.289-325). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Chard, Sylvia. (2014). The Project Approach. http://projectapproach.org/
  • Devries, Stacy. (2002). http://ecap.crc.illinois.edu/pubs/projcat4/section2/devries.pdf
  • Harte, H. A. (2010). The Project Approach: A Strategy for Inclusive Classrooms. Young Exceptional Children, 13(3), 15-27. doi:10.1177/1096250610364355
  • Helm, J. H., & Katz, L. G. (2016). Young investigators: The project approach in the early years. New York, NY: Teachers College Press.
  • Jia, Q. (2010). A Brief Study on the Implication of Constructivism Teaching Theory on Classroom Teaching Reform in Basic Education. International Education Studies, 3(2).doi:10.5539/ies.y3n2p197
  • Lickey, D. C., & Powers, D. J. (2011). Starting with their strengths: Using the project approach in early childhood special education. New York: Teachers College.
  • McCarthy, J. (2012, January). How does PBL support Differentiated Instruction? Retrieved from http://www.bie.org/blog/how_does_pbl_support_differentiated_instruction
  • Miller, A. (2012, February). 6 Strategies for differentiating instruction in project-based learning. Project Based Learning. Retrieved from

http://www.edutopia.org/blog/differentiated-instruction-strategies-pbl-andrew-miller

  • Mitchell, S., T.S. Foulger, K. Wetzel, & C. Rathkey. 2009. “The Negotiated Project Approach:

Project-Based Learning Without Leaving the Standards Behind.”

Early Childhood Education Journal 36 (4): 339–46.

  • Schweinhart, L. J., & Weikart, D. P. (1997). The high/scope preschool curriculum

comparison study through age 23. Early Childhood Research Quarterly,

12(2), 117-143. doi:10.1016/s0885-2006(97)90009-0

Thank you

Thank you

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