Student Comments about CCE 285 The Project Approach

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North Seattle Community College

Early Childhood Education

CCE 285 The Project Approach

The effect this class had on me is huge. Learning a new better way to teach was just amazing. At first I was a little skeptical about how the project approach works and how you can tie in all the different learning requirements with the projects. Now it's just... wow! In the fall I am going to be teaching K-2 grades. Now that I see the full potential of the project approach I am thinking completely differently about teaching than I did before.

—Erika Cody

This course is great. You get to experience how a project works with your classmates and then with that understanding you work on a project with children. There is a lot of learning going on!

—Marlene Vasquez, Head Start teacher

It was most valuable to have hands on experience of doing a project, both as a student and as a teacher. I learned about the process that occurs, the skills that arise before, during and after a project as well. I now know how frustrating it can be to want "big" results, lots of questions and answers and a grand final representation, for example. The children, however, need to start somewhere, and I learned to embrace their strengths and encourage more from them without pushing my agenda.
Through my documentation and seeing a project to a finish, I know I made an impact on my co-workers, supervisor and director. I was able to show them what it is that I am so passionate about. I had proof of the way a project works and how valuable the experience can be.

—Kristin Brown, Head Start teacher

I have been patiently waiting for the full understanding and accomplishment in the project with children for since I went to Reggio, in la Víoletta. I had a great astonishing time as an Atelíerísta, but now I can grow and do projects with the entire preschool and school age children. Since my time in Reggio I have dreamed to expand this rich gift, I have spend my full effort. I was so glad to find this program. As now my English is fluent, I could finally understand it all and catch on.

I was very glad to find so many awesome other teachers in this class, all reaching the same path, and the importance of that was to all become ONE, all joining investigations and sharing projects.

This class does not need any deletion. It is very Reggio styles, in fact I believe if they were having your class they will be very happy as I was.

—Peneloppe Fanovitch Chanel, Crescendo Artistic Envrionment School

I now have new skills of documentation. We are always striving for the best ways to show learning to our families and now I have the means to do that. This class has made me strive to run the best center I can.

— Shannon Larsen, assistant director

This class has changed my teaching style. Instead of children coming to me for answers or solutions, I am starting to use the children's input for decisions and enabling them to find their own solutions to problems. They rely on their classmates for help.

— Victoria Porter, child care teacher

The Project Approach encourages community experience and growth. Children and teachers are interdependent through the phases of the project. Also, I am now able to print in a beautiful, legible script that is easy to read. I can now read my own handwriting and print out cards, posters and whiteboards when communicating information to others. I am able now to speak in front of a group of people with inner calm and composure. It has evolved through practice, positive experiences, and feedback.
I have been stretched by learning the project approach. It is challenging to go beyond the typical curriculum and the usual working environment. I can now enthusiastically implement the project approach and create a community of learners. I am becoming a teacher that listens and welcomes the ideas of the children.

I have honed my observation and documentation skills here. This approach enables each participant to see the world through different eyes. The class was fun as well as challenging. My documentation has become a guide to me for future projects. The classroom environment was safe with a created sense of community.

— Suzanne Johnson, cooperative preschool teacher

I see so many similarities between the ways young children learn and older children learn. The project approach is so similar to graduate school! When it is student-driven and inquiry based it is the best kind of learning. Why can't the kinds of teaching and learning that takes place in middle and high school contain those two elements, too?
I feel like I will be a much better teacher and a much better mother as a result of taking this class. I know now that kids love challenges and love to learn. I know what I need to do to encourage learning and discovery. I know what I need to do to provide the guidance that maximizes both their social and intellectual development.

— Mary Ann Villar, certified teacher, middle and high school

When I experienced a project in class with my classmates, I made my own project book as a conclusion. I had an experience that said, "This is what I thought, experienced, and felt in my life." I can feel who I am, and I can cooperate with others to achieve a goal that we decided upon.
This course envelops all the other courses in Early Childhood Program and uses those learnings for creating a class curriculum. This course enables you to see how the classroom environment should be for young children and see how the teachers can incorporate the interests of children in the life of the school. This is a broad learning that enables one to understand what young children are thinking, feeling, and doing.

— Yumiko Koizumi, International Student from Japan

This class has been a big challenge, yet has contributed great learning. I can now see how to provide fun ways to connect curiousity to a lifetime of leaning.

— Sany Jo, International Student from Indonesia

This class has transformed me with the new way to look at children, because that's my responsibility as a teacher and children are the foundation of our future.
Teachers who have had true projects in their classrooms are thrilled with the results. When projects are good, they are indeed very, very good for both children and teachers.

—Mai-Thanh Dovinh, family child care

Now I let the children figure things out for themselves, both questions and problems. This class helps teachers to plan and do educational projects and realize how worthwhile it is. I'd like to take this class again when I have children of my own to refresh my memory. This is exactly how parents and home school people can involve their children in deep learning.

