Flat Connections

Transforming learning through global collaboration

#Challenge 14 Pitching your global project design

Throughout the course I have at times struggled to make some of the challenges relevant to an early childhood setting. I have shared some of my tensions with a fellow early childhood teacher and fcct 12-1 cohort member, Jason Graham. We decided to work together on a global project design and tailor it specifically for younger children (3-7 yr olds). We both work at PYP schools. We felt that an inquiry based, concept driven project would be an appropriate "best practice" approach so we decided to use the PYP framework for the plan. The project draws on our own experiences with formal and informal global projects for younger children. A particular mention goes to the excellent #kinderchat team who have run a wide rage of highly successful global projects for Kindergarten students and who are themselves excellent role models for global collaboration. Thanks #kinderchat!

 

The next step is to pitch our global project both within this fcct group and to our global learning communities through our PLNs. Jason came up with a hash tag which we can use to track interest in the project. We are both ell connected on line,  particularly through twitter. The #kinderchat folk, mentioned above, are particularly established and proactive. I am sure we could get some support there. We are active on #globalclassroom and #pypchat, both of which are interested in, amongst other things, global projects.  

 

One concern I have is adding yet another project into the pool. I will write about this in more depth in my next post, but I will  mention here briefly that there are some really good global projects run by #kinderchat. I am not sure of the value of adding more projects. I am wondering if it would not be better to work on existing projects. In my experience, it seems to me the issue in Early childhood isn't that there are not enough projects, but rather that teachers do not a) see the value b) feel they have the skills to take part and/or c) find the time to committ. I would rather try and think of ways to adress these obstacles than pitch yet another project outside of the FCCT 12-1 group. (Though I found the process of creating the project very useful.)

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Comment by Julie Lindsay on January 16, 2013 at 11:05am

Valuable comments Tasha! Yes, maybe it is not a matter of pitching and creating yet another project for students at this level, of this age, but more importantly we need to be supporting and encouraging teachers to connect and collaborate - the project content itself perhaps is not as relevant in this case, it is the inquiry-based approach and the process of connecting beyond the classroom walls that is/should be the main focus. Thanks for getting me thinking further about this. Very relevant to our future FCCT course design and providing meaningful options for teachers to use pedagogy discussed to design other learning artifacts rather than a 'project' as such.

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