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CCE 285: The Project Approach

CCE 285: The Project Approach

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CCE 285: The Project Approach

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  1. 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/

  2. Session 6: 5/10 • Wetland Projects Phase 3 • Projects • Who cares & why? • Documentation • Project sharing and mutual helping time • Goals for children • Essential Literature • Puppet work

  3. Wetland projects phase 3 presentations

  4. Handouts • Directory: http://facweb.northseattle.edu/choyt/CCE285/Documents/Course-Readings/ • PROJECTS • “Thinking Big” notes by me - Word / PDF • Organization and Presentation of Documentation: Opening the Window – PDF – WILL BRING ON WEDNESDAY • Audiences for Documentation and Assessment: “Who Cares?” brainstorm from 5/2004 - Word / PDF • VALUES & COMMUNITY • Community Values list from 5/20/04 - Word / PDF • Good Books for Large [and Small] Group Time - PDF – WILL BRING ON WEDNESDAY

  5. Take… • Community Values list from 5/20/04 - Word / PDF • Audiences for Documentation and Assessment: “Who Cares?” brainstorm from 5/2004 - Word / PDF • “Thinking Big” notes by me - Word / PDF

  6. pROJECTS

  7. Who cares & why? • I (teacher) care: • Communication tool • Children care: • Parents care: • Government/high-ups: • Friends & extended family:

  8. Who cares & why? • Director: • Visitors: • Facilitators (of the work): • We (CCE 285) care:

  9. Documentation • What you have done in your projects? • Legos (Emily): Lego store, building structures – Star Wars ships & photos, the Legos attacked my pond • Butterflies (Marianne & Katie): web, they know a lot, observing the chrysalis – webbing followed into frogs • Vegetable garden (Stephanie): planted beans & they measured them but they died when I put them outside • Gardening (Angelica): plants growing outside, seeds for snack, going to pea patch& farm • Bugs (Eric): lots of materials – maybe dramatic play? • S. Lake Union (Pam & Renee): initial documentation for investigating • Recycling (Michelle): 2 crafting projects with recycled materials – visit to the transfer station • Buildings & Structures (Celeste): in downtown – corner window views in 2 classrooms; toddlers & preschoolers already building things that they see outside & they already walk around downtown • Nature trails (Teresa): Twin Falls (flatish), webbing about what they already know, want to know - environmentally safe? – already been, so “this time what do you want to learn?”

  10. Discuss out-of-class projects • Group of 3 • Mixed • Different than before • 10 minutes each • Questions in general?

  11. CLASSROOM VALUES

  12. Classroom Community Values • INDIVIDUAL • Using the inside voice • Being “nice”/respectful to each other (while respecting yourself) • Sharing: (1) give something away, (2) use together, (3) take turns • Conflict resolution • Talking about it • Finding solution – coming up with it • Accept the solution • Compromise • Sensitive/respectful tone of voice and words • Recognizing when someone is distressed • Cooperation disposition • COMMUNITY • Cooperation • Inclusion • Communication • Recognizing strengths and challenges – certain children are “experts” for other children to use • Understanding differences in ability to participate • Non-judgmental

  13. Emotions kids have trouble with • Empathy • Good-bye • Frustration • Sharing • Anger • Loss • Patience • Anxiety • Grief • Perfectionism • Fear • Aggression • Revenge – vengefulness • Pain – physical pain • Being bullied • Tattling • Speech – being understood • Loneliness • Deprivation • Separation • Tiredness • Sickness • Inferiority • Shame / embarrassment • Sadness – depression “down” • Jealousy • Time – understanding time • Excitement • Exclusion • “Difference” • Acceptance

  14. Essential Literature Classroom Values • List created 5/20/04 • Possibilities (individual) • Cooperative play • Community relationships • Courteous actions • Our list Emotions • Our list of commonly felt emotions or situations children have trouble with? • Books for Essential Literature assignment – due next week

  15. A 3. Essential Literature = 10 pts We will explore examples of these kinds of books in class. • Conveying Commonly Felt Emotions Book = 4 pts • Embodying Democratic Community Values Book = 6 pts:Represents through story at least one of these value clusters which are antithetical to competition, conquest, triumph of the individual, or deception. • 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

  16. 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 pts • Cooperation • Courtesy • Negotiation • Inclusion • Altruism • Aesthetics

  17. A 3. Essential Literature = 10 pts • Conveying Commonly Felt Emotions Book = 4 pts • Embodying Democratic Community Values Book = 6 pts Represents through story at least one of these value clusters which are antithetical to competition, conquest, triumph of the individual, or deception. • Cooperation — characters aid or support each other in pursuit of a common purpose • Courtesy — voluntary, generous consideration of others which is of a helpful nature • Negotiation — problems are solved by characters coming to terms through discussion • Inclusion — acceptance of each person as a valued member of the whole • Altruism — selfless concern for the welfare of others • Aesthetics — love of beauty

  18. A 3. Essential Literature = 10 pts In class: • Embodying Democratic Community Values Book • You & partner choose 4 books neither of you have seen from those assembled in class • Identify key element and aspects of the book that qualify it for one of the categories • Cooperation • Courtesy • Negotiation • Inclusion • Altruism • Aesthetics • Absent: describe your books’ relevance in post (-20%)

  19. Look at books in small groups • A Day’s Work • Day laborers – grandfather no English, kid tries to translate & help – grandfather does it wrong but works out in the end – grandfather angry with kid for lying, missed their day off, guy says he can help gf learn • Moral: no lying, being responsible • Courtesy – they fixed their mistake • Negotiation – • Inclusion – hirer, willingness to include after knowing no skills • Altruism of hirer & says “I’ll hire you….” & go out of his way • Cooperation… • Frederick • Little mouse gathering things for winter that seem unhelpful in terms of food, “traditional” basic necessities – beautiful things; they run out of food, but Frederick feeds them beauty • Community – inclusion even though he’s doing something different – but not “less” • Aesthetics • Acceptance – not blaming • Cooperation • One Morning in Maine • Longest children’s book ever • Sal helping sister – cooperation • Dad helping her find things to wish on bc she lost her tooth • Negotiation: Coming to solutions through discussion • Emotion – upset then finding solution

  20. Assignments • Yesterday, 5/9: Interval Paper A7b(5) – drop box • Tonight, 5/10: • (A4) Bring puppet to work on (due 5/24) – no post • (A6) Bring project documentation to work on – no post NEXT WEEK • Sunday 5/16: A7b(6) Interval Paper • Monday 5/17: • Read tonight’s handouts • A3. Essential Literature – due in class & post • (A 4) Bring puppet to work on (due 5/24) • (A 6) Bring project documentation to work on • REMINDER – A2. Manuscript Printing due 6/14 (5 weeks)