Here are the two questions posed by the teachers during our meeting.
The first is as infant-toddler teachers how do you know what is a suitable topic for Infants and Toddlers, especially when there is such a wide age and developmental range? There were some resources on infant toddler projects to help support this, but any responses would be valued.
The second is how do you get all support staff to understand the Project Approach and be on the same page?
Teresa Shultz responded to the infant toddler question:
ReplyDeleteIn regards to the infant/toddler question, I think children of that age will take just about any idea and run with it. This age group seems to follow the teacher or caregiver and their interests. I have sat by myself in the block area and started building with blocks, and it's not long before I have at least a few children sitting with me playing with blocks as well. If the children seem interested in something that you've brought up, you could probably do a project on it. Right now, our infants and toddlers are very interested in water. They love getting a drink from the drinking fountain, washing their hands, and playing with it in the sensory table. Therefore, we are doing a project on water. This topic came about without the teacher's input, but there are many things our children are interested in because the teachers have exposed the children to that particular idea. So, I think you can get a good project going even if you have to kind of steer the children in a certain direction at first. Of course, if you bring something up and they aren't interested at all, you wouldn't do a project on it.
In response to the question of topics for infant toddlers, I agree that infant toddlers are very agreeable and willing to join in what adults engage them, but this is just why we have to be very intentional and developmentally appropriate in what we plan. One thing Sylvia Chard and Lillian Katz write in their book is that children through preschool are eager to please the adults in their life and so will engage in activities asked of them, but there are cumulative effects, both positive and negative that can result from such activities. Your comment on water and block play are both excellent topics, but if we start to engage them in projects less appropriate, we could do more harm than good. With this said, this is not meant to underestimate what infant toddlers are capable of doing. They are quite competent and this is why we don't won't to waste their time and make sure it is a topic worthy of their time. You make a great point by showing the important role of the teacher and how we must be engaged and excited about the topic which will then hook the children. Getting on the floor and building is just what we should be doing - I think the Reggio Approach would refer to this as provocations.
ReplyDeleteI have found it to be easier to discuss the project approach with the 2 individuals I work with on a daily basis. However, trying to discuss this topic with my student teacher is much harder. I have shown her many of my documentation panels and have tried to describe our process. She still seems lost. She has full control of the classroom right now and I feel like there are so many wonderful things we could have documented that are going unnoticed. I don't want to step on her toes, because documentation panels are her responsibility right now. Would it be wrong of me to hang the panels anyway?
ReplyDeleteIn order for your support staff to understand the project approach and to be on the same page, the staff should discuss what the topic is and the type of documentation being used. Having a scrapbook of good examples and keeping the lines of communication open, would be helpful. Also, let the support staff know what is expected of them, like taking pictures and encouraging interaction on points of interest.
ReplyDeleteJust seeing if this will work! LOL!!!!
ReplyDeleteInfant/toddlers question:
ReplyDeleteI feel that a project can be done with any group of children. The main focus should be, is the interst of the child. What are they wanting to explore and know more about. In an infant and toddler setting, children are wanting to explore the environment that is currently around them. The projects are more simlple for this group but just as important to the children that are involved.
In response to Ms. Amber's question.. I say go for it sister. Hang them anyway. If she doesn't seem to get it lead by example. I bet she just doesn't have the time or know how but maybe if you show her or.. in your case.. do it for her lol.. she'll figure it out. Hopefully anyway... well good luck and happy teaching =)
ReplyDeleteI am posting two comments sent to me from Gwen and Stacie (they were having problems getting on the blog).
ReplyDeleteGwen Wyble writes:
How do you get all support staff to understand Project Approach and be on the same page?
It's very important for all staff to have meetings together on a regular basis to make sure that all involved are all thinking the same and have the understanding of what is going on or the next step in the project. If you talk about each step and discuss what is working and what may have to be changed all are working together to make sure that the children are getting everything that they need to have a successful project and learning experience. It's also important that when you go to training that all staff are at the meeting. This way all will hear what is expected. Everyone will have their own opinion and understanding of what is being said. If everyone is in attendance then you can talk about the training back at your own center so everyone can give their understanding and then you can all work together to make the project approach work. Talking everything out is the best way to keep everyone on the same page and working together.
