3. Our Vision For educational institutions to implement their version of the St. James’ Approach so that the number of children whom are exposed to the benefits of the Approach increases.
4. Our Mission To promote awareness of the St. James’ Approach throughout educational and community groups within Ballarat.
5. Our Rationale We chose this particular subject for our project because we saw it as a great opportunity to do something interesting, meaningful and relevant to our future careers as teachers whilst at the same time helping a local community group. We jumped at the chance to collaborate with St. James‘ Parish School, as it has a largely play-based curriculum and is dedicated to providing quality education.
6. St. James’ Background St. James’ Parish School Sebastopol is an integral part of the St. James’ Parish. Their purpose is to ground and inform learning, relationships, school activities and their culture in the meaning of the Gospel. Situated on the outskirts of Ballarat (Sebastopol – a low socio economic area), St. James' serves families from both urban and rural communities. The school offers an enriching and provocative environment and an innovative curriculum based on developmentally appropriate practices, individualised learning and the Reggio Emilia philosophy. In simple terms, unlike many other local primary schools, St. James’ is largely play and project based from P–6.
7. Their story ... Pressure Frustrated Inadequate Anxious
8. “We need a metamorphosis of education- from the cocoon, a butterfly should emerge. Improvement does not give us a butterfly, only a faster caterpillar” Banathy, B.H. 1996
9. What theyknow ... Children learn in different ways and at different rates Children learn from and with others Children learn from teaching others Children can take different paths to reach the same learning milestones Children need time to grasp new concepts, time to think, time to reflect, time to share
11. Education and Political agendas U.S.A., Britain, Australia No child will be illiterate or innumerate Creation of national benchmarks National Curriculum National standards for teachers
12. Can we expect different results by doing the same thing “better”? How is society changing? How does that affect children? So many questions! What does education look like at other schools? Are our kids failing, are we failing them? What are we testing for and for whom? From what are our kids recovering??
13. St. James’ Mission “Inform, form and transform learners and teachers by engaging them with the intellectual, ethical and spiritual richness of the Catholic tradition. Provide an education in faith that actively lives out and promotes the Gospel Values. Awaken learners intellectually, ethically and spiritually.” St. James’ focuses on developing; learning and teaching, student wellbeing, leadership and management, education in faith and school community.
14. Exploring a P-6 Play and Project Based Approach to Individualised Learning.
15. Junior Learning Group Offers opportunities and space for children to express their potential, abilities and curiosity. Rigorous planning ensures that St. James’ creates rich and varied learning experiences that respect and suit their stage of development and promote the growth of the whole child.
17. Middle & Senior Learning Groups The environment is organised to cater for different learning and working styles. It is divided into multiple learning spaces with plenty of nooks, provocations, prompts and supports. Contracts, workshops and personal investigations engage and motivate students.
34. St. James' endeavours to develop in its students a sense of self worth and realisation of the vital role they are to play in the Church and society
35. Flowing through both Parish and School is a strong sense of local community and Pastoral Commitment
36.
