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By: Lily Kreutzer, Exploratorium Principal
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Project-Based Learning
Teachers often work on projects with rotating small groups of children while the rest of the class engages in a wide variety of self-selected enriched activities. Projects begin with teachers observing and questioning children about the topic of interest. Based on children’s responses, teachers enrich learning by introducing relevant materials, opportunities to interact with each other and socialize, and questions that provoke children to further explore the topic. While some of these teacher provocations are anticipated, projects often move in unanticipated direction as a result of problems children identify.
Students are encouraged to reflect and reconsider their perceptions. Ideas are shared with parents, other students and teachers thorough one or more symbolic representations. Throughout the process teachers serve as a “memory’ of the group, taking photographs and recordings of the activities and discussions. This documentation is designed to show the child’s learning process to the entire community and offer a chance for reflection.
Regardless of their origins, successful projects are those that generate a sufficient amount of interest and uncertainty to provoke children’s creative thinking and problem-solving skills and are also open to different avenues of exploration.
References
New, Rebecca S. (1990). “Excellent Early Education: A City in Italy Has It.“ ERIC Clearinghouse on Elementary and Early Childhood Education.
Cadwell, L. (1997). "Bringing Reggio Emilia Home: An Innovative Approach to Early Childhood Education." Teachers College Press, New York.
Culture of the Classroom
It is important to remember that all schools outside of Reggio Emilia are “Reggio-inspired,” using an adaptation of the approach specific to the needs of their community. This is important as each student, teacher, parent, community, and town are different. No two Reggio-inspired communities, nor classrooms even, should look exactly the same as the needs and interests of the children within each community will be different.
Considering the many pathways of learning, why has AAC chosen to integrate influences from the Reggio Emilia schools into the Exploratorium classrooms? Perhaps the answer considers AAC’s vision:
By implementing an innovative and rigorous academic program delivered in a safe, student-centered environment, American Academy Casablanca inspires students to discover their passion for learning, fulfill their potential, and become responsible global citizens.
The greatest learning impact of integrating this approach could be that from the first day of school to the last, AAC students are encouraged to honor their interests, effectively communicate, respectfully problem-solve, and be confident on their path in pursuit of knowledge.