Gwen
Stacie Retzel writes:
In response to the Infant/Toddler question I feel what is suitable for Infant/Toddlers is starting out with a broad subject like Teresa suggested, water, and break it down to their developmental abilities. Obviously the infants experiences will be different than the toddlers. One of the first experiences might just be exposing them to the water. The older toddler will be exploring more with the water, pouring, do things sink or float in the water? I think the best point made is to make sure its developmentally appropriate, which we work on doing everyday. But the gap between what is appropriate for an infant vs. a toddler is a large gap to navigate.
As to the question regarding support staff, I would suggest keeping the notebook with all articles given in the study group, the web, etc. open to all the staff members. I think it would be beneficial to have a staff meeting with the support staff so they can brainstorm, plan activities, and communicate about how things are going. A big bonus would be having support staff attend the study group and work as a team. But this is my "if we lived in a perfect world solution" because I know we have to worry about staffing, hours, etc. and my support staff has yet to make it to a project approach meeting.
Stacie Reitzel
I just got back from vacation and am so excited to see you guys actually posted comments and questions, and good ones. It is this kind of questioning and dialogue that will lead us deeper into understanding how children learn through projects. Amber posed a really good question and one which I often raise working with teachers. My first advice would be that adults in many ways are no different than children. We have to have our own experiences with concepts in order to grasp them. The unfortunate part is that many education students don't get experiences with projects, documentation and observation in the classroom and probably in their own school experiences as students projects were not a part of educational language. But I think if you just do it for her, without dialogue or conversations, she still may not get it. I would say provide some experiences for her in observation and documentation that help her see the power of the boards in facilitating learning. Maybe our session on Wednesday will help. Also, supporting articles showing that there is validity to this approach can help. But most importantly, somehow she has to experience the power of projects. Hopefully she will get it being in your classroom.
ReplyDeleteI think the problem with student teachers refers to the other comments related to support staff. Time always becomes an issue when it comes to this. Stacie's idea about the notebook is great, it is something that everyone has access to and can begin to provide a common language. And that is what is so important, all staff need to be using the same language and have an understanding of projects and the phases. This is why the administration is working on the walk through document and you have portfolios. It provides one place where everything goes. But, without time for support staff to get on board, it will be hard. My question is, how do you share with your support staff what goes on in the study group and is there a time where at least once a month we could meet individually in the classrooms to discuss the projects?
The discussion around infant toddler projects shows the complexity of working with a variety of developmental stages and yet, I believe projects actually allow more space for all children to gain than more traditional curriculum. If you think about it, once a topic has been selected, each child can have access to it at their level. Project work has also shown to be very beneficial for special needs children because it is not so restrictive and all do not have to be doing the same thing. Projects provide a natural space in the curriculum for differentiation. But I don't want us to dummy down the curriculum because they are younger, we only have to perceive projects from a different point of view. Infants and toddlers are still very capable, competent and complex and so I wouldn't simplify the projects.
I am posting 2 comments sent to me from Gwen and Stacie (they are having trouble getting on):
ReplyDeleteGwen Wyble writes:
How do you get all support staff to understand Project Approach and be on the same page?
It's very important for all staff to have meetings together on a regular basis to make sure that all involved are all thinking the same and have the understanding of what is going on or the next step in the project. If you talk about each step and discuss what is working and what may have to be changed all are working together to make sure that the children are getting everything that they need to have a successful project and learning experience. It's also important that when you go to training that all staff are at the meeting. This way all will hear what is expected. Everyone will have their own opinion and understanding of what is being said. If everyone is in attendance then you can talk about the training back at your own center so everyone can give their understanding and then you can all work together to make the project approach work. Talking everything out is the best way to keep everyone on the same page and working together.