37. Some more key influences... Vygotsky Piaget Multiple Intelligence Theory Montessori High Scope
38. Pillars of Support St. James’ has six pillars of support in the form of words that represent their core values. These are (explanations written by St. James’ grade 6 leaders):
39. Expression “We are not afraid to be ourselves, to express how we feel. Everyone is free to express themselves in different ways.” (Annie, grade 6)
40. Discovery “We can find out anything if we put our minds to it (like the great explorers) learning is an adventure!” (Justin, grade 6)
41. Relationships “We are all friends. We do not judge people by what they look like, but for who they are. We all look after each other.” (Kris, grade 6)
42. Reflection “We think carefully. This deepens our understanding about what we need to know.” (Loreen, grade 6)
43. Diversity “We learn about different things, in different ways, we are all different.” (Grace, grade 6)
65. To this... Each student will receive a personalised education, learning different things at different times in different places in different ways from different people
68. Towards new possibilities... Be a critical thinker Read widely Build a collaborative team Research, discuss, reflect Involve your community
69. References Chaille C. (2008) Constructivism across the Curriculum in Early Childhood Classrooms. Pearson Education Harris J., Katz L., (2001) Young Investigators The Project Approach in the Early Years National Association for the Education of Young Children Teachers College Press Columbia University Canadian Early Years Study Reynolds E, Stagnitti K, Kidd E. (2010) Play, language and social skills of children aged 4-6 years attending a play based curriculum school and a traditionally structured classroom curriculum school in low socio-economic areas. Deakin University Stagnitti, K. (2009). Children and pretend play. In K. Stagnitti and R. Cooper (eds.) Play as Therapy: Assessment and Intervention. Jessica Kingsley Publishers: London. Stagnitti K (2003) Playthings Curriculum Corporation Sluss D. (2005) Supporting Play Birth through Age Eight Thomson Delmar Learning Walker K (2007) Play Matters. Engaging children in Learning. The Australian Developmental Curriculum ACER Publishers Melbourne
Notes de l'éditeur
Mary- perspective as junior team teacher teaching class model Results still lowFrustrations-perceptions of our work and worthNeed identified to assess and rethink what we were doing
We use a mix, throughout the day, of active hands-onplay and project based work, alongside group times, personal reflection times, projects, skillA balance is set by the teacher by what ‘emerges’ from the child in response to the range ofexperiences provided by the teacher and what the teacher wishes to also introduce to thechild in relation to skills and contentinstruction and other learning experiences.
Over time- significant change in school culture. Low results-additional assistance city! When we focused on What do our kids really need we changed our approach entirely. We gained a new depth of understanding- on our kids. We are fair dinkum about making it possible for our kids to thrive
We note that political agenda is hijacking educational reform across the world despite research suggesting different approaches- Naplan, National Curriculum
Can we expect different results by doing the same thing “better”? Why has our teaching become so lock step?What are we testing for and for whom? Are our kids failing, are we failing them? How is society changing? How does that affect our children?From what are our kids recovering? What does education look like elsewhere-in other schools and other countries?Why do Scandinavian countries have high rates of literacy yet begin formal teaching at age 7?What are the abilities which impact on skill development is a developmental curriculum?What is, where is Reggio Emilia? and how can we enhance these? What do theorists say about how children learn best? What
Brian -Aims for the day: overview of our story. A taste of one school’s approach. Input on some theoretical background.It’s not aimed at giving everyone what they need to go back and implement this type of approach in their school.
Lack of system support for exploring alternative models of education-decision-do it ourselves!Hence, conducting our own investigations/research including school visits, professional readings, PD outside the diocese/state/country!Sir Ken Robinson-We need to rethink our fundamental principles on education by...Seeing our creative capacities for the richness they are.Seeing our children for the hope that they are.Educating their whole being so they can face the future and make something of it.Kathy Walker Play and project based learning experiences are the major pedagogical tool for teaching andAnd SO... A year of exploration. Decision Time!learning alongside explicit instructionKaren Stagnitti Play makes an important contribution to the literacy and social development of children. Reggio Children are viewed as rich in potential, strong, powerful and competent.
A physical environment not dominated by tables as the major focus of the room. Contained defined spaces for children are established.Opportunities for children to work alongside each other.To a considerable degree children are able to self regulate, self-select and act independently within the learning environment without having to have all the materials, resources and equipment provided by the teacher.The emotional environment- WHAT IS THAT (The sparrow)
Prakash Nair Beat Practises in Education and facilities Part 3 (3.50in)
Our teaching and learning is integrated and does not place literacy and numeracy into discrete blocks of time, although discrete skill instruction does occur.The learning experiences emphasise active engagement, provide children with opportunitiesto explore processes (not just end products) and seek to encourage children to pursue someof their learning experiences into ongoing projects for either short or longer periods of time
Workshops-1-individual investigation of readings 2- small group sort of photos sort same thing.... Change of paradigm 3- cards with animals/description. identify individuals in the animal school- who are your ducks, bees, bears etc. How does your school environment provide support or inhibit their learning. Sheet with 2 columns-supporting/inhibiting learningReflection time
