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CCE 285: The Project Approach

CCE 285: The Project Approach. Mondays 6:30-9:00 pm North Seattle Community College, IB 1409 Candice Hoyt, Instructor Course online: http://northseattle.angellearning.com/. Session 7: 5/17. Project sharing and mutual helping time Req #3 Essential Literature Documentation - handout

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CCE 285: The Project Approach

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  1. CCE 285: The Project Approach Mondays 6:30-9:00 pm North Seattle Community College, IB 1409 Candice Hoyt, Instructor Course online: http://northseattle.angellearning.com/

  2. Session 7: 5/17 • Project sharing and mutual helping time • Req #3 Essential Literature • Documentation - handout • Goals for children • Enhancing children’s social skills • Who are the “hot kids”? • Puppet (work time – Wed) • Eating protocol

  3. Handouts • “Thinking Big” notes • “Organization and Presentation of Documentation: Opening the Window” article • Community Values • Possibility of Development (pile includes…) • Possibility of Development: “Hot Kids” • Social Indicators • Influencing Children’s Social Skills • Sharing Categories • Preschool Book List (small groups)

  4. Discuss out-of-class projects

  5. A 3. Essential Literature = 10 pts • We will explore the books in class. • Conveying Commonly Felt Emotions Book • Embodying Democratic Community Values Book • Bring to class on due date: • 1 book that conveys commonly felt emotions • 3 books that embody democratic/community values • Post online on due date: • A3 drop box: List of your 4 books in Word document; identify emotion or democratic value • A3 discussion forum: List of books in text (not Word) • Extra credit: replies in A3 discussion forum = 0.1 each up to 3 pts

  6. A 3. Essential Literature = 10 pts • Conveying Commonly Felt Emotions Book = 4 pts • Direct emotional experience (1 pts) • Experience shared by most children (1 pts) • Child’s perspective (1 pts) • No moralizing (1 pts) • Embodying Democratic Community Values Book = 6 ptsChoose 4 books with partner & identify one of these: • Cooperation • Courtesy • Negotiation • Inclusion • Altruism • Aesthetics

  7. Books & Values • Seven Silly Eaters: • cooperation & courtesy • Picky eaters create a birthday cake together for their mom even though they like different food. • Can You Say Peace?: • altruism & inclusion • Peace in different languages • Bear Feels Scared: • altruism & cooperation • Bear lost in woods; friends rescue him. • Sophie Gets Angry • Emotion: anger, jealousy • Gets upset when her sister takes her toy, calmed herself down in the woods. • I Am America • Inclusion, aesthetics of differences • Different kinds of people that make up America. • The Elephant Tree • cooperation & courtesy • Friends looking for a specific tree. • Peach & Blue • Cooperation, courtesy, aesthetics • Peach and frog show each other beauty by helping one another. • My Friends • Inclusion, cooperation & valuing others’ assistance • Little girl learned how to do ___ from ___ animal. • Uncle Monarch and the Day of the Dead • Inclusion, loss & love of family & aesthetics • Girl & uncle watch butterflies together on Day of Dead; uncle dies, etc. • Owen & Mzee • Cooperation, negotiation, altruism (rescued in dangerous circumstance), aesthetics • Rescued hippo & 130 year old tortoise that learn to live in the same enclosure even though they were different.

  8. Who are the “hot kids”? • Think about your “favorite” kid or kid moments…

  9. Assessing social skills • Should not be a “test” • Developmental checklist “Social Indicators” by Tom Drummond

  10. Enhancing children’s social skills “Influencing Children’s Social Skills” by Tom Drummond • Independent Time • Free to explore relationships • Model courteous & polite • Notice valued behavior • Teach classroom management and clean-up • Creative classroom • Individual Time • Inform social alternatives • Listen actively to outbursts • Foster negotiation • Small Group Time • Assign groups across cliques • Establish eating protocol • Reward responding to peer topics in conversation • Large Group Time • Community & emotion stories – books & oral story, Fairy tales & children’s • Puppet problem reenactment • Co-lead songs, games, dance • Clap & cheer for individual’s work & contributions

