Professional Education Unit Early Childhood, Elementary, and Special Education Department

Transcription

1 Professional Education Unit Early Childhood, Elementary, and Special Education Department LEARNING THEORIES AND PRACTICES IN EARLY ELEMENTARY (F-2-F) EDEE Monday 3:00 5:40 Fall, 2012 Instructor: Kitty Y. Hazler, Ph.D. Office: Room 207, Postsecondary Building Location: MSU Prestonsburg Phone: (606) Fax: (606) Office Hours: Monday 8:30 2:30 and Wednesday 8:30 5:00 COURSE DESCRIPTION: A comprehensive study of contemporary developments in the field of early elementary education including the applications of learning theories to classroom practices; the historical and philosophical origins of current curricular content and practices in early education; and an examination of research findings; study of the impact of familial, economic, and social factors on school performance of learners in the P-5 range. Field experiences in P-5 are an integral part of this course. Prerequisites: EDF 207 and 211. REQUIRED FIELD EXPERIENCE HOURS: [Level II Field Hours] Candidates must successfully complete a minimum of 12 hours of participation experiences in a kindergarten or first grade school setting. CONCEPTUAL FRAMEWORK: Community Engagement: A Light to and from the Mountains The Professional Education Unit at Morehead State University delivers rigorous, high quality programs that prepare professionals informed by best national and international scholarship, plus research, literature, and experiences specific to Appalachia preparing professionals to improve the schools, quality of life, and the communities in which they live and serve. This statement is not only the strategic mission for the College, but it also incorporates the conceptual framework that guides all our activities. CONCEPTUAL FRAMEWORK OUTCOMES (CFO s): 1. Master the content knowledge, professional and the twenty first century skills need to make an optimal contribution to whole student learning in education settings. 2. Are competent in the collection and use of data to inform decision making and to demonstrate accountability for student learning. 3. Demonstrate professional dispositions 4. Are culturally competent and understand the regions from which they have come utilizing knowledge and experiences to effectively bridge the gaps (economic, achievement, and geographic) ensuring optimal learning for all students. 5. Engage in authentic field experiences in collaboration with committed school based partners and are empowered to improve the quality of education throughout this region and beyond. Hazler - 1

2 STUDENT LEARNING OUTCOMES (SLO s): By the end of this course, the candidate will be able to: 1. Review educational theorists, researchers, and philosophers and relate these to modern practices of teaching. 2. Use Kentucky s learning goals, academic expectations, and demonstrators and other appropriate curriculum guidelines in order to design, plan and implement learning activities and assess learners. 3. Relate the influence of heredity and environment to the growing child, emphasizing environmental variations with the sub-cultural context. 4. Candidates will recognize and assess individual and group differences in order to provide developmentally appropriate instruction 5. Demonstrate observation and assessment skills. 6. Candidates will utilize resource tools and technology. 7. Candidates will collaborate and participate in teamwork. 8. Candidates will reflect and complete self-assessment NCATE/ EPSB Accreditation Alignment of CFO s and SLO s: Program: Undergrad Elem. P-5 Aligned with Assessment (point values) Attendance (140) CFO: 3 SLO: N/A Discussion Preparation (165) CFO: 1, 4 SLO: 1, 2, 6 School Contextual Factors Data (100) CFO: 1, 2, 3, 4 SLO: 3, 4, 5 Group Lesson Plan (70) CFO: 1, 2, 3, 4 SLO: 1, 2, 3, 4, 5, 6, 7 Individual Lesson Plan (70) CFO: 1, 2, 3, 4 SLO: 1, 2, 3, 4, 5, 6 Field Hours (100) CFO: 1, 2, 3, 4, 5 SLO: 1, 2, 3, 4, 5, 8 Field Assignments 1-3 (155) CFO: 1, 2, 3, 4, 5 SLO: 1, 2, 3, 4, 5, 8 Kentucky Teacher Standards (KYS) EDEE 305 Learning Theories and Practices in Early Elementary Education Professional Standards Board (EPSB) NCATE Standards 7, 8 N/A N/A 1 Diversity 1, 4 1.0, 2.1, 3.2 1, 2, 7 Diversity, 1, 2, 3, 5, 6, 8 Diversity, 1, 2, 3, 5, 6, 8 Diversity, 1, 5, 7, 9 Diversity, 1, 5, 7, 9 Diversity, 1, 4 1, 3.2 Association for Childhood Education International (ACEI) 1, 4 1, 2.1, 3.1, 3.2, 3.4, 3.5, 4, 5.2 1, 4 1, 2.1, 3.1, 3.2, 3.4, 3.5, 4, 5.2 1, 3, 4 1, 2.1, 3.2, 3.5, 4, 5.1 1, 3, 4 1, 2.1, 3.2, 3.5, 4, 5.1 Hazler - 2

