Project Approach : Early Childhood And Elementary Education

There are several different organisations that provide Early Years education for children aged 0 – 5 years. Whilst some provide the entitlement from birth, some provision work in conjunction with others and entitlement starts from the age of 3 years.

The projects that teachers and children engage in are different in a number of ways from those that characterize American teachers' conceptions of unit or thematic studies. The topic of investigation may derive directly from teacher observations of children's spontaneous play and exploration.

On Tuesday, May 24, 2016 I observed Mrs. Megan Mayer and her kindergarten class at Roosevelt Elementary School. When I got to her class, they were preparing themselves to go to the school garden and learn about fruits, and planting. For this activity they partnered up with another kindergarten class right next door. With the two classes we all walked outside to the back of the playground where Roosevelt has a miniature garden. Between both of the classes there were three groups, A, B, and C as well as three sections of the garden activity. One group would sit down with the other kindergarten teacher Mrs. Peterson and they would draw what they had learned in class previously, another group would go with a different teacher who worked at the

Project Based Learning is a teaching method that allows students to gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge. Through this approach students acquire a deeper knowledge through active exploration of real-world challenges and problems. Beautiful Stuff! is a book written by Cathy Weisman Topal and Lella Gandini that shares the journey of real teachers in a real school who were inspired by educators from Reggio Emilia, Italy. Cathy Topal spent two mornings a week in the preschool and kindergarten as a visual aid teacher. Lella Gandini consulted with teachers about aspects of the Reggio Emilia approach. The teachers in book Rite Harris and Debbie Grubbs observed and recorded what happens when the focus is on process rather than product in project- based learning. The book provides approaches on how to nurture the creativity of children, which is a key part in a child’s development. In my paper I will summarize the five chapters within the book, along with providing two researched based article on project based learning (PBL), and give insight into my beliefs of project work with children.

They have to choose a capstone topic which has to be approved by a mentor and endorsed by the specialization chair or the appointed faculty designee. This ensures that they choose topic that is appropriate to their area of specialization. The capstone project proposal has to be approved by the mentor and by the specialization chair or appointed designee. An independent review of the proposed method and data analysis is conducted by the school for the empirical capstone projects. Transitioning learners work with their mentor to develop a capstone project proposal. There is an IRB/ethics review and approval of the capstone project proposal which the learners must complete and submit the application for review and approval. There is also a faculty approval of the completed capstone deliverance and report as well as school approval of the completed capstone deliverance and report. Other dimensions include capstone project planning, proposal development, project implementation and reporting, the final report and the capstone project review. All these dimensions make the project scholarly and of practical benefit to the different professions being

Journal one of the Westminster College class EDU 562 Field Experience was related to observation and participation with a first grade classroom, on Monday, January 4, 2016. Upon arrival the class teacher provided instructions to assist in the set up of the classroom January calendar, make a graph of the lunch choices, and to pass out morning work for the students to complete as they arrived in the classroom. At 8:30 a.m. the teacher welcomed most of the students with excitement as they entered the room. She informed the students in detail and repeated the routine and morning arrival instructions. Once everyone arrived, the teacher rang a bell which symbolized it

1.Thoroughly reflect and explain how you have reinvested knowledge from different subjects and areas to accomplish your project.

In my class website, their icons are Superman and Batman. They are very big fans of these superheroes. We even got Social Norms on the board. "You don´t get what you want, you get what you work for. ¨ It is in our classroom on the wall close to the door. Success is not always about greatness, It´s about Consistent. Consistent HARD WORK gains success. Greatness will come. It is a quote. In Project Based Learning, you got to apply, analyze, evaluate, and create. And in Textbooks, you understand and remember. I like Project Based Learning more than Textbooks. All of the projects we were done were, Planter Boxes, Road Trip, Website, Newtons Cradle, Respect Skit, Pay it Forward, Footbridge Model, Government Mural, Biomes, Poetry, Native American Story, Cooking, Timeline of the United States, Flood Plan Newspaper Department well as a teacher. They both have a way of making Mountain Home Idaho a better place. On the May 19th, we will be having a big surprise party when the Mayor walks

If I could redo my project, what I would do differently is get more evidence of the projects. With it being such a sensitive topic I couldn’t really take pictures of what the kids said. I also had a bad quality camera which made it difficult to take good pictures so I wish I would have found a better camera.

Before we began, I explained to learners that I was introducing them to a sensitive topic and that it was necessary to be respectful and use appropriate language when giving an opinion. Previous to that, parents had been given letters informing them of the project contents and asking their permission for their child to be part of

Students – Students can play a role in helping to develop the project plan in that they can help test out various features and give feedback on what works and what doesn’t work. Just like in rolling out a new curriculum there needs to be a phase where everything gets worked out with a test class (or multiple classes) to validate the material and tests/assignments. Feedback from former students can also be of some value in determining the best way to add in new features that also contain the things that worked very well in the past.

Teachers now give out projects to help us learn better. They also try and relate things to real life examples and make topics interesting. John Dewey played a part in this.

In the following report we will examine all of the elements of a Kindergarten classroom that I observed in Miss. Phillips classroom. I will cover over the school, the student’s participation, and the teacher’s overall. I will also include a Building report card. I will discuss how much the experience had an impact on me.

Carolina High School, a school with 100% of the population on Free and Reduced Lunch, is currently in year three of the implementation of the project-based learning model. According to English and Kitsantas (2013), “The student’s role in PBL is to take responsibility for their learning and make meaning of the knowledge and concepts they encounter” (p. 131). Additionally the teacher’s role is to facilitate this type of learning through structured activities that stimulate motivation and promote reflection as well as provide meaningful scaffolding, feedback, guidance, and prompts for thinking. Through observation data, it has been noted that when asked, the students cannot articulate the purpose of each activity they are completing within the

PROJECT OVERVIEW For my project, I’ll be working with Ms. Felecia Slappy, who is a pre-kindergarten teacher in GEE White Academy. The work I’ll be doing is teaching a pre-k classroom. I plan to accomplish to learn how to take care of little kids, and how to deal with them. Every pre-k students need to know how to communicate with others and how to have self-control.