GETTING STARTED

GETTING STARTEDPHASE I

LAUNCHING THE PROJECTTopic of the investigation is selected

Feasibility: Local resources & opportunities for first-hand experiences

Children’s experiences & understandings

Questions investigation will answer

Preparing the Classroom for an Investigation

Selecting Topics for Projects

Issues in Selecting Topics for Projects• Common Experiences

•Limited experiences•Provide common experiences •Children need to take the major responsibility

• Determining Children’s Interest•Identify current and emerging interests•Look for expressions of interest: play, nonverbal

• Child-Initiated Topics•Catalytic Event: causes a project process to begin•Moves to investigation phase quickly

• Teacher-Initiated Topics•Broad to allow for a range of possible interests among all children in the class•Children must be interested to follow your idea

Practical Considerations in Topic Selection

1. Should be more concrete than abstract – involve an abundance of hands-first experiences – real objects that young investigators can interact with directly

2. Related to young investigators own prior knowledge

3. Nearby field sites that can be visited and revisited4. Investigated with minimal assistance from adults

5. Opportunities to represent what they know and learn by using skills and techniques appropriate for their age

6. Relate to curriculum goals (ECE standards)7. Culturally relevant to the children and their families to

encourage active engagement and in-depth learning

Successful Projects• Avoid topic of interest to

only one of two children• Avoid being drawn into

multiple topics simultaneously

• http://patpinciotti.com/

Real World InvestigationsExperienceKnowledgeWonderingQuestions

Phase 1: E K W Q

Anticipatory Teacher Planning

TRYING OUT THE PROJECT

Project Potential? Anticipatory Teacher

Planning Web: helps you think about how a project might develop Review Content or

Curriculum Objectives: how does this topic support growth

Concepts within the topic

Anticipate questions children may ask

Reflect on the potential of the topic

Worthiness of the topic? Direction it may go? Are their experts available?

Relevant sites to visit? How might parents respond

or participate? How will young

investigators represent their findings?

Building Common Experiences

Teacher initiated topic – Strategies to Build Common Background of Experiences – Shared perspective To enrich discussions and interactions before

project begins – evoke curiosity Your own experience – solicit similar stories An artifact shown at group meeting time A picture book can be read and discussed Introduce props and costumes in play for role-

play Draw, paint, construct

Finding out what Children already know

What do they know? Discussions before webbing Graphic representation of

children’s beginning knowledge Revisit throughout project –

Add children’s new knowledge -- KEY E K: spend time in advance

accessing prior knowledge & helping children build a common vocabulary for thinking about and interaction about the topic

Keeping a history of the projects

Growing a common Experience: Focusing

ideas Dramatic Play

Provide props that relate to the topic Shows depth of knowledge and adult roles

Drawings Memories Insight into concepts – misconceptions - directions

Construction Spontaneous – add props & images to extend

Preserving First Representations – VERY important Initial documentation of their knowledge, skills,

dispositions, Carefully preserved – dated - labeled

Developing Wonderings & Questions for Investigation

The Road Map….

Wondering…. BEGIN BY LISTENING…

OBSERVING CAREFULLY What don’t they know? What would they like to

know? What theories do you

hear?

Framing questions…wondering…convert to questions Is that something you

would like to know? I am wondering about…

what do you think? A Question Table:

Predictions First List…date – Next List…

Setting up the Classroom for an

InvestigationTHE STAGE FOR LEARNING

An Invitation to Learning

Physical Areas Block area Art area Dramatic play Sensory or Science

explorations: Sand, water, nature, light table

Manipulatives & Math Group meeting area Library

Considerations Organization Accessibility Aesthetic

Equipment and Supplies Construction materials,

Art materials, literacy materials

Realistic picture books Recording materials:

clipboards, cameras, journals

A day in the life of a Project

Daily Schedule Learning Block for

Project Work 45-60 minutes Choice time for

investigation and discovery

A Life of Its Own!! Listen Observe

Your role Designer

Classroom Schedule

Researcher Listen – Observe Document

Co-Constructor Build Common Knowledge Protagonist - Curious Recorder

Phase 1Begin this processes now

You are on your way…..