Gwen
Stacie Retzel writes:
In response to the Infant/Toddler question I feel what is suitable for Infant/Toddlers is starting out with a broad subject like Teresa suggested, water, and break it down to their developmental abilities. Obviously the infants experiences will be different than the toddlers. One of the first experiences might just be exposing them to the water. The older toddler will be exploring more with the water, pouring, do things sink or float in the water? I think the best point made is to make sure its developmentally appropriate, which we work on doing everyday. But the gap between what is appropriate for an infant vs. a toddler is a large gap to navigate.
As to the question regarding support staff, I would suggest keeping the notebook with all articles given in the study group, the web, etc. open to all the staff members. I think it would be beneficial to have a staff meeting with the support staff so they can brainstorm, plan activities, and communicate about how things are going. A big bonus would be having support staff attend the study group and work as a team. But this is my "if we leved in a perfect world solution" because I know we have to worry about staffing, hours, etc. and my support staff has yet to make it to a project approach meeting.
Stacie Reitzel
Gwen Wyble writes:
ReplyDeleteHow do you get all support staff to understand Project Approach and be on the same page?
It's very important for all staff to have meetings together on a regular basis to make sure that all involved are all thinking the same and have the understanding of what is going on or the next step in the project. If you talk about each step and discuss what is working and what may have to be changed all are working together to make sure that the children are getting everything that they need to have a successful project and learning experience. It's also important that when you go to training that all staff are at the meeting. This way all will hear what is expected. Everyone will have their own opinion and understanding of what is being said. If everyone is in attendance then you can talk about the training back at your own center so everyone can give their understanding and then you can all work together to make the project approach work. Talking everything out is the best way to keep everyone on the same page and working together.
Gwen
Stacie Retzel writes:
In response to the Infant/Toddler question I feel what is suitable for Infant/Toddlers is starting out with a broad subject like Teresa suggested, water, and break it down to their developmental abilities. Obviously the infants experiences will be different than the toddlers. One of the first experiences might just be exposing them to the water. The older toddler will be exploring more with the water, pouring, do things sink or float in the water? I think the best point made is to make sure its developmentally appropriate, which we work on doing everyday. But the gap between what is appropriate for an infant vs. a toddler is a large gap to navigate.
As to the question regarding support staff, I would suggest keeping the notebook with all articles given in the study group, the web, etc. open to all the staff members. I think it would be beneficial to have a staff meeting with the support staff so they can brainstorm, plan activities, and communicate about how things are going. A big bonus would be having support staff attend the study group and work as a team. But this is my "if we lived in a perfect world solution" because I know we have to worry about staffing, hours, etc. and my support staff has yet to make it to a project approach meeting.
Stacie Reitzel
Gwen Wyble writes:
ReplyDeleteHow do you get all support staff to understand Project Approach and be on the same page?
It's very important for all staff to have meetings together on a regular basis to make sure that all involved are all thinking the same and have the understanding of what is going on or the next step in the project. If you talk about each step and discuss what is working and what may have to be changed all are working together to make sure that the children are getting everything that they need to have a successful project and learning experience. It's also important that when you go to training that all staff are at the meeting. This way all will hear what is expected. Everyone will have their own opinion and understanding of what is being said. If everyone is in attendance then you can talk about the training back at your own center so everyone can give their understanding and then you can all work together to make the project approach work. Talking everything out is the best way to keep everyone on the same page and working together.
Gwen
Stacie Retzel writes:
In response to the Infant/Toddler question I feel what is suitable for Infant/Toddlers is starting out with a broad subject like Teresa suggested, water, and break it down to their developmental abilities. Obviously the infants experiences will be different than the toddlers. One of the first experiences might just be exposing them to the water. The older toddler will be exploring more with the water, pouring, do things sink or float in the water? I think the best point made is to make sure its developmentally appropriate, which we work on doing everyday. But the gap between what is appropriate for an infant vs. a toddler is a large gap to navigate.
