Project/Unit Planning
The next step after long-term planning is project/unit planning. I refer to formerly successful and engaging projects with Pre-Kindergarten students at our school, knowledge of child development, ongoing teacher research, the domains of learning, emergent child-led interests and ongoing documentation of learning to inform my project planning. Projects are naturally cross-disciplinary due to the necessity to cover the numerous objectives in Pre-Kindergarten. Additionally, projects are emergent, child-led and teacher-facilitated throughout the year to honor the unique cultural diversity and individual differences of students and their families.
The overarching essential questions in each project are connected to the Cycle of Inquiry Process (as seen in below diagram).
Throughout each project and the planning of them I think about and reflect on the following questions (informed by my answers to those questions I created the Extended Planning Lesson Plan):
"How does this connect to our objectives of learning?"
"How can I introduce provocations (or authentic child-led assessment of learning) that align with the objectives?"
"How might I observe and document the learning happening?"
"What are my hypotheses about children's learning based on my observations?"
"What theories do I have for my hypotheses of children's learning?"
"What additions to the curriculum do I need to add based on those hypotheses?"
As already mentioned evidence-based instructional strategies like the Reggio Emilia-Inspired approach to learning, Responsive Classroom, Get Set For Learning, Handwriting Without Tears, The Brain Target Teaching Method and the Global Competency Framework are utilized on an ongoing basis to effectively plan for instruction. In addition, Unstuck and on Target, Response to Intervention and the 100 Languages of Children (access to diverse materials and ways to express thinking) are all used to help students connect with the curriculum when they have diverse learning needs. In addition, our Special Education staff is used to work alongside our students with IEPs to make sure they're supported throughout the unit. Harvard Project Zero's researchers have also been working with our school for the past 4 years so their research has also influenced our projects. I also meet regularly with our Atelierista (art studio teacher), grade-level partner and families to discuss meaningful provocations and projects to introduce to the children. Each of the mentioned resources have been invaluable to the development of projects/units in the classroom because they help me create better learning goals, accommodations and choose better materials and tools to engage students in their learning.
The overarching essential questions in each project are connected to the Cycle of Inquiry Process (as seen in below diagram).
Throughout each project and the planning of them I think about and reflect on the following questions (informed by my answers to those questions I created the Extended Planning Lesson Plan):
"How does this connect to our objectives of learning?"
"How can I introduce provocations (or authentic child-led assessment of learning) that align with the objectives?"
"How might I observe and document the learning happening?"
"What are my hypotheses about children's learning based on my observations?"
"What theories do I have for my hypotheses of children's learning?"
"What additions to the curriculum do I need to add based on those hypotheses?"
As already mentioned evidence-based instructional strategies like the Reggio Emilia-Inspired approach to learning, Responsive Classroom, Get Set For Learning, Handwriting Without Tears, The Brain Target Teaching Method and the Global Competency Framework are utilized on an ongoing basis to effectively plan for instruction. In addition, Unstuck and on Target, Response to Intervention and the 100 Languages of Children (access to diverse materials and ways to express thinking) are all used to help students connect with the curriculum when they have diverse learning needs. In addition, our Special Education staff is used to work alongside our students with IEPs to make sure they're supported throughout the unit. Harvard Project Zero's researchers have also been working with our school for the past 4 years so their research has also influenced our projects. I also meet regularly with our Atelierista (art studio teacher), grade-level partner and families to discuss meaningful provocations and projects to introduce to the children. Each of the mentioned resources have been invaluable to the development of projects/units in the classroom because they help me create better learning goals, accommodations and choose better materials and tools to engage students in their learning.