Overview

This book began as a deep discussion among administrators, teachers, researchers, teacher educators, and educational consultants concerned about the critical reduction of play, engaged learning opportunities, and intellectually stimulating experiences in classrooms for toddlers through the primary grades. This group made a pact to organize and stand up for engaged learning by creating a comprehensive, research-based defense that they call The Manifesto. In Growing Child Intellect, this panel of experts pulls together the research, stories, and lessons learned from using the Project Approach in a variety of settings. Readers are invited to dive deeply with them into the world of project work, beginning with the neuroscience foundation, through the research in the field, and on to the challenges and successes.Book Features: Provides a strong review of research on the benefits of the Project Approach. Explains research on the development of intellect from Mind Brain Education Science. Includes extensive examples of intellectually stimulating classrooms and learning experiences across diverse settings. Shows how to bring engaging experiences into classrooms while still meeting goals for required content and standards. Explains what each person can do, no matter position or program, to nurture children's intellectual development. Provides practical advice for overcoming common challenges to implementing project work. Offers a short Declaration of Beliefs about engaged learning for easy sharing ""Voices from the Field"" projects: The Path Project: Following Children's Lead (pre-K) Powerline Project (1st grade) Reptile Project: Including Everyone (kindergarten) Roots of Intellectual Development: The Construction Project (toddler–pre-K program) Administrator's Story: Bringing Project Work to a Charter School

Full Product Details

Author:   Judy Harris Helm ,  Karrie A. Snider
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Weight:   0.320kg
ISBN:  

9780807761601

ISBN 10:   0807761605
Pages:   128
Publication Date:   30 December 2019
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Contents (Tentative) Part I:Why Engaged Learning? Why Now? Chapter 1: Bringing Intellectual Deserts to Life Judy Harris Helm & Karrie A. Snider, with Sue Vartuli The Classroom as an Intellectual Desert Growing and Sustaining Classrooms Where Thinking Happens Overview of This Book References Voices from the Field: The Path Project Rebecca Teall, Prekindergarten Teacher Chapter 2: Curriculum that Supports Intellectual Development Judy Harris Helm, Maggie Holley, & Sue Vartuli Insights from Mind, Brain, and Education Science Judy Harris Helm A Reexamination of Common Curriculum Approaches Maggie Holley & Sue Vartuli Conclusion References Voices from the Field: The Power Lines Project Nick Pettit, First-Grade Teacher Chapter 3: Curriculum Research on the Project Approach: Illuminating the “What” and the “How” of Teaching and Learning Karrie A. Snider & Sue Vartuli Why We Don’t Know More: Challenges to Project Approach Curriculum Research What We Do Know! The Current Research Base on Project Work Conclusion References >Voices from the Field: Engaging Teacher Candidates in Project Work Karrie A. Snider & Natalie Tye, Teacher Educators Part II: Making Engaged Learning Happen: Navigating the Diverse Nature of Teaching, Thinking, and Learning Chapter 4: Creating 21st Century Learners: Integrating Projects and Standards Rebecca A. Wilson, Pam Scranton, & Tricia DeGraff Developing 21st Century Learners Rebecca A. Wilson Standards Come to Preschool Pam Scranton Projects—A Woven Tapestry of Learning Standards and Integrated Concepts Tricia DeGraff Summary: Putting It All Together in Our Programs References Voices from the Field: The Construction Project Pam Scranton, Center Director Chapter 5: Project Work: A Path to Engaged Learning for All Children Karrie A. Snider, Rebecca Wilson, Pegi Stamps, & Carol Bolz Integrating Research-Based Strategies and the Project Approach to Support Dual Language Learners Rebecca A. Wilson Implementing Projects in Special Education Classrooms Pegi Stamps & Carol Bolz Understanding the Potential of Children’s Capacity to Learn Karrie A. Snider The Potential of the Project Approach for Today’s Youth References Voices from the Field: The Reptile Project Crystal Woodin, Kindergarten Teacher Chapter 6: Professional Development Models to Support Teaching with the Project Approach (Carol Bolz), Catherine Wilson, Erika Gray, Pam Scranton, Lisa Roti, Pegi Stamps, & Liz Smith Characteristics of Successful Programs Catherine Wilson & Carol Bolz Kohl Children’s Museum Early Childhood Connections Program Erika Gray Becoming Young Thinkers Summer Institute Pam Scranton Nature Connections: The Power of Collaboration Lisa Roti Coaching with the Project Approach and CLASS Carol Bolz, Pegi Stamps, Liz Smith, & Catherine Wilson Conclusion References Voices from the Field: Bringing Project Work to an Elementary School Tricia DeGraff, Executive Director Part III: The Manifesto on Active, Engaged Learning Through the Project Approach Chapter 7: Moving Forward with the Project Approach Karrie A. Snider, Sue Vartuli, & Judy Harris Helm The Manifesto Delphi Study The Manifesto for Engaged Learning Call to Action: How We Move Forward References Chapter 8: Manifesto Call to Action: Growing Child Intellect Through the Project Approach Karrie A. Snider, Sue Vartuli, & Judy Harris Helm Calling Teachers to Action Calling Administrators to Action

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Author Information

Judy Harris Helm heads her own educational consulting and training company, Best Practices, Inc., in Brimfield, Illinois. She is the bestselling author of Young Investigators: The Project Approach in the Early Years, Third Edition. Karrie A. Snider is an assistant professor of early childhood education at the University of Central Missouri.

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