We're set to start! We had a very good, wide-ranging discussion at the first face-to-face, where we settled on a preliminary set of discussion topics to explore. We who attended the face-to-face got to introduce ourselves to each other, but there are quite a few individuals who will be joining this conversation on line who were not present at that meeting. In your reply to this subject heading, please introduce yourself, briefly describing your background, current position, how long you've been in the field, and anything else you want us to know about yourself.
*NOTE: When posting a comment, in the bottom of the comment box is an option for "choosing your identity". If you click the Name/URL option and type your name in the provided box (shows after you select), your name will show at the top of your comment so that you may receive credit for your post.
Children’s Agendas vs. Teachers’ Agendas: Where is the Balance?
The authors argue that children’s deep interests are at the heart of the Reggio approach and that teachers’ attempts to inject their own agendas into the mix are often disruptive, if not futile. Can we authentically support children’s “dialogs with the world” and still seize perceived opportunities for “teachable moments”? If so, what are some helpful hints on how we can inject learning elements unobtrusively? Can we satisfy both the children’s and our agendas simply by thoughtfully adding new elements to the environment and skillfully joining in the children’s play?
We might also want to tackle here the issue that not all children will be interested in the same topic at the same time. What are some pragmatic tips for how to incorporate multiple long-term, small-group, intensive investigations into the flow of the classroom? Can we even have planned whole-group thematic units and lesson plans and stay true to this method?
We might also want to tackle here the issue that not all children will be interested in the same topic at the same time. What are some pragmatic tips for how to incorporate multiple long-term, small-group, intensive investigations into the flow of the classroom? Can we even have planned whole-group thematic units and lesson plans and stay true to this method?
Does It Work?
In this age of accountability, we need to run programs that not only feel right but that get results. Many examples of children’s investigations are given in the book. Are you satisfied that the children’s investigations were worth the time and energy devoted to them by both the children and the staff? Is the method equally strong at fostering the socio-emotional and cognitive domains of development? Are you convinced we can be meet the expectations of parents and State regulatory agencies while teaching this way?
Structural Supports Needed to Teach This Way
This book provides many examples of things one Head Start program did to implement a Reggio-style program. Let’s ignore “money” for the moment as one of the obstacles to doing a similar thing in your program. What are some key structural changes that would make running such a program feasible? Which of these are do-able right now? Do you have some experience in making some of these changes?
Family Involvement
The Reggio experiment is perhaps the ultimate embodiment of the “It Takes a Village” philosophy. I think we all agree that our programs and the children are better off if families are involved, but what are some of the unique ways this Reggio program reached out to families – and let families reach in? What types of parent education need to take place for families to “buy in” to this type of program? What are some of the ways you have connected more intimately with families? What are some of the obstacles to getting there? Is it possible to go too far in giving families a voice in your programs?
Some of you also wanted to discuss the possibilities of families adopting the Reggio educational philosophy in their own homes. This would be a place you could discuss that issue as well.
Some of you also wanted to discuss the possibilities of families adopting the Reggio educational philosophy in their own homes. This would be a place you could discuss that issue as well.
Professional Development
To say that this method requires a highly professional workforce is an understatement. As the authors state, this methodology is not so much about a radical change in how we plan curriculum but rather about a radical change in how we relate to children. They go so far as to suggest a great deal of what is traditionally taught in early childhood education training programs needs to be un-learned in order to learn how to teach this way. For Reggio to become a day-to-day reality in our classrooms, what are the critical skills and dispositions do we need to foster in our staffs? Do you have to find people with these dispositions, or can you help adults used to doing things very differently change? What are some techniques for getting there?
Making Learning Visible
What role does the creation of physical products and displays play in the success of this method? What purpose does “making learning visible” serve for the children? The teachers? The families? What are some techniques you can or have used to make what the children know and are learning more visible?
Take-Aways
Let’s say for the moment you aren’t ready to take the plunge and completely transform your program to align with the Chicago experiment. Even so, there are an enormous number of innovative techniques that are mentioned in the book you might see as worth implementing. What are some of those, and why did they catch your attention? What affect do you think even those small steps might have (or have had, if you have already done some of them) on transforming your practice?
Let’s also go beyond the book on this one. What are some other resources you have found that have had a positive influence on transforming your practices in ways consistent with the Reggio approach?
Let’s also go beyond the book on this one. What are some other resources you have found that have had a positive influence on transforming your practices in ways consistent with the Reggio approach?
