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analyzed by the group. At the project’s onset, Layla and Erica inform parents of the topic
as the intended unit of study for subsequent weeks or months. The exact length of the
project depends on whether the children’s interest can be maintained. In cooperation and
collaboration with the other teaching staff and parents, related resources are collected to
sustain interest over time.
Figure 2. A child’s two-dimensional representation of a barometer.
Figure 3. The classroom barometer.
During meeting time, the teachers initiate topic-related dialogue encouraging
participation and documenting responses. With key words and phrases printed for the
children and postings made to the Word of the Day, connecting pre-planned activities
follow. On the day of my visit, the word of the day was “fog.” The activities that
followed were not completely child-initiated. Erica had transcribed the children’s ideas