  11. Eating Protocol • Brainstorm ideal eating protocol… • Setting • Large tables – many children per table • Booster seats/Z-chair • Adults eat with the children • Water bottles & napkins to pass around the table • My kids bring their own snack • My kids bring lunch but we have someone set their food on plates and identifies which kids • They bring their own food (so it’s more likely they’ll eat it). • Beginning • Wash table (kids) – wash cloth, sometimes soap, Simple Green or Lysol wipes • Wash hands – helping each other sometimes • Water  vegetables  “carbs” • Teachers give options and serve the kids • I make the kids wait until everyone is ready. • Once kids are seated, the food gets distributed (food they brought). • Manners • You have to sit at the table even if you are not eating. • We do it in stages, so the kids might try bits of things and not eat it all. • You need to have 1 of everything on your plate. • Yes please & no thank you. • Tone of voice • Not repeating – “I want… I want…” – say my name and wait until I look at you • Patience! & turn taking • No sharing food. – but we’re saying other times to share? • No turning upside down. • Not allowed to say “disgusting.” “I don’t like ___.” • “Friends don’t always have to like the same thing.”

  12. A 5. Eating Protocol = 10 pts Ideal procedure for serving & eating snack or meal – present & post as Word document • Protocol = 4 pts • Rationale = 4 pts • Clearly written and organized = 1 pt • Presentation in class = 1 pt • Bring to class on due date: -- DUE 5/24 • Orally present your protocol (-1 pt if absent) • Post on due date: • Post A5a & A5b in one Word document in A5 drop box • Post as text in A5 discussion (reply for extra credit)

  13. A 5. Eating Protocol = 10 pts Ideal procedure for serving & eating snack or meal – present & post as Word document • Protocol = 4 ptsAll parts required for credit; late deduction applies • Setting • Beginning • Manners • Rationale = 4 pts • Clearly written and organized = 1 pt • Presentation in class = 1 pt • Conversation • Closing • Community Work

  14. A 5. Eating Protocol = 10 pts Ideal procedure for serving & eating snack or meal – present & post as Word document • Protocol = 4 pts • Rationale = 4 ptsYour goal. What benefits do you expect: • …for yourself? (2 pts) • …for the children? (2 pts) • Clearly written and organized = 1 pt • Presentation in class = 1 pt

  15. A 5. Eating Protocol = 10 pts Ideal procedure for serving & eating snack or meal – present & post as Word document • Protocol = 4 pts • Rationale = 4 pts • Clearly written and organized = 1 pt • Protocol and Rationale in one Word document • Clearly written, posted correctly • Presentation in class = 1 pt • Clearly organized and presented • Credit only if present in class on due date

  16. A 4. Puppet Dialog = 10 pts Buy or make puppet and create persona -- DUE 5/24/10 • Description (post online) = 2 pts • Name • Personality, dominant attitude towards world • Kind of movements you’d make when animating • Post as Word document in A4 drop box • Post as text in A4 discussion (reply for extra credit) • Dialog Session (in class) = 8 pts • Manipulation & Voice (4 pts) • Dialog (4 pts)

  17. A 4. Puppet Dialog = 10 pts Buy or make puppet and create persona • Description (post online) = 2 pts • Dialog Session (in class) = 8 pts • Manipulation & Voice (4 pts) • Dialog (4 pts) • Bring to class on due date: -- DUE 5/24/10 • Puppet & description (printed or in laptop) • Absent: -2 pts participation • Post online on due date: • Post as Word document in A4 drop box • Post as text in A4 discussion (reply for extra credit)

  18. A 4. Puppet Dialog = 10 pts Buy or make puppet and create persona • Description (post online) = 2 pts • Dialog Session (in class) = 8 ptsPerform social problem in small group • Manipulation & Voice (4 pts) • Personal movement quiet while puppet talks • Distinctly different voice for the puppet maintained • Character of puppet conveyed in its movement • Dialog(4 pts)

  19. A 4. Puppet Dialog = 10 pts Buy or make puppet and create persona • Description (post online) = 2 pts • Dialog Session (in class) = 8 ptsPerform social problem in small group • Manipulation & Voice (4 pts) • Dialog (4 pts) • Concrete example of actual instance described or re-enacted • Two parts played in the dialog

  20. Puppet • Social Problems: • Care for other’s work, property, body and space. • Use words to solve problems. • Open opportunities to all. • Use puppet to lead these discussions. • Assignments: • Care for property & space: clean-up time • Grabbing • Knocking over other people’s work – unintentionally and intentionally • Pulling hair • Taking something not yours – STEALING • Lashing out without words • Sharing space • Peeing on the bathroom floor

  21. Questions?

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