3 Mid-Term Exam (100) CFO: 1, 2, 4 SLO: 1, 2, 3, 4, 5, 7, 8 Final Exam (100) CFO: 1, 2, 4 SLO: 1, 2, 3, 4, 5, 7, 8 1, 2, 3, 4, 5, 7, 8 1, 2, 3, 4, 5, 7, 8 Diversity, Diversity, 1, 3, 4 1, 2.1, 3.2, 3.5, 4, 5.1, 5.2 1, 3, 4 1, 2.1, 3.2, 3.5, 4, 5.1, 5.2 COURSE EVALUATION: ASSIGNMENT DESCRIPTION POINT Attendance and Participation Demonstrate professional dispositions VALUE 140 & participate in class activities 11 Discussion Preparation Assignments Use course content to reflect on best 165 teaching practices School Contextual Factors Data Examination of contextual factors that 100 (Critical Performance) impact teaching in the field classroom 1 Group Lesson Plan As a group member, construct one KTIP 70 lesson plan Individual Lesson Plan Construct one individual KTIP lesson 70 Plan Field Hours Complete 12 documented hours 100 in a kindergarten or 1st grade classroom Field Assignment #1 Describe the physical aspects of the 50 classroom & student attributes Field Assignment #2 Describe one child's activities for 30 min. 55 & respond to reflective questions Field Assignment #3 Describe behavior management, 50 strategies, & teaching style of teacher Mid-Term Exam Demonstrate knowledge of elementary 100 best practices Final Exam Demonstrate knowledge of elementary 100 best practices TOTAL POSSIBLE POINTS 1000 GRADING SCALE: POINTS EARNED PERCENTAGE LETTER GRADE points 90% - 100% A points 80% - 89% B points 70% - 79% C points 60% - 69% D Below 600 points 0% - 59% E Hazler - 3

4 REQUIRED TEXTBOOK: Henniger, M. L. (2009). Teaching young children: An introduction (4th ed.). Upper Saddle River, NJ: Merrill-Prentice Hall. All students in this course are required to purchase a Folio 180 account. To purchase Folio 180 online or through the MSU Bookstore: 1. Purchase Folio 180 at the MSU Bookstore and follow the instructions included with that purchase. 2. To purchase online, go to 3. Complete registration and payment information. Your login information will be ed to you. 4. You will be able to continue using your Folio 180 account through any graduate programs you might enroll in through MSU. 5. NOTE: Students must have purchased or activated their Folio 180 account by midterm or they will receive and E at midterm per TEP policy. QUALITY OF WORK: All work will be evaluated considering the quality of the assignment, AS WELL AS, the quality of the writing. Mechanics, usage, grammar, and spelling will be part of the evaluation. NO CREDIT WILL BE EARNED FOR WORK THAT IS NOT ORIGINAL. ATTENDANCE POLICY: Attendance is your responsibility. You are expected to attend every class, arrive promptly, come prepared, and be an active participant in discussions. Attendance points will be a part of your class grade. Attendance points will be deducted if you arrive more than 15 min. late for class or leave more than 15 min. prior to dismissal time. Missing more than three classes will lower your letter grade one letter and missing six classes is an automatic course failure. ACADEMIC HONESTY: Cheating, fabrication, plagiarism or helping others to commit these acts will not be tolerated. Academic dishonesty will result in severe disciplinary action including, but not limited to, failure of the student assessment item or course, and/ or dismissal from MSU. If you are not sure what constitutes academic dishonesty, read the Eagle: Student Handbook or ask your instructor. An example of plagiarism is copying information from the internet when appropriate credit is not given. The policy is located at AMERICANS WITH DISABILITIES ACT (ADA): In compliance with the ADA, all students with a documented disability are entitled to reasonable accommodations and services to support their academic success and safety. Though a request for services may be made at any time, services are best applied when they are requested at or before the start of the semester. To receive accommodations and services the student should immediately contact the Disability Services Coordinator at 204-E ADUC, , or [email protected] CAMPUS SAFETY STATEMENT: Emergency response information will be discussed in class. Students should familiarize themselves with the nearest exit routes in the event evacuation becomes necessary. You should notify your instructor at the beginning of the semester if you have special needs or will require assistance during an emergency evacuation. Students should familiarize themselves with emergency response protocols at Hazler - 4

