Phase 1: Teacher webs In-class Project, Phase 1 Web: What We Know Web: What We Want to Know In-class Project, Phase 2 Begin information gathering: Go to library or computer lab Overview of readings Manuscript Printing links
Webs as in Curriculum Plan in CCE 125 Program Planning. p. 10, fig. 1.5 Anticipatory webs Possible questions Curriculum opportunities Explore resources, field sites available List focusing-activities and common experiences Topic appropriate and practical? Yes = project. Teacher-child webs Current concepts & understanding What do we want to find out?
In-class project – web: “What we know…” In-class project – web: “What we want to know…”
Usually done before Child-Teacher web, but because you are the “children,” too, it is redundant for you to do a teacher anticipatory- web if you are the ones completing the Child- Teacher web (essentially the same, with additional players). Anticipatory webs Possible questions You did this already as “children” in last slide – usually comes before Children-Teacher webs Curriculum opportunities (15 min.) What curriculum opportunities would your project provide for children ages 3-6?
Prepare for field work and visitors Wednesday = field trip to wetlands Bring camera / video camera Plan any other field work you want to do between now and Monday 4/19 (5 min.) Begin “Investigation”: Go to library or computer lab (30 min.) Revisit … (15 min.) Phase 1 webs “what we know” and “what we want to know” Re-plan any other field work you want to do between now and Monday 4/19
Get in groups with people not in your investigation-group. Your reflections on being the “child”… How this helps you understand what you will be doing as a facilitator. Your questions about doing this….
Children should be “verbal,” and preferably ages 3+. If you work with younger children; team with someone who has older children, or use family/friend children. In group: ideas so far of something you can do with children In groups (10 min.) On board Pair/team up? Bugs Eric Butterflies Katie & Marianne Cars Becky Legos Emily Nature trails Teresa Planting a Vegetable Garden Stephanie & Angelica Recycling Michelle South Lake Union Celeste, Pam & Renee
In mixed groups of 3 (30 min. – 10 each): How can you “mess around” with this topic? Get ideas from each other. By Monday: “Mess around” with various topics in your classroom Keep in contact with your pair/team if applicable Come prepared with 1-3 ideas about possible projects to do with your children
Required for Mon. 4/19: “Dot Schuler’s Water Project” Schuler_Dot-schulers-water-project.pdf Schuler_Dot-schulers-water-project.pdf “Dot Schuler Phase 2” Schuler_Phase-2.pdf “A Visitor’s View of Dot Schuler’s Second Grade Project Work” Schuler_Visitors-View.pdf “Cycles of Project Work” Cycles-of-Project-Work.pdf Optional for Mon. 4/19: “Mathematical Representation” Mathematical-Representation.pdf Kathy’s letter with Sydney Clemens’ comments “ Kathy wrote this letter to…” Clemens_Kathy-trying-to-listen-to- children.pdf Clemens_Kathy-trying-to-listen-to- children.pdf Shirley’s ‘Trees’ Phase 1 (list-serve Mon 25 Mar 1996) Chard_Shirley-Trees.pdf Chard_Shirley-Trees.pdf King_Why-our-children-arent- learning.pdf King_Why-our-children-arent- learning.pdf 1 st page of “Nine – Teaching: The Discipline Sylvia Chose” (complete document online) Clemens_Teaching--The-discipline- sylvia-chose.pdf Clemens_Teaching--The-discipline- sylvia-chose.pdf
Wed. 4/14In-class project: Wetlands walk Sun. 4/18Interval Paper #2 Mon. 4/19 Read: pp. 27-50 Read articles as indicated in PPT Project to do with your children “Mess around” w/various topics w/kids Keep in contact with your pair/team Come with 1-3 ideas about possible projects to do with your children Sun. 4/25Interval Paper #3 Mon. 4/26Read: pp. 51-97