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The Project Approach

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Ashley Daniels

on 31 October 2012

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Transcript of The Project Approach

Ashley Daniels, Abigayle Mann, Erica, Sophie Ridgeway The Project Approach Project Approach Background The project approach is a means by which students can develop independence and responsibility; a genuine product of the American progressive education movement
1590-1765: The beginning of project work at architectural schools in Europe
1765-1880: The project as a regular teaching method and its transplantation to America
1880-1915: Work on projects in manual training and in general public schools
1915-1965: Redefinition of the project method and its transplantation from America back to Europe
1965-Today: Rediscovery of the project idea ad the third wave of its international diffusion What are the major principles and features of the Project Approach? The Project Approach is an approach to teaching in which children are:
Allowed to study a topic which interests them, in depth, over a period of time
Like little scientists!
The Project Approach helps kids develop academic skills such as:
Talking, reading, writing, measuring, and counting
Scientific and technical skills such as:
Collection and interpretation of data, use of scientific equipment, observation, and description
Social skills such as:
Cooperation, discussion, and teamwork The curriculum is executed in three phases:

Phase 1: Exploring Previous Experiences
First, either the teacher or the students come with a topic of interest to explore
After that, the children brainstorm about what they already know about the topic. They describe their memories and experiences concerning the topic; and, then categorize and label these experiences. To do this, they may use memory drawings, stories, or concept maps of ideas (i.e. Venn diagrams). Phase 2: Investigating the Topic During this phase, the children make predictions, ask questions, and form hypotheses just as scientists would if conducting a lab experiment.
The students designate different tasks to perform amongst one another; and, they write out the materials which need to be collected in order to carry out the experiment. They also write questions to ask the experts of the topic.
The students may investigate and find out more about a topic by listening to stories and informational texts and reading secondary sources.
They, then, compare what was read with what the experts had to say.
Lastly, the kids record their findings and data of the investigation. Phase 3: Sharing the Project with Parents and Others The kids present the information learned through PowerPoint, charts, and displays.
They write reports or plays to demonstrate their new understanding of the topic.
They may even host event which showcases what they have learned What is the role of the teacher in the Project Approach? The teacher can enable them to choose the difficulty level with which they feel confident; the length of time they take; the level of elaboration or detail; and whether or not they work alone or with another student.
He/she remains in constant communication with the students throughout the activity by requesting reports from time to time or intervening from the sidelines. What goes into the curriculum of the Project Approach? Who are the most influential people of the Project Approach? Works Cited: Dr. Lillian G. Katz -is widely known as an international leader in early childhood education.
-written over 150 publications on early childhood education, teacher education, child development, and parenting
-founder of two Journals: Early Childhood Research Quarterly and Early Childhood Research & Practice
-received a Ph. D in 1968 at Stanford University
-30+ years taught at the University of Illinois
-directed the ERIC Clearinghouse on Elementary and Early Childhood Education (ERIC/EECE) for over 30 years
-president for the Illinois Association for the Education of Young Children and the National Association for the Education of Young Children (NAEYC)
-Dr. Katz has done an unbelievable amount of lecturing having spoken in all 50 states and 43 countries, and continues to lecture abroad. Currently, Dr. Katz is Principal investigator for the Illinois Early Learning Most Influential People Cont. Dr. Sylvia Chard -has contributed extensively to Early Childhood Education. She has written many books related to Early Childhood Education including the book Engaging Children’s Minds: The Project Approach
-wrote two Practical Guides for Teachers on project work published by Scholastic: The Project Approach: Making Curriculum Come Alive and The Project Approach: Managing Successful Projects
-taught in England at various levels in schools from preschool through high school
-head of the Department of Early childhood Education at the College of St. Paul and St. Mary
-completed her M. Ed. and Ph. D at the University of Illinois
-currently working as Professor Emeritus of Early childhood Education at the University of Alberta
-Director of the Laboratory School the Child Study Center in the Department of Elementary Education Hands-On Activity http://www.projectapproach.org
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