— Katie Bedford, out of school care teacher

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	The effect this class had on me is huge. Learning a new better way to teach was just amazing. At first I was a little skeptical about how the project approach works and how you can tie in all the different learning requirements with the projects. Now it's just... wow! In the fall I am going to be teaching K-2 grades. Now that I see the full potential of the project approach I am thinking completely differently about teaching than I did before. —Erika Cody
	This course is great. You get to experience how a project works with your classmates and then with that understanding you work on a project with children. There is a lot of learning going on! —Marlene Vasquez, Head Start teacher
	It was most valuable to have hands on experience of doing a project, both as a student and as a teacher. I learned about the process that occurs, the skills that arise before, during and after a project as well. I now know how frustrating it can be to want "big" results, lots of questions and answers and a grand final representation, for example. The children, however, need to start somewhere, and I learned to embrace their strengths and encourage more from them without pushing my agenda. Through my documentation and seeing a project to a finish, I know I made an impact on my co-workers, supervisor and director. I was able to show them what it is that I am so passionate about. I had proof of the way a project works and how valuable the experience can be. —Kristin Brown, Head Start teacher
	I have been patiently waiting for the full understanding and accomplishment in the project with children for since I went to Reggio, in la Víoletta. I had a great astonishing time as an Atelíerísta, but now I can grow and do projects with the entire preschool and school age children. Since my time in Reggio I have dreamed to expand this rich gift, I have spend my full effort. I was so glad to find this program. As now my English is fluent, I could finally understand it all and catch on. I was very glad to find so many awesome other teachers in this class, all reaching the same path, and the importance of that was to all become ONE, all joining investigations and sharing projects. This class does not need any deletion. It is very Reggio styles, in fact I believe if they were having your class they will be very happy as I was. —Peneloppe Fanovitch Chanel, Crescendo Artistic Envrionment School
	I now have new skills of documentation. We are always striving for the best ways to show learning to our families and now I have the means to do that. This class has made me strive to run the best center I can. — Shannon Larsen, assistant director
	This class has changed my teaching style. Instead of children coming to me for answers or solutions, I am starting to use the children's input for decisions and enabling them to find their own solutions to problems. They rely on their classmates for help. — Victoria Porter, child care teacher
	The Project Approach encourages community experience and growth. Children and teachers are interdependent through the phases of the project. Also, I am now able to print in a beautiful, legible script that is easy to read. I can now read my own handwriting and print out cards, posters and whiteboards when communicating information to others. I am able now to speak in front of a group of people with inner calm and composure. It has evolved through practice, positive experiences, and feedback. I have been stretched by learning the project approach. It is challenging to go beyond the typical curriculum and the usual working environment. I can now enthusiastically implement the project approach and create a community of learners. I am becoming a teacher that listens and welcomes the ideas of the children. I have honed my observation and documentation skills here. This approach enables each participant to see the world through different eyes. The class was fun as well as challenging. My documentation has become a guide to me for future projects. The classroom environment was safe with a created sense of community. — Suzanne Johnson, cooperative preschool teacher
	I see so many similarities between the ways young children learn and older children learn. The project approach is so similar to graduate school! When it is student-driven and inquiry based it is the best kind of learning. Why can't the kinds of teaching and learning that takes place in middle and high school contain those two elements, too? I feel like I will be a much better teacher and a much better mother as a result of taking this class. I know now that kids love challenges and love to learn. I know what I need to do to encourage learning and discovery. I know what I need to do to provide the guidance that maximizes both their social and intellectual development. — Mary Ann Villar, certified teacher, middle and high school
	When I experienced a project in class with my classmates, I made my own project book as a conclusion. I had an experience that said, "This is what I thought, experienced, and felt in my life." I can feel who I am, and I can cooperate with others to achieve a goal that we decided upon. This course envelops all the other courses in Early Childhood Program and uses those learnings for creating a class curriculum. This course enables you to see how the classroom environment should be for young children and see how the teachers can incorporate the interests of children in the life of the school. This is a broad learning that enables one to understand what young children are thinking, feeling, and doing. — Yumiko Koizumi, International Student from Japan
	This class has been a big challenge, yet has contributed great learning. I can now see how to provide fun ways to connect curiousity to a lifetime of leaning. — Sany Jo, International Student from Indonesia
	This class has transformed me with the new way to look at children, because that's my responsibility as a teacher and children are the foundation of our future. Teachers who have had true projects in their classrooms are thrilled with the results. When projects are good, they are indeed very, very good for both children and teachers. —Mai-Thanh Dovinh, family child care
	Now I let the children figure things out for themselves, both questions and problems. This class helps teachers to plan and do educational projects and realize how worthwhile it is. I'd like to take this class again when I have children of my own to refresh my memory. This is exactly how parents and home school people can involve their children in deep learning. — Katie Bedford, out of school care teacher
	back to main page