Preparing For Second Face-to-Face
What an exciting discussion is in progress - keep it up! Let me go over a few logistics, as we near the end of the discussion period:
1. You don't have to have all your posts done by the second face-to-face meeting. I am looking to wrap up the discussion and award credits by the end of the FOLLOWING week, Friday March 5th.
2. One piece of information I will be verifying at the final face-to-face is an accurate MAILING ADDRESS for sending you your certificates of completion. You can either verify this at the final face-to-face or E-mail it to me (gnelson@bridgew.edu). For those who did not attend the first face-to-face, I will also need to know whether you want the certificate to be training hours (for the Dept of Early Ed and Care) or PDPs (for the Dept of Elem and Secondary Ed).
3. There will be one final reflection topic I will post AFTER the final face-to-face. ALL participants who want to receive credit will need to respond to this final post.
4. In making sure you have done enough posts for the credit you want, don't count the "Introduce Yourself" or final reflection posts in your count. If you want 10 hours credit and you attend both face-to-faces, you need at least 8 posts. If you miss one face-to-face, you need at least 12 posts. If you are doing on-line only (i.e., 5 hours credit), you need at least 8 posts. Below those minimums, we thank you for your participation and hope you found it worthwhile, but no certificate will be issued.
I think that's it! On with the discussion.
1. You don't have to have all your posts done by the second face-to-face meeting. I am looking to wrap up the discussion and award credits by the end of the FOLLOWING week, Friday March 5th.
2. One piece of information I will be verifying at the final face-to-face is an accurate MAILING ADDRESS for sending you your certificates of completion. You can either verify this at the final face-to-face or E-mail it to me (gnelson@bridgew.edu). For those who did not attend the first face-to-face, I will also need to know whether you want the certificate to be training hours (for the Dept of Early Ed and Care) or PDPs (for the Dept of Elem and Secondary Ed).
3. There will be one final reflection topic I will post AFTER the final face-to-face. ALL participants who want to receive credit will need to respond to this final post.
4. In making sure you have done enough posts for the credit you want, don't count the "Introduce Yourself" or final reflection posts in your count. If you want 10 hours credit and you attend both face-to-faces, you need at least 8 posts. If you miss one face-to-face, you need at least 12 posts. If you are doing on-line only (i.e., 5 hours credit), you need at least 8 posts. Below those minimums, we thank you for your participation and hope you found it worthwhile, but no certificate will be issued.
I think that's it! On with the discussion.
Suggestions For Next Book Discussion
If you have a suggestion for a topic or specific book that you would like to be the focus of our next book discussion, post it here. The BAEYC Old Colony Chapter Steering Committee, which hosts this event, would welcome your suggestions. Authors who might also be available to present as part of our next Spring Conference would be of special interest.
Final Reflection
[A response is required to receive training credits. The final reflection is in addition to the required 8 posts for training credit. All posts and final reflections should be completed by Friday, March 5th].
For your final reflection, talk about new learnings, if any, that have come from this book and this discussion. New ideas? New information? New connections? New attitudes? New priorities? Can you identify any one idea that came from the book or from the discussion as having had the greatest impact on your thinking?
In addition, talk about specific changes in your practices you contemplate making as a result of this experience. Do you anticipate changing the way you plan and implement curriculum? The way you document children’s ideas and work? The way you orient and train staff? The way you communicate with parents? Who do you feel the urge to talk to about these issues, and what do you intend to tell them?
And, of course, feel free to share any other final thoughts you deem important. Use the above questions as ways to kick-start your thinking – don’t feel compelled to answer each and every one of the prompts! Your final reflection should be at least the equivalent of a one-page, double-spaced paper.
For your final reflection, talk about new learnings, if any, that have come from this book and this discussion. New ideas? New information? New connections? New attitudes? New priorities? Can you identify any one idea that came from the book or from the discussion as having had the greatest impact on your thinking?
In addition, talk about specific changes in your practices you contemplate making as a result of this experience. Do you anticipate changing the way you plan and implement curriculum? The way you document children’s ideas and work? The way you orient and train staff? The way you communicate with parents? Who do you feel the urge to talk to about these issues, and what do you intend to tell them?
And, of course, feel free to share any other final thoughts you deem important. Use the above questions as ways to kick-start your thinking – don’t feel compelled to answer each and every one of the prompts! Your final reflection should be at least the equivalent of a one-page, double-spaced paper.
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