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Book choice Presentation Transcript

  • 1. + Emergent Curriculum in the Primary Classroom Interpreting the Reggio Emilia Approach in Schools Book Choice Gretchen Secrist Brandman University EDUU 609
  • 2. + Emergent Curriculum in the Primary Classroom
  • 3. + A Unique Approach Emergent Curriculum, “…is building relationships with that which we encounter as we participate with children in knowing the world” “(Teachers College, 2008, p. 6).
  • 4. + The Reggio Emilia approach is a means of developmentally appropriate teaching, based on student inquiry and constructivism in early childhood and primary grade levels. A Unique Approach
  • 5. + Carol Anne Wien has compiled stories from teachers who have been implementing the Reggio Emilia approach. Emergent Curriculum in the Primary Classroom
  • 6. + Emergent Curriculum in the Primary Classroom In this book you will not only get to read the stories of real teachers who have implemented this approach into their classrooms, but you will be able to see clear pictures that illustrate the process
  • 7. + Emergent Curriculum in the Primary Classroom
  • 8. + Emergent Curriculum in the Primary Classroom Expansive Values,”…that emphasize relationality, reciprocity, and collaboration in all learning situations” (p.6). Expansive Ideas which include Organic methaphors, Children as citizens, and Children as creators of culture. Expansive Practices, 4 of which had, “…the most influence on the contexts of this book” (p.9). Those practices are: the environment as a third teacher, pedagogical documentation, the hundred languages of learning, and progettazione, translated to mean projecting ahead.
  • 9. + Emergent Curriculum in the Primary Classroom The different stages of teacher development of emergent curriculum are covered The rest of the book are stories of real experiences teachers have had with emergent curriculum that involve music, drawing, building, experimentation and application. After each story is a teacher reflection as well as comments by Ms. Wien
  • 10. + Emergent Curriculum in the Primary Classroom “…in emergent curriculum children and teachers step out into real experience, real stuff, real problems---learning lived in three dimensions” (p. 151).
  • 11. + Emergent Curriculum in the Primary Classroom Opportunities for discovery are provided. This encourages thought and discussion Hands on real experiences are provided and more thought and discussion results Experimentation is encouraged Observational drawing: an opportunity to explore in more detail More discovery leading to more discussion leading to more experimentation and finally creation and ultimately assessment
  • 12. + Curriculum Design This format helped me see that learning builds upon learning The book illustrates the process of curriculum design Everything builds on the previous As discovery is made more questions are considered, motivating thought on how to find the answers
  • 13. + Backward Design Emergent Curriculum illustrates well the backward design. When opportunities to discover are provided it leads to a desire to understand. A goal is established by this desire and then drives the curriculum to reach that goal. The emergent curriculum is built on a clear understanding of what is being sought to learn. Using concrete means to discover the how and why is when learning and not mere teaching takes place.
  • 14. + The Six Facets of Understanding Through discussion Facet 1, Explanation, is implemented about what the students goal to understand is. Facet 2, the students use interpretation by transferring their understanding into another form. Facet 3, is in the students’ application, in different circumstances, of what they have learned.
  • 15. + Six Facets of Understanding Facet 4, Perspective, is addressed as the students come to realize the implications of their discovery and learning. Facet 5, Empathy, is achieved when students have discussions about topics and the pertinence it has to others. Facet 6, Self Knowledge, occurs through self assessment during the course and completion of the determined goal. All of these facets can be addressed through the emergent curriculum model.
  • 16. + Big Ideas Emergent curriculum is the perfect vehicle for establishing the “Big Idea.” As teachers provide opportunities for discovery questions are asked and discussed by the students. It is the students that determine what the Big Idea is, what is of most importance to delve into and learn about it.
  • 17. + Addressing Diverse Learners Emergent Curriculum is an excellent tool for identifying the diversity of the students strengths. Some students will be strong in one area while another will be strong in a different area. Students can learn from one another and the teacher will be able to see how best to guide learners who may be weak in a particular area.
  • 18. + Assessments Assessment is achieved in many ways using the emergent curriculum model. Discussion is a way to hear the students own thoughts and determine understanding through their own words. Tape recording discussions helped one teacher recognize that she was missing important elements of discovery among her students. Because the teacher was concerned with what was at hand, at a particular moment, she could not pay close attention to all the statements being made. She was able to go back and listen again for things that were missed.
  • 19. + Assessments Documentation of findings was helpful, in many instances, to show what the students were discovering during the process of reaching a set goal. Observation is another way to assess students understanding as they interact with each other. Examination of the processes and the finished product to determine if the set goal was met is another means of assessment.
  • 20. + Conclusion Emergent Curriculum in the Primary Classroom is an excellent source for teachers whose goal is not to merely teach, but to have their students learn pertinent information that will be applicable throughout their lives. Shows excellent examples of how to address the needs of diverse learners. The ideas given are useful in incorporating the respective students’ learning styles into the lessons. This book illustrates that learning is alive and how curriculum continually emerges with each new discovery.