5 ASSIGNMENT DESCRIPTIONS: A. ATTENDANCE AND DISCUSSION PREPARATION It is expected that you will attend every class. See Attendance Policy above. (10 points each = 140 pts.) It is also expected that everyone will participate in all class discussions and lessons. You will be required to come to class with a written discussion assignment completed so that you will be fully prepared to participate in the class. These will also be helpful as you prepare for the mid-term and final. (15 points each = 165 pts.) DISCUSSION PREPARATION 8/27 Chapter 1 What are the 5 Essentials of Early Childhood Education? Why is each of the five important? 9/10 Chapter 2 Historical Figures Table (In Course Documents on Blackboard) 9/24 Chapter 4 Define / identify the following: developmentally appropriate practice Howard Gardner zone of proximal development assimilation & accommodation attachment multiple intelligences discovery learning at-risk 10/15 Chapter 3 What are the two most important pieces of each of the five early childhood programs discussed? 10/22 Chapter 5 What are the characteristics of play? Give an example of a kind of play that would fit into each of the six benefits of play categories. 10/29 Chapter 8 What does the term diversity encompass? What can be done to encourage diversity in your classroom? 11/5 Chapter 11 What is an integrated curriculum? What might you do with an integrated kindergarten study of The Grocery Store? 11/12 Ch. 9 & 10 Why would one choose to have centers in a classroom? Pick three centers you think would be most important in a kindergarten classroom and explain why. 11/19 Chapter 12 What might you do to encourage gross motor skill development in your kindergarten class? What might you do to encourage fine motor skill development in your kindergarten class? 11/26 Chapter 13 Define / identify the following: core emotions socialization stress factors for children 6 ways we help children cope complex emotions self-concept egocentric 12/3 Chapter 7 Why is family involvement important to student growth? Why is it sometimes difficult? Hazler - 5

6 B. LESSON PLANS (We will discuss KTIP format in class. See the lesson plan format in Course Documents.) 1. One group lesson plan (70 points) Due 10/1 a. Topic to be taught, grade level, and contextual information will be provided. We will have some class time to begin your plan. b. a peer assessment form for the group lesson to Kitty (Form is on Blackboard) 2. An individual lesson plan on a topic of your choice for the grade of your choice (70 points) Due 11/26 C. SCHOOL CONTEXTUAL FACTORS DATA (Critical Performance) (100 points) Due 10/29 1. This assignment will give you the opportunity to examine the factors that impact your field classroom students learning. These factors include district, school, classroom, and individual student influences. 2. A Contextual Factors Data Sheet and evaluation guide can be found in Course Documents. Complete ALL points on the data sheet and remember that you are researching your specific field classroom. D. EXAMINATIONS (100 points each) There will be a mid-term and a final examination. These will include a variety of objective questions as well as at least one essay question. You may use your notes while taking these exams (no textbook or copied textbook pages). 1. Mid-Term: Chapters 1, 2, 4, and KTIP lesson plan format October 8 2. Final: Chapters 5, 8, 11, and 13 December 10 E. FIELD EXPERIENCE [Level II Field Hours] Candidates must successfully complete a minimum of 12 hours of participation experiences in a kindergarten or first grade school setting (12 hours of experience are worth 100 points). The following assignments are also a part of your field experience: 1. FIELD ASSIGNMENT #1 (50 points) Due 9/17 a. Describe in detail the physical aspects of the classroom in which you are observing. (at least 2 long) b. Describe the make-up of the class in each of the following ways: 1.) Gender 2.) Age 3.) Physical size variations 4.) Diversity 5.) Observable handicapping conditions 2. FIELD ASSIGNMENT #2 (55 points) Due 9/24 a. Observation: 1.) Choose one child, identified as male or female (no names for confidentiality) 2.) Observe that child for 30 minutes. 3.) Include a bulleted list of everything he/she does. Only record that which is observable---make NO JUDGMENTS and DRAW NO CONCLUSIONS. b. Thought Questions (1-2 each): 1.) Was it difficult to record only facts? Why? 2.) Why would I ask you to do this assignment? 3. FIELD ASSIGNMENT #3 (50 points) Due 10/15 a. What does the field teacher do to maintain control of the classroom and to manage student behavior? (2 ) b. What kind of teaching strategies or techniques does the teacher use as part of instruction? (2 ) c. What can you surmise about the teacher s teaching style from your observations? (at least 2 long) Hazler - 6

