Project Approach in Garneau School

Project
Framework
How you might expect the project
to unfold...
Project Phases
Phase One Phase Two
Extend children’s knowledge, Representing understandings
curiosities and identify driving in conversations,
questions and themes representations and writing
concepts connected to the
curriculum

Preparation Phase Two Phase Three

identify children’s Research and development of Sharing understanding with
understandings, interests, and possible representations of peers, teachers and
capacity increasing understanding community
A brief overview...
 Before the project can begin, teachers
imagine and plan for several potential
project possibilities.

They think about curriculum links, depth of

Preparation content, student engagement, resources

availability, possible representations, field
visits, experts, and lessons.

The beginning of a project Only then do we begin to create these

activities designed to explore student’s
curiosity to discover which project would
resonate with children.
 Information Gathering in and for Phase One
Provocations Prototypes Conversations

Put simply, provocations Children build their first A wide ranging class
provoke! They provoke simple representation to conversation about the
thoughts, discussions, illustrate their current project themes allows ideas
questions, interests, understanding of the to be explored, applied and
creativity and ideas. They project topic with available revealed. Then with
can also expand on a materials. Multiple deepening inquiry a theme
thought, project, idea and iterations throughout the emerges and provides the
interest. project will allow them to unified foundation for the
refine their designs. project.
 Exploring ideas authentically
…field visits, games, inventions, challenges, guests, artifacts and more!
 Teacher’s strengthen and deepen students
understanding around the central theme of
the project, a unified learning narrative is
nourished. At the same time, a narrowing
down of individual topics of interest for
small groups and independent students.

Research techniques, note taking skills,

Phase One expository writing and curricular concepts

are directly taught and applied. Inquiry skills
and dialogic learning are also emphasized.
Inspiring a classroom of kids to share
what they know and where they want to
go!
 Phase One Learning

Curriculum Skills Inquiry Project Steps

Children are taught Often specific skills are Deep questioning strategies Expectations of quality,
curriculum to help them needed for project are taught and modeled, timelines and tasks are
frame their research, craft success... field notes, driving questions are identified, the steps of the
their writing, ask the research techniques, group formed, explored in and out project are clearly outlined.
deepest questions, specific collaboration.... etc. of the classroom.
outcomes ... ( Can be in Phase 2, too)
 Field Children become intrigued by specific
aspects of a topic and delve into the ideas

Visits and concepts surrounding it.

They are encouraged to ask deep questions

& and consider implications to their wider

world. The capacity to ask sophisticated
questions is very important.
Experts Considering the impact of ideas is a
profound driver to learning in our older
Inspiring children. They learn that intellectual play is
fulfilling and engages them on multiple
curiosity levels.
Inquiry Skills
“Inquiry ... requires more than simply answering
questions or getting a right answer. It espouses Dialogic learning
investigation, exploration, search, quest, research,
pursuit, and study. It is enhanced by involvement with “Dialogic teaching harnesses the power of talk to
a community of learners, each learning from the stimulate and extend pupils’ thinking and advance
other in social interaction.” their learning and understanding.”. It empowers the
children through their voice.
 A magical blend of curiosity,
collaboration, and developing
expertise fuels children. When
children have purpose and
‘agency’, then they feel an
Phase Two intrinsic motivation to reach their
potential. Along the way they
encounter a heady array of
Research,
obstacles... difficult materials,
Represent and uncooperative partners, time
Repeat! constraints, scarcity and
demanding teachers!
 Phase Two Learning

Research Writing Representation Problem Solving

Children are taught Expository writing, sentence Deepening understanding Problems with materials,
curriculum to help them structures, vocabulary and and tangling with how to time constraints, and
deepen their research, and modeling of writing represent ideas in their communicate ideas clearly
time is provided for techniques are emphasized projects helps children add authenticity to projects
in-depth understanding. with specific direct identify further avenues of and builds children’s grit!
feedback. research.
Children’s voice and choice
Honouring children’s personal capacities allows them to learn from a position
of strength. It is an essential component of their ownership over their project.
Research Process
Research and Expertise
Using a specific driving question to
develop personal expertise in an
area of the project theme. Gathering
information from books and
websites

Field Visits, Experts and Artifacts

Authentic learning comes from
direct experience and connection
with real world experiences and
applications.

Extensive Resources
Websites, games, rich books and first
class library are vital resources
Relationships
…it isn’t only about calling teachers by their first name or a sense of mutual
respect. It is also recognizing that true learning, deep learning, needs a
learning community. Where individualism is honoured but so are
compromises to the needs of a whole learning community.
Representations
Many ways to communicate
understanding (100 voices)
Throughout this time we build children’s
ability to express themselves, through
design, inquiry and encouraging added
details, creativity, ingenuity and mastery
of materials.

Iterations
Designing and redesigning
representations, constantly deepens
children’s understanding. It helps them
identify their intention.
Pedagogical Documentation
Teacher’s honouring the learning processes in project through attentive
analytical listening. Communicating these to families via bulletin boards.
Presentation Process
Thesis Statements
Students form and share their
information with a specific
perspective. They aren’t only
conveying information, they have a
purpose to their communication.

Crafting Communication
They purposely design and craft
their presentation for their audience

Polished Representations
Children have polished their work to
the best of their ability. Essays,
pictures, models and presentation
boards illustrate their
understanding.
 Phase Three Celebration of Learning

Experts Exemplars Inquiry Theatre

Children become the Children's work set new Children become curious We remember the big
experts. They share their authentic standards for about new information and moments! These are
knowledge and each other. The work you learn new creative ways to standout moments that
understanding with one admire becomes a standard approach ideas. They cement the importance of
another. you wish to achieve. inspire one another. information and innovation.
Deeeep Learning
…is not only memorable, it improves academic results in the long term.
 Families Help
They attend celebrations, volunteer for more field trips, find odd materials for
classrooms, connect teacher's with interesting experts, and often volunteer in
the classroom nearing project celebration times.
Please contact Garneau School Office
if you have any questions about our
program and enrolment.

780-433-1390
[email protected]