***Supporting High Quality Inclusion: The Project Approach*** **Sallee Beneke & Michaelene M. Ostrosky** **October 12, 2021** --- # Webinar Tips Close any applications that use bandwidth or **1** resources on your device. To submit a question, click “Questions” in the **2** webinar panel and type in your question. To minimize the webinar panel, click the orange **3** arrow in the upper left of the panel. If you experience audio issues, check the Audio tab of the webinar panel for correct speakers, **4** ensure speakers are turned up, or try reconnecting to the webinar. --- # The Project Approach for All Learners: A Hands-On Guide for Inclusive Early Childhood Classrooms The go-to guide for implementing the Project Approach, a child-centered approach to reach and teach all learners in your early childhood classroom—regardless of background or ability. **bpub.fyi/Project-Approach** --- # Certificates Certificates of attendance are available for all webinar and recording viewers. More information will be provided at the end of the webinar. --- ## Topics for Today - Identify Phases and Key Features - Project versus Theme - Project Approach & Diverse Learners - Review Resources --- # What We Know: Inclusion - Research shows that inclusion benefits all children - We need curriculum approaches that support *all learners in inclusive classrooms* - Practitioners do not feel well prepared and want PD - Supports for fidelity of implementation are needed --- ## What is a Project? ## An in-depth investigation of a topic worth learning more about, usually undertaken by a group of children within a class. --- # What Is the Project Approach? - An approach to teaching - Facilitates in-depth study of high interest topics – Children investigate firsthand – Children are researchers and collect data - Capitalizes on children’s natural curiosity --- ## What is the Goal of Project Work? ## The goal of a project is to learn more about a topic rather than to find answers to questions posed by a teacher. --- # Knowledge Versus Understanding - Children who learn facts in isolation may: – Memorize and soon forget – Lack interest in further learning – Not connect facts with prior learning --- # Project Work & Understanding - Children who do project work are more likely to: – Understand how things work – Understand the implications of new information – Make connections with prior learning – Want to learn more – Know some strategies for learning more information – Know some strategies for analyzing new information --- # Phase 1 ## Children’s Work - Select a topic to investigate (with teacher). - Discuss what they know about the topic. - Represent what they already know. - Dictate questions they want to answer. - Predict answers they might find. --- # Phase 2: Investigation is Underway - Preparing for field work - Field work - Research - Guest Experts - Representing what has been learned --- # Phase 3: Children’s Work - Comparing what they knew with what they now know. - Deciding how to share what they learned. - Helping teachers create displays and constructions to share findings. - Inviting guests to a presentation about their project. --- # Knowledge - Strengthens children’s interest in learning - Children learn how their world works - Children develop confidence in their own ability to figure things out --- # Skills - Many opportunities for children to apply skills - Opportunities to use **strengths to benefit** the group --- # Dispositions - Children learn to work collaboratively with peers - Children develop confidence in their abilities - Strengthens disposition to persist - Strengthens intellectual dispositions --- # Feelings - Project work allows children to use their strengths - There is something for everyone to do in project work - Children feel pride in their accomplishments - Children feel a sense of belonging --- # What might be the potential impact of the Project Approach on a teacher’s ability to teach children with disabilities? --- # Fidelity of Implementation - Fidelity of implementation is defined as “the implementation of a practice or program as intended by the researchers or developers” (The IRIS Center, 2014, p. 1). --- # How Can I Learn the Project Approach? --- # Use the Checklist for Your Own Professional Development - Source of ideas for implementation - Basis for discussion with colleagues - Basis for discussion with a mentor or coach --- Topics: Thematic vs. Project | Thematic Unit | Project | | --- | --- | | Abstract-a concept | Concrete-a thing or group of things | | Not tangible | Tangible-can be touched, measured, drawn, acted out | | Preplanned-Themes often develop sequentially | Emerges from child’s experiences and interest | --- Identifying a Good Topic | Thematic Unit | Project | | --- | --- | | Nutrition | Bread | | Transportation | Boats | | Friendship | Mail | | Manners | Restaurants | --- # How Do I Pull a Topic From a Theme? - Look for aspects that can be: – Touched – Counted – Measured – Discussed – Researched – Represented in a variety of ways (e.g., dramatic play, drawing, and/or construction) --- # Consider Children’s Interests - Children are motivated to learn about interesting topics - Consider topics of casual teacher/child **conversation** - Actively observe, listen to, and reflect on child/child conversation - Talk with or survey family members --- # Twelve Criteria for Topic Selection - Directly Observable - Within Most Students’ Experience - Field Site & Experts are Available - First-hand Investigation is Feasible - Good Potential for Representation - Parents Can Become Involved - Sensitive to Culture - Potentially Interesting to Many Children - Related to Curriculum Goals & Standards - Provides Opportunities to Apply Basic Skills - Not Too Narrow, Not Too Broad - It is Interesting to the Teacher --- # The Younger the Child… - Select topic close to child’s immediate environment - Topic that child can observe again and again - Consider topics in classroom, on school grounds, within short walking distance --- # Topic Selection for Children with Limited Language Abilities - Observe play behaviors - Families of DLLs can help identify topics related to home culture - Families can program topic-related vocabulary into Augmentative and Alternative Communication devices so child can participate in discussion - Scaffold discussion --- THE PROJECT APPROACH FOR ALL LEARNERS A Hands-On Guide Implement project-based learning in inclusive early classrooms Sallee J. Beneke Michaelene M. Ostrosky Lilian G. Katz Foreword by Susan A. Fowler Includes a complete package of training and implementation materials! - Project Approach Implementation Checklist - 38 video clips - 22 PowerPoint presentations - 6 sets of training materials Learn more and order: http://bit.ly/Project-Approach --- *Questions and Comments* --- # Thanks for Joining Us! Dr. Sallee Beneke BenekeSalleeJ@sau.edu Dr. Michaelene Ostrosky ostrosky@illinois.edu --- # Certificates Certificates of attendance are available for download from the “Handouts” section of the webinar panel or from the URL below: **bpub.fyi/Project-Approach-Cert** --- # Webinar Survey At the end of the webinar, you will be asked to complete **a short survey.** Let us know your thoughts about this webinar and you’ll be entered to win a free book! --- ## Special Offer # SAVE 20% **at www.brookespublishing.com** **Use code** # COFFEE221 **Expires 12/31/21. Not to be combined with any other discounts or offers. 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