Asian American Pacific Islander Month DDSD 2024.pptx
Book choice
1. +
Emergent Curriculum in
the Primary Classroom
Interpreting the Reggio Emilia Approach in
Schools
Book Choice
Gretchen Secrist
Brandman University
EDUU 609
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
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.
