Workshops are presented at our school
and open to the community. Please contact Fort Hill if
you are interested in one of these workshops being presented at your school.
by Martha Lees
Participants will explore the fundamental principles of the Reggio Emilia Approach and how they align with principles of the interdisciplinary field
of educational neuroscience. The workshop will focus on connecting theory, research, and practice. The session includes descriptions of research in the fields of psychology and neuroscience relevant to the Reggio Emilia approach, as well as ways that science
has been misinterpreted and misapplied.
by Martha Lees
The emerging field of educational neuroscience, also referred to as mind, brain, and education, brings together concepts from psychology, neuroscience and education to inform educational practice and policy. Participants will learn basic neuroanatomy, explore recent research connecting child development, psychology, neuroscience and education. Discussion will focus on individual differences, reading and math, and challenging behaviors.
by Martha Lees
Communication, collaboration, and relationships form the basis of an intentional learning community. In this workshop, participants will explore how technology can support research and sharing of ideas with colleagues, families, and children. The session will include descriptions of electronic documentation, blogging, and PowerPoint presentations as techniques to build community, collaboration, and intellectual work in early childhood education.
by Cathy Topal
Clay is part of the earth. Since
the beginning of time people in cultures throughout the world have used this versatile
natural material to build homes, to shape vessels for holding water and grain, and
to create important forms and images. In this hands-on/minds-on session Cathy will
help participants develop an appreciation for clay and its potential as a language
for exploration, construction and communication that they can use with children of
by Lauren Lantz-Helm
What is progettazione?
Here is one example, in narrative form, of children, teachers, and parents as they
develop a classroom restaurant. The presentation will highlight communication between
teachers and children, initiation of parent-teacher collaboration, and the relationship
between children and documentation.
by Peggy Martalock
This presentation is a result
of collaboration among eighteen children and three teachers, lasting for five months,
beginning with the question, "What is sound?" The emphasis is on the cycle, (or
spiral), of inquiry-based on the three elements of provocation, documentation, and
reflection. Our story includes the genesis of the study, what was successful and
what was not, how we integrated interests and learning opportunities, and how we
brought the study to a satisfying conclusion.
by Leah Rescia
Follow an emergent curriculum
in a three-year-old classroom as they explore and investigate clouds. Teachers observe
children, document their conversations and experiences, reflect on what they hear
and see, and use these opportunities to develop and extend curriculum. Children ask
questions, seek answers, listen and learn from each other, and utilize different
languages to express their ideas and knowledge.
by Kaitlin Northey
By observing, we learn about
the child, but by reflecting we learn from the child. See why documentation is an
integral part of teaching and how it can be used to build community, guide curriculum,
and lead to deeper understanding among adults and children.
by Jen Godlesky
Papermaking is an ancient craft
combining creative form with function. This hands-on/minds-on workshop will examine
how the rich, interactive art form serves a multitude of purposes and actively supports
the development of a diverse array of relationships in the early childhood classroom.
Specifically, we will explore the child's relationship with: the wider world and
environment, immediate classroom environment, materials, and other people. Participants
will have the opportunity to engage in papermaking from start to finish, in order
to familiarize themselves with the process and to experience its rewards first hand.
"Music melts all the separate parts of our bodies together." Recent
research has shown a demonstrable neurological and cognitive basis for this fortune
cookie aphorism. For the past several years the educators at Fort Hill have worked
to make a music program based on Reggio principles of exploration, respect, and connection.
In this session, Fort Hill Music Coordinator Chris Stetson will review the history
of the program, the thinking that went into it, and its successes and challenges.
We'll also listen to some of the children's musical products, and have time for questions
Parent and Educator Evenings
Innovations Conference 2009