As to the question regarding support staff, I would suggest keeping the notebook with all articles given in the study group, the web, etc. open to all the staff members. I think it would be beneficial to have a staff meeting with the support staff so they can brainstorm, plan activities, and communicate about how things are going. A big bonus would be having support staff attend the study group and work as a team. But this is my "if we lived in a perfect world solution" because I know we have to worry about staffing, hours, etc. and my support staff has yet to make it to a project approach meeting.
Stacie Reitzel
You don’t know how exciting it was to come back from vacation and see all the posts and great conversations taking place. The questions and dialogue are what’s going to lead us into a greater understanding of projects.
ReplyDeleteAmber raises a good question and it is one that will come up again and again; not only with student teachers, but parents and others that may not fully understand the power of projects. I know this is often difficult and I struggle with how to help teachers understand project work and the importance of observation and documentation. But just as with children, the best way is when adults experience the learning that takes place. Documentation boards are a great way to make learning visible and a starting point for understanding. If this is too difficult for the student teacher, maybe producing one board to model could help. But, if you only do it for her, without dialogue and asking her some probing questions, it may not help her understand. I also wouldn’t blame her as unfortunately these are not things they always have much experience with in their schooling and so it proves difficult to grasp when in the classroom. Teaching for many student teachers in writing lesson plans and following them exactly, projects can be intimidating and overwhelming, even for more veteran teachers. We should discuss this at our next meeting and possibly come up with some provocations for the student teacher that can support her growth.
I see repeatedly the need for all staff to attend meetings that allow sufficient time to discuss projects. Unfortunately as Stacie mentioned, reality does not always allow for all staff to come together. I think this is another point of discussion for our next study group. Suggestions such as having the notebook with materials are a great start, but how do you then find the time to discuss projects as well as the concepts that you read about in articles, etc. Without that time, it will be hard to collaborate on projects, especially if your support staff doesn’t understand the language of projects. I think that is the starting point, having a common language. And this is where I think documents like the walk through document we now have and the portfolios that provide a structure to the different phases of projects gives a framework in which to work and to have conversations. In response to Amber, this could also be a starting point. Sometimes people need a structure in which they can begin to understanding projects.
In relation to the infant toddler posts, I think that once we move into more discussions what we will realize is that projects are a natural way to differentiate for a variety of learners and different developmental stages. In many ways, once we get into projects they will prove more developmentally appropriate than traditional curricular approaches that set expectations that all children will learn the same thing at the same time. This is where we as teachers get hung up because we have been taught this form of teaching. We have to unlearn some of the thing we learned when going through our educational programs. Projects allow for differentiation, multiple means of learning and children’s interests. All children can enter into a project at their level, this does not happen in traditional models of education with a typical lesson plan. But this is hard if we still think in a lesson plan mode of teaching. Infants and toddlers are incredibly capable, competent and complex, so let’s not simplify what they do in the classroom, but rethink how we think about teaching.
You don’t know how exciting it was to come back from vacation and see all the posts and great conversations taking place. The questions and dialogue are what’s going to lead us into a greater understanding of projects.
ReplyDeleteAmber raises a good question and it is one that will come up again and again; not only with student teachers, but parents and others that may not fully understand the power of projects. I know this is often difficult and I struggle with how to help teachers understand project work and the importance of observation and documentation. But just as with children, the best way is when adults experience the learning that takes place. Documentation boards are a great way to make learning visible and a starting point for understanding. If this is too difficult for the student teacher, maybe producing one board to model could help. But, if you only do it for her, without dialogue and asking her some probing questions, it may not help her understand. I also wouldn’t blame her as unfortunately these are not things they always have much experience with in their schooling and so it proves difficult to grasp when in the classroom. Teaching for many student teachers in writing lesson plans and following them exactly, projects can be intimidating and overwhelming, even for more veteran teachers. We should discuss this at our next meeting and possibly come up with some provocations for the student teacher that can support her growth.
