Melissa Weingrow Kendall College Soe 115 The Psychology of Teaching and Learning

1. The Project Approach
Melissa Weingrow
SOE 115-The Psychology ofTeaching and Learning
Kendall College

2. Overview
Implementing the project approach in a classroom goes through three phases. The
teacher chooses the topic based on the children’s interests.
Phase 1-The teacher has discussions with the children about the topic
Phase 2-The children explore the topic further and the teacher brings in items, guest
speakers, and more about the topic.
Phase 3-The children present their project and end their current one.
I chose the project approach as my topic because it is a way for children to become
critical thinkers and there is more learning likely to happen in the classroom with this
approach because the topic is based on the children’s interests. Children are more
invested because it is something they are interested in. I plan on getting my degree in
Early Childhood Education, and this approach would be something I would really like
to fully implement in a classroom.

3. Credible Source #1
▪ “Through projects, children pose questions to be answered or take
the initiative for investigation” (Harris-Helm Julie and Katz L). The
Project Approach is a good strategy for learning because it helps
children learn how to ask questions and children are “self-motivated”
to learn. Even though it may seem challenging to incorporate the
project approach with young children, because younger children
have fewer experiences, this approach has been done with young
children. To start a project with younger children the teacher needs
to put out activities and provide experiences for the children to
explore.
▪ Phase 2 of the project approach can start once the children have
asked their questions, so the topic and the answers to their questions
can be explored.

4. Credible Source #2
▪ “In project-based learning conversations during lunch can lead to
interesting learning experiences” (Barresi J, 2018). During lunch, a group
of pre-k children asked their teacher if it was possible to grow a salad,
which was followed by a conversation about what plants needed to grow.
The class then looked up on Google “Can we grow a garden in the
Winter?”, they then looked up “Can we grow a garden inside?”. The class
learned about microgreens and proceeded to grow them in their
classroom. The class then made a KWL chart and answered their
questions by reading a book about plants. The parents in the class
became involved in procuring the supplies for the class to plant their
microgreens. While their plants were growing the class documented their
growth.

5. Credible Source #3
▪ PBL-Project Based Learning can help prepare students for life and is a
way to motivate students to learn. The authors of the article “Setting
the Standard for Project Based Learning” go through the skills
students will get through this approach and how this approach can
decrease the rate of students dropping out of school. The article goes
on to state how this approach can help students get better scores on
standardized tests and be ready for college. “In PBL done well,
students not only find themselves needing to use college- and -career
readiness skills; they are explicitly taught them, assessed on them,
and asked to reflect their growth in them.” (Larmer J, Mergendoller J
and Boss S, 2018).

6. Analysis of Information
According to the information I read regarding the project approach
there are many positive reasons why PBL should be incorporated into
the curriculum. In all of the sources I used, one can see how learning is
part of the project approach and the learning becomes something that
students are invested in because it is a topic they are interested in. In
two of my sources, the project approach was explained and shown in
early childhood classrooms, while my third source discussed the
benefits of the project approach for all ages. The authors of my sources
opinions on this topic were based on research and experience. One
author was a teacher for over 30 years and another author taught for
years, gives workshops on early childhood education, and has authored
a book regarding this topic.

7. Connections
▪ I think this approach is beneficial in incorporating the skills of multiple
intelligences into the curriculum. The project approach is beneficial to
students with different learning preferences because they are
opportunities in a project for different types of learners to benefit from.
For example, one student may really enjoy sketching the progress of a
project, while another student may enjoy calculating the amount of time it
took to see a change, while another student is excited about finding
resources to learn more about the project topic. Students who have a
kinesthetic learning style may enjoy putting together any structure
needed, or to do any planting needed. As stated multiple times by the
sources in this presentation, through PBL students are motivated to find
more information regarding the topic of their project and therefore are
motivated to learn.

8. Conclusions
I believe that the project approach is an effective strategy in teaching
children how to learn and making children want to learn. Learning is
occurring through project-based learning. Children are learning
more and gaining important life skills- problem-solving, asking
thoughtful questions that are on topic, and learning to work
together. The aforementioned skills are skills children will need as
they grow older. The project approach incorporates different types
of learning into the curriculum. Children are working on their math
skills, reasoning skills, and observation skills. It is believed that
through incorporating PBL into schools there will be less student
drop-out because the students will be motivated to learn.

9. Communication with families
If a parent would approach me and ask me about why I was incorporating Project
Based Learning in the classroom my response would be,
“The Project Approach can be explained in 3 phases. Phase 1 is introducing the topic,
either the teacher puts out resources for the students to help them find or explore a
topic. Phase 2 is exploring the topic through objects, technology, guest speakers and
more. Phase 3 is a culmination of the project, there would either be a class
celebration or an item the class would create together, depending on the topic. The
topic is explored in depth and through this exploration, students are learning different
skills. For example, problem-solving skills. Academic skills are strengthened as well,
because through graphing our experiences and sketching what we observe children
are strengthening their fine-motor skills and cognitive skills. The project approach
motivates students to learn and makes their school experience a positive one.”

10. References
▪ Barresi, J. (2018, April). 14 Day Salad: Using Project-Based Learning
to Grow Microgreens. Retrieved May 12, 2018, from
https://www.naeyc.org/resources/pubs/tyc/apr2018/project-based-
learning-microgreens
▪ Chard C Susie, Harris-Helm Judy, and Katz L.The ProjectApproach in
Action and Getting a First Project Started withYoung Children.
Retrieved May 12, 2018, from
http://ecap.crc.illinois.edu/eecearchive/books/projcat3/section1.html
▪ Larmer J, Mergendoller J, and Boss S. (2015). Setting the Standard
for Project Based Learning. Retrieved May 12, 2018, from
http://www.ascd.org/publications/books/114017/chapters/Why-
Project-Based-Learning%C2%A2.aspx