7 TENTATIVE COURSE CALENDAR: CLASS # TOPIC READINGS ASSIGNMENTS 1. 8/20 Course Overview / Syllabus Careful reading of syllabus 2. 8/27 Overview of the Profession Ch. 1 Discussion Questions 3. 9/3 Labor Day NO CLASS 4. 9/10 Historical Contexts (through Piaget) Ch. 2 Discussion Questions 5. 9/17 KTIP Lesson Plan Field Assignment #1 due Bring Common Core Standards for English & Literacy to class (BB External Links) 6. 9/24 Understand How a Child Develops Ch. 4 Discussion Questions and Learns (Maslow, Gardner, Field Assignment #2 due Vygotsky) 7. 10/1 Understand How a Child Develops Ch. 4 Group Lesson Plan due and Learns (Erikson, Piaget, Peer Assessment for Group Child development) Lesson due 8. 10/8 MID-TERM EXAM Ch. 1, 2, 4, and structure of a KTIP Lesson Plan 9. 10/15 Types of Programs Ch. 3 Discussion Questions Field Assignment #3 due /22 Play in Childhood Ch. 5 Discussion Questions /29 Diversity and Young Children Ch. 8 Discussion Questions Contextual Factors Assignment due /5 Activity Planning and Assessment Ch. 11 Discussion Questions /12 Physical Environment: Indoors Ch. 9 & 10 Discussion Questions AND Outdoors /19 Enhancing Physical Development Ch. 12 Discussion Questions /26 Supporting Emotional and Social Ch. 13 Discussion Questions Development Individual Lesson Plan due /3 Working with Parents, Families Ch. 7 Discussion Questions and Communities /10 FINAL EXAM Ch. 5, 8, 11, 13 Hazler - 7

8 EDEE 305 LEARNING THEORIES AND PRACTICES IN EARLY ELEMENTARY BIBLIOGRAPHY American Academy of Pediatrics. (2006). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Retrieved November 2, 2006, from American Montessori Society. (2006). California Montessori schools. Retrieved June 30, 2006, from Annie E. Casey Foundation. (2006). Kids count data book. Baltimore, MD: Author Axline, V. (1964). DIBS: In search of self. Boston, MA: Houghton Mifflin. Banks, J. (2008). An introduction to multicultural education (4 th ed.). Boston, MA: Allyn & Bacon. Batchelor, K. E., & Bintz, W. P. (2012). Hand-clap songs across the curriculum. The Reading Teacher, 65(5), Bruner, J. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press. Children s Defense Fund. (2005). The state of America s children Washington, DC: Author. Dewey, J. (1929). Democracy and education. New York, NY: Macmillan. Elkind, D. (2001). The hurried child: Growing up too fast too soon (3 rd ed.). Boulder, CO: Perseus Books. Froebel, F. (1906). Mother-play and nursery songs. New York, NY: Lothrop, Lee, & Shepard. Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), doi: /peds Gronlund, G. (2006). Make early learning standards come alive: Connecting your practice and curriculum to state. guidelines. St. Paul, MN: Redleaf Press. Kohn, A. (2001). Five reasons to stop saying Good job. Young Children, 56(5), Leigh, C. (2004). It s all in the game. Childhood Education, 80(2), Manning, M., & Kato, T. (2006). Phonemic awareness: A natural step toward reading and writing. Childhood Education, 82(4), Marotz, L., Cross, M., & Rush, J (2006). Health, safety and nutrition for the young child ((6 th ed.). Albany, NY: Delmar. Payne, G., & Isaacs, L. (2008). Human motor development: A lifespan approach (7 th ed.). New York, NY: McGraw- Hill. Piaget, J. (1962). Play, dreams, and imitation in childhood (C. Gattegno & F. Hodgson, Trans.). New York, NY: W. W. Norton. Skinner, B. (1974). About behaviorism. New York, NY: Knopf. Sutterby, J., & Thornton, C. (2005). It doesn t just happen: Essential contributions from playgrounds. Young Children, 60(3), Vygotsky, L. S. (1962). Thought and Language. Cambridge, MA: M.I.T. Press. Whaley, C. (2002). Meeting the diverse needs of children through storytelling. Young Children, 57(2), Whitescarver, K., & Cossentino, J. (2008). Montessori and the mainstream: A century of reform on the margins. Teachers College Record,110(12), Wortham, S. (2002). Early childhood curriculum. New York, NY: Merrill. Hazler - 8

9 Student Name: Teacher Name: School: FIELD OBSERVATION Date Time Teacher's Signature Hazler - 9