I see repeatedly the need for all staff to attend meetings that allow sufficient time to discuss projects. Unfortunately as Stacie mentioned, reality does not always allow for all staff to come together. I think this is another point of discussion for our next study group. Suggestions such as having the notebook with materials are a great start, but how do you then find the time to discuss projects as well as the concepts that you read about in articles, etc. Without that time, it will be hard to collaborate on projects, especially if your support staff doesn’t understand the language of projects. I think that is the starting point, having a common language. And this is where I think documents like the walk through document we now have and the portfolios that provide a structure to the different phases of projects gives a framework in which to work and to have conversations. In response to Amber, this could also be a starting point. Sometimes people need a structure in which they can begin to understanding projects.
In relation to the infant toddler posts, I think that once we move into more discussions what we will realize is that projects are a natural way to differentiate for a variety of learners and different developmental stages. In many ways, once we get into projects they will prove more developmentally appropriate than traditional curricular approaches that set expectations that all children will learn the same thing at the same time. This is where we as teachers get hung up because we have been taught this form of teaching. We have to unlearn some of the thing we learned when going through our educational programs. Projects allow for differentiation, multiple means of learning and children’s interests. All children can enter into a project at their level, this does not happen in traditional models of education with a typical lesson plan. But this is hard if we still think in a lesson plan mode of teaching. Infants and toddlers are incredibly capable, competent and complex, so let’s not simplify what they do in the classroom, but rethink how we think about teaching.
You don’t know how exciting it was to come back from vacation and see all the posts and great conversations taking place. The questions and dialogue are what’s going to lead us into a greater understanding of projects.
ReplyDeleteAmber raises a good question and it is one that will come up again and again; not only with student teachers, but parents and others that may not fully understand the power of projects. I know this is often difficult and I struggle with how to help teachers understand project work and the importance of observation and documentation. But just as with children, the best way is when adults experience the learning that takes place. Documentation boards are a great way to make learning visible and a starting point for understanding. If this is too difficult for the student teacher, maybe producing one board to model could help. But, if you only do it for her, without dialogue and asking her some probing questions, it may not help her understand. I also wouldn’t blame her as unfortunately these are not things they always have much experience with in their schooling and so it proves difficult to grasp when in the classroom. Teaching for many student teachers in writing lesson plans and following them exactly, projects can be intimidating and overwhelming, even for more veteran teachers. We should discuss this at our next meeting and possibly come up with some provocations for the student teacher that can support her growth.
I see repeatedly the need for all staff to attend meetings that allow sufficient time to discuss projects. Unfortunately as Stacie mentioned, reality does not always allow for all staff to come together. I think this is another point of discussion for our next study group. Suggestions such as having the notebook with materials are a great start, but how do you then find the time to discuss projects as well as the concepts that you read about in articles, etc. Without that time, it will be hard to collaborate on projects, especially if your support staff doesn’t understand the language of projects. I think that is the starting point, having a common language. And this is where I think documents like the walk through document we now have and the portfolios that provide a structure to the different phases of projects gives a framework in which to work and to have conversations. In response to Amber, this could also be a starting point. Sometimes people need a structure in which they can begin to understanding projects.
In relation to the infant toddler posts, I think that once we move into more discussions what we will realize is that projects are a natural way to differentiate for a variety of learners and different developmental stages. In many ways, once we get into projects they will prove more developmentally appropriate than traditional curricular approaches that set expectations that all children will learn the same thing at the same time. This is where we as teachers get hung up because we have been taught this form of teaching. We have to unlearn some of the thing we learned when going through our educational programs. Projects allow for differentiation, multiple means of learning and children’s interests. All children can enter into a project at their level, this does not happen in traditional models of education with a typical lesson plan. But this is hard if we still think in a lesson plan mode of teaching. Infants and toddlers are incredibly capable, competent and complex, so let’s not simplify what they do in the classroom, but rethink how we think about teaching.
You don’t know how exciting it was to come back from vacation and see all the posts and great conversations taking place. The questions and dialogue are what’s going to lead us into a greater understanding of projects.
