1. Integrating Curriculum Through Project and Play
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2. AN INVITATION TO LIFE The Art of Teaching
Teaching is an art guided by educational values, personal needs, and by a variety of beliefs or generalizations that the teacher holds to be true Eliot Eisner

3. Teaching is… INTENTIONAL PURPOSEFUL HIGHLY MORAL PROFESSION
SEE CHILDREN AS COMPETENT PERSONS
CONSTANTLY MAKING REAL, MEANINFUL DECISIONS THAT AFFECT THE LIVES OF STUDENTS

4. “The teacher has a philosophical framework or approach that serves as a map or a tool through which she and he makes sense of the world, coupled with a sense of teaching as a art that influences practices and relationships in the classroom.”

5. Teaching Philosophy Science of Teaching Art of Teaching Guided by:
Educational Theories
Personal Theories
Grounded in
Philosophical Theories
Theoretical Frameworks
Personal approach
Creative practice of our craft
Attention to quality of the teaching-learning situations
Awareness of teachable moments
Repertoire of skills and ability to improvise in any situation

6. Your Personal Philosophy
Beliefs are formed from?
Beliefs can be about….?
Research says….
Thinking and framing your Philosophy!

7. Our Philosophy ESU Teacher Education Conceptual Framework
Mission & Commitment
Beginning Educator Outcomes
Learning Cycle
Assessment Model
Initiatives
Pre K 4 Philosophy
Social Constuctivism
Qualitative Inquiry
Developmental Appropriate Practices (DAP)
Inclusive Environment
Integrated Curriculum
Meaningful Engagement

8. Pennsylvania SAS State Aligned System
A comprehensive approach to support student achievement across the Commonwealth
Clear Standards
Fair Assessments
Curriculum Framework
Instruction
Materials & Resources
Interventions

9. The Art of Teaching
Reflection #2

10. Theories & Philosophies
Theory
Philosophy
A coherent group of general propositions used as a principles of explanations for a class of phenomena or a proposed explanation whose status is still conjectural, in contrast to well- established propositions that are regarded as a reporting matters as actual fact.
The rational investigation of the truths and principles of being, knowledge, or conduct
Determines how we see as well as what and how much we see
BOTH are rationally constructed propositions that we use to investigate, inquire into, and make sense of events, behaviors, relationships, teaching, learning ….

11. Theory vs Philosophy Theory: A window that opens to a reality
Philosophy: Structure we are looking through

12. Our Philosophy Theories Philosophy
Pay attention to what goes on in classrooms
Framework to understand and interpret intentions and actions
Broad principles of development and learning
Breadth of knowledge
Different ways of seeing
Teaching decisions based on knowledge of child development, learning, social & cultural context
Our approach to working with with children by attending to “what we know about how children develop and learn and what we learn about the individual needs and interests of each child in the group”.
Influences our decision making about what, how and when to teach.

13. Curriculum & Teaching
Content – subject matter/discipline to be considered
Integrated – based on how children learn; grounded in the discipline
Emergent – child’s interests and needs in the context of learning
Inclusive – all children’s interests and needs are included
Negotiated – child and teacher are partners in learning; child initiated and teacher framed

14. Influential Thinkers Jean-Jacques Rousseau Johann Heinrich Pestalozzi
Friedrich Froebel
John Dewey
Urie Bronfenbrenner
Jean Piaget
Lev Vygotsky
Jerome Bruner
Barbara Rogoff
Howard Gardner

15. Reggio Emilia Approach
Children as protagonists, collaborators, communicators in the learning process
Teachers as partners, nurturers, and guides
Teachers as researchers
Parents as partners; active role in children’s learning
Environment supports learning, social interaction, exploration
Documentation as a means for negotiated learning through communication

16. Project Approach: Balls
Brainstorm: Individually, write as many words as you can that relate in any way to the topic of Balls. The words should be as specific and concrete as possible. (Time: about 7 minutes)
Tips
Use visual imagery.
Think with reference to all of your senses.
Think about people whose work is involved with this topic.
Resist the temptation to think of abstract categories.
Continue for about 7 minutes or until you have about 50 or 60 words
Work alone at this stage, even if you plan to team-teach.

17. patpinciotti.com
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