ReplyDeleteAmber raises a good question and it is one that will come up again and again; not only with student teachers, but parents and others that may not fully understand the power of projects. I know this is often difficult and I struggle with how to help teachers understand project work and the importance of observation and documentation. But just as with children, the best way is when adults experience the learning that takes place. Documentation boards are a great way to make learning visible and a starting point for understanding. If this is too difficult for the student teacher, maybe producing one board to model could help. But, if you only do it for her, without dialogue and asking her some probing questions, it may not help her understand. I also wouldn’t blame her as unfortunately these are not things they always have much experience with in their schooling and so it proves difficult to grasp when in the classroom. Teaching for many student teachers in writing lesson plans and following them exactly, projects can be intimidating and overwhelming, even for more veteran teachers. We should discuss this at our next meeting and possibly come up with some provocations for the student teacher that can support her growth.
I see repeatedly the need for all staff to attend meetings that allow sufficient time to discuss projects. Unfortunately as Stacie mentioned, reality does not always allow for all staff to come together. I think this is another point of discussion for our next study group. Suggestions such as having the notebook with materials are a great start, but how do you then find the time to discuss projects as well as the concepts that you read about in articles, etc. Without that time, it will be hard to collaborate on projects, especially if your support staff doesn’t understand the language of projects. I think that is the starting point, having a common language. And this is where I think documents like the walk through document we now have and the portfolios that provide a structure to the different phases of projects gives a framework in which to work and to have conversations. In response to Amber, this could also be a starting point. Sometimes people need a structure in which they can begin to understanding projects.
In relation to the infant toddler posts, I think that once we move into more discussions what we will realize is that projects are a natural way to differentiate for a variety of learners and different developmental stages. In many ways, once we get into projects they will prove more developmentally appropriate than traditional curricular approaches that set expectations that all children will learn the same thing at the same time. This is where we as teachers get hung up because we have been taught this form of teaching. We have to unlearn some of the thing we learned when going through our educational programs. Projects allow for differentiation, multiple means of learning and children’s interests. All children can enter into a project at their level, this does not happen in traditional models of education with a typical lesson plan. But this is hard if we still think in a lesson plan mode of teaching. Infants and toddlers are incredibly capable, competent and complex, so let’s not simplify what they do in the classroom, but rethink how we think about teaching.
You don’t know how exciting it was to come back from vacation and see all the posts and great conversations taking place. The questions and dialogue are what’s going to lead us into a greater understanding of projects.
ReplyDeleteAmber raises a good question and it is one that will come up again and again; not only with student teachers, but parents and others that may not fully understand the power of projects. I know this is often difficult and I struggle with how to help teachers understand project work and the importance of observation and documentation. But just as with children, the best way is when adults experience the learning that takes place. Documentation boards are a great way to make learning visible and a starting point for understanding. If this is too difficult for the student teacher, maybe producing one board to model could help. But, if you only do it for her, without dialogue and asking her some probing questions, it may not help her understand. I also wouldn’t blame her as unfortunately these are not things they always have much experience with in their schooling and so it proves difficult to grasp when in the classroom. Teaching for many student teachers in writing lesson plans and following them exactly, projects can be intimidating and overwhelming, even for more veteran teachers. We should discuss this at our next meeting and possibly come up with some provocations for the student teacher that can support her growth.
I see repeatedly the need for all staff to attend meetings that allow sufficient time to discuss projects. Unfortunately as Stacie mentioned, reality does not always allow for all staff to come together. I think this is another point of discussion for our next study group. Suggestions such as having the notebook with materials are a great start, but how do you then find the time to discuss projects as well as the concepts that you read about in articles, etc. Without that time, it will be hard to collaborate on projects, especially if your support staff doesn’t understand the language of projects. I think that is the starting point, having a common language. And this is where I think documents like the walk through document we now have and the portfolios that provide a structure to the different phases of projects gives a framework in which to work and to have conversations. In response to Amber, this could also be a starting point. Sometimes people need a structure in which they can begin to understanding projects.
In relation to the infant toddler posts, I think that once we move into more discussions what we will realize is that projects are a natural way to differentiate for a variety of learners and different developmental stages. In many ways, once we get into projects they will prove more developmentally appropriate than traditional curricular approaches that set expectations that all children will learn the same thing at the same time. This is where we as teachers get hung up because we have been taught this form of teaching. We have to unlearn some of the thing we learned when going through our educational programs. Projects allow for differentiation, multiple means of learning and children’s interests. All children can enter into a project at their level, this does not happen in traditional models of education with a typical lesson plan. But this is hard if we still think in a lesson plan mode of teaching. Infants and toddlers are incredibly capable, competent and complex, so let’s not simplify what they do in the classroom, but rethink how we think about teaching.
You don’t know how exciting it was to come back from vacation and see all the posts and great conversations taking place. The questions and dialogue are what’s going to lead us into a greater understanding of projects.
ReplyDeleteAmber raises a good question and it is one that will come up again and again; not only with student teachers, but parents and others that may not fully understand the power of projects. I know this is often difficult and I struggle with how to help teachers understand project work and the importance of observation and documentation. But just as with children, the best way is when adults experience the learning that takes place. Documentation boards are a great way to make learning visible and a starting point for understanding. If this is too difficult for the student teacher, maybe producing one board to model could help. But, if you only do it for her, without dialogue and asking her some probing questions, it may not help her understand. I also wouldn’t blame her as unfortunately these are not things they always have much experience with in their schooling and so it proves difficult to grasp when in the classroom. Teaching for many student teachers in writing lesson plans and following them exactly, projects can be intimidating and overwhelming, even for more veteran teachers. We should discuss this at our next meeting and possibly come up with some provocations for the student teacher that can support her growth.
I see repeatedly the need for all staff to attend meetings that allow sufficient time to discuss projects. Unfortunately as Stacie mentioned, reality does not always allow for all staff to come together. I think this is another point of discussion for our next study group. Suggestions such as having the notebook with materials are a great start, but how do you then find the time to discuss projects as well as the concepts that you read about in articles, etc. Without that time, it will be hard to collaborate on projects, especially if your support staff doesn’t understand the language of projects. I think that is the starting point, having a common language. And this is where I think documents like the walk through document we now have and the portfolios that provide a structure to the different phases of projects gives a framework in which to work and to have conversations. In response to Amber, this could also be a starting point. Sometimes people need a structure in which they can begin to understanding projects.
In relation to the infant toddler posts, I think that once we move into more discussions what we will realize is that projects are a natural way to differentiate for a variety of learners and different developmental stages. In many ways, once we get into projects they will prove more developmentally appropriate than traditional curricular approaches that set expectations that all children will learn the same thing at the same time. This is where we as teachers get hung up because we have been taught this form of teaching. We have to unlearn some of the thing we learned when going through our educational programs. Projects allow for differentiation, multiple means of learning and children’s interests. All children can enter into a project at their level, this does not happen in traditional models of education with a typical lesson plan. But this is hard if we still think in a lesson plan mode of teaching. Infants and toddlers are incredibly capable, competent and complex, so let’s not simplify what they do in the classroom, but rethink how we think about teaching.
You don’t know how exciting it was to come back from vacation and see all the posts and great conversations taking place. The questions and dialogue are what’s going to lead us into a greater understanding of projects.
ReplyDeleteAmber raises a good question and it is one that will come up again and again; not only with student teachers, but parents and others that may not fully understand the power of projects. I know this is often difficult and I struggle with how to help teachers understand project work and the importance of observation and documentation. But just as with children, the best way is when adults experience the learning that takes place. Documentation boards are a great way to make learning visible and a starting point for understanding. If this is too difficult for the student teacher, maybe producing one board to model could help. But, if you only do it for her, without dialogue and asking her some probing questions, it may not help her understand. I also wouldn’t blame her as unfortunately these are not things they always have much experience with in their schooling and so it proves difficult to grasp when in the classroom. Teaching for many student teachers in writing lesson plans and following them exactly, projects can be intimidating and overwhelming, even for more veteran teachers. We should discuss this at our next meeting and possibly come up with some provocations for the student teacher that can support her growth.
I see repeatedly the need for all staff to attend meetings that allow sufficient time to discuss projects. Unfortunately as Stacie mentioned, reality does not always allow for all staff to come together. I think this is another point of discussion for our next study group. Suggestions such as having the notebook with materials are a great start, but how do you then find the time to discuss projects as well as the concepts that you read about in articles, etc. Without that time, it will be hard to collaborate on projects, especially if your support staff doesn’t understand the language of projects. I think that is the starting point, having a common language. And this is where I think documents like the walk through document we now have and the portfolios that provide a structure to the different phases of projects gives a framework in which to work and to have conversations. In response to Amber, this could also be a starting point. Sometimes people need a structure in which they can begin to understanding projects.
In relation to the infant toddler posts, I think that once we move into more discussions what we will realize is that projects are a natural way to differentiate for a variety of learners and different developmental stages. In many ways, once we get into projects they will prove more developmentally appropriate than traditional curricular approaches that set expectations that all children will learn the same thing at the same time. This is where we as teachers get hung up because we have been taught this form of teaching. We have to unlearn some of the thing we learned when going through our educational programs. Projects allow for differentiation, multiple means of learning and children’s interests. All children can enter into a project at their level, this does not happen in traditional models of education with a typical lesson plan. But this is hard if we still think in a lesson plan mode of teaching. Infants and toddlers are incredibly capable, competent and complex, so let’s not simplify what they do in the classroom, but rethink how we think about teaching.
You don’t know how exciting it was to come back from vacation and see all the posts and great conversations taking place. The questions and dialogue are what’s going to lead us into a greater understanding of projects.
ReplyDeleteAmber raises a good question and it is one that will come up again and again; not only with student teachers, but parents and others that may not fully understand the power of projects. I know this is often difficult and I struggle with how to help teachers understand project work and the importance of observation and documentation. But just as with children, the best way is when adults experience the learning that takes place. Documentation boards are a great way to make learning visible and a starting point for understanding. If this is too difficult for the student teacher, maybe producing one board to model could help. But, if you only do it for her, without dialogue and asking her some probing questions, it may not help her understand. I also wouldn’t blame her as unfortunately these are not things they always have much experience with in their schooling and so it proves difficult to grasp when in the classroom. Teaching for many student teachers in writing lesson plans and following them exactly, projects can be intimidating and overwhelming, even for more veteran teachers. We should discuss this at our next meeting and possibly come up with some provocations for the student teacher that can support her growth.
I see repeatedly the need for all staff to attend meetings that allow sufficient time to discuss projects. Unfortunately as Stacie mentioned, reality does not always allow for all staff to come together. I think this is another point of discussion for our next study group. Suggestions such as having the notebook with materials are a great start, but how do you then find the time to discuss projects as well as the concepts that you read about in articles, etc. Without that time, it will be hard to collaborate on projects, especially if your support staff doesn’t understand the language of projects. I think that is the starting point, having a common language. And this is where I think documents like the walk through document we now have and the portfolios that provide a structure to the different phases of projects gives a framework in which to work and to have conversations. In response to Amber, this could also be a starting point. Sometimes people need a structure in which they can begin to understanding projects.
In relation to the infant toddler posts, I think that once we move into more discussions what we will realize is that projects are a natural way to differentiate for a variety of learners and different developmental stages. In many ways, once we get into projects they will prove more developmentally appropriate than traditional curricular approaches that set expectations that all children will learn the same thing at the same time. This is where we as teachers get hung up because we have been taught this form of teaching. We have to unlearn some of the thing we learned when going through our educational programs. Projects allow for differentiation, multiple means of learning and children’s interests. All children can enter into a project at their level, this does not happen in traditional models of education with a typical lesson plan. But this is hard if we still think in a lesson plan mode of teaching. Infants and toddlers are incredibly capable, competent and complex, so let’s not simplify what they do in the classroom, but rethink how we think about teaching.