CLASS MEETING TIME/LOCATION:

Transcription

1 QATAR UNIVERSITY COLLEGE OF EDUCATION EDEC 410: Play and the Theory of Movement (2CRS) SEMESTER AND YEAR INSTRUCTOR: OFFICE NUMBER: PHONE: OFFICE HOURS: CLASS MEETING TIME/LOCATION: COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership. COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (Checked if addressed in this course) Teaching 1. Content: Demonstrate a deep and thorough understanding of the key theories and concepts of the subject matter. 2. Pedagogy: Ensure effective planning for instruction and the use of multiple learning and pedagogical content strategies to maximize student learning and promote critical thinking. 3. Technology: Evaluate and use current and emerging technologies in instructionally powerful ways and to assist in the management of educational environment. 4. Diversity: Respond to every student s uniqueness and foster successful learning experiences by meeting individual differences. Scholarship 5. Scholarly Inquiry: Understand the tools and methods of inquiry and use data-driven decision making to maximize teaching and learning. 6. Problem Solving: Gather, analyze, and plan a sequence of steps to achieve learning objectives: process a variety of factors in identifying solutions and making sound, well-informed decisions. Leadership 7. Ethical Values: Apply professional ethics in all educational contexts and have enduring respect for self-confidence in teaching as a profession. 8. Initiative: Demonstrate the qualities of effective leadership to plan with vision and reason, collaborate with all stakeholders, and communicate effectively in interpersonal and public contexts.

2 COURSE DESCRIPTION Theory and research in the field of play and movement for young children are the focus of this course; characteristics of play at various ages and the role of play in development are covered. Course experiences are oriented toward increasing student awareness of the meaning and play to children, the importance of movement, and how to stimulate and enhance enriching play behavior. Prerequisites: Admission to the B.Ed. in Education Primary Education Program. COURSE OBJECTIVES At the end of this course, candidates will: 1. Understand the importance and benefits of play and motion in the development of children. 2. Have the skills to appropriately incorporate play and motion in classroom activities and lessons. 3. Relate play and motion to curriculum standards. 4. Know how to evaluate play and motion activities. 5. Explore the use of play and motion in meeting the needs of students with special needs. 6. Know what resources are available to support educationally sound play and motion activities for young children. COURSE LEARNING OUTCOMES 1. Describe the relationship between play and motion and physical, social, and cognitive development in young children. 2. Identify and evaluate play and motion activities for young children that contribute to physical, social, and cognitive development. 3. Design lessons for young children that include play and motion. 4. Relate activities for young children that include play and motion to curriculum standards. 5. Plan activities that address the needs of students in a diverse setting. 6. Identify a range of resources that are available to support play and motion activities for young children. TEXTBOOKS & READINGS Required Text Elkind, D. (2007). The power of play. Berkley, CA: Persius Books. Rae, P. (2010). Experiences in motion and music. Belmont, CA: Wadsworth. Supportive Texts Cohen, D. Development of play. USA: Oxford University Press. Available electronically from Kindle.

3 Singer, D. (2006). Play = learning: How play motivates and enhances children's cognitive and social-emotional growth. USA: Oxford University Press. Available electronically from Kindle. Wellhousen, K. (2001). Outdoor play everyday: Innovative play concepts for early childhood. San Francisco, CA: CENGAGE Delmar Press. Supportive Websites Resources on early learning: Young children need to play. Illinois Early Learning Project. ERIC Digest on young children and play. Kid Info: Young Children: Sesame Street and Mr. Rogers. Beyond Play: Early Intervention. COURSE REQUIREMENTS 1. Each candidate is expected to attend class and contribute to the community of learners by being a positive participant in discussions, presentations, and hands-on projects. 2. Cell phones shall remain off during all of class. 3. Candidates are expected to be on time to class and to remain in class the entire session. 4. All assignments should be submitted by uploading them to the course Blackboard site drop box no later than the specified due date. Assignments turned in later are subject to point deductions. 5. All written assignments should have a cover sheet with assignment title, candidate name, course title, and date. 6. All written assignments should be word processed, double spaced, and in 12 point standard font. 7. All written assignments shall use appropriate citations and references in APA style. 8. All written assignments should use correct grammar and spelling. 9. In-class mid term and final exams will be given in this class. Each candidate is expected to be present for these exams except in cases of certified emergency 10. All students must access the Blackboard system at least three times a week, to check for updates. 11. All students must have a working QU address, to enable efficient communication. USE OF BLACKBOARD All course handouts will be available on Blackboard, including the full description and scoring rubrics for all assignments. Written assignments should be uploaded to the drop box in Blackboard. Feedback on assignments will be returned through Blackboard COURSE MATRIX

4 Unit Learning Outcomes Content Pedagogy Diversity Content Pedagogy Technology Diversity Content Pedagogy QNPS Course Objectives Course Learning Outcomes 4 1, 4, 5, 6 1, 4, 5, 6 Assessment (Tasks/Artifacts) Child and Parent Activities Socialization Activities 1, 2, 6 2, 3, 5 2, 3, 5 Lesson Plans 6, 9 1, 3, 4, 5, 6 1, 3, 4, 5, 6 Midterm and Final Exams COURSE OUTLINE Week Topic 1 Syllabus and Course Overview None Assignment (due by start of class) 2 The Changing World of Play Elkind, Chapters 1 & 2 3 Child Play and the Parent Elkind, Chapters 2 & 3 4 How Young Children Learn Elkind, Chapter 5 Parents Activities Assm. due 5 Basics of Movement Education Rae, Chapter 1 6 Child Development & Motion Rae, Chapter 2 7 Elements of Movement Rae, Chapter 4 8 Play and Academic Learning Elkind, Chapters 6 & 8 9 Socialization and Play/ Midterm Exam Elkind, Chapter 7 10 The Power of Play 11 Lesson Planning for Play and Motion Rae, Chapter 5 12 When, Where, and What of Motion 13 Teaching Methods in Play and Motion Elkind, Chapter 8 Socialization Activities Assm. due Rae, Chapter 6 Motion Lesson Plan due Rae, Chapter 8 Social Development Lesson Plan due

5 14 Creating and Maintaining a Positive Environment Rae, Chapter 9 Academic Development Lesson Plan due 15 Final Exam ASSESSMENTS Child and Parent Activities (15%). Describe five different activities that parents/caregivers can play with their child at different ages that develop the child. Describe the activity, the appropriate age range, and the ways the activity aids development. At least one activity should be especially appropriate for a student with special needs (explain how). Full description and rubric for this activity may be found on the class Blackboard site. Socialization Activities (15%). Describe five different activities that develop socialization. Describe the activity, the appropriate age range, and the ways the activity helps develop socialization. At least one activity should be especially appropriate for a student with exceptionalities (explain how). Full description and rubric for this activity may be found on the class Blackboard site. Lesson Plan (Physical Development) (10%). Using the standard lesson plan template that can be found on the class Blackboard site, write a lesson plan that uses play and movement to assist in the Physical Development of children. Include modifications for students with exceptionalities. Full description and rubric for this activity may be found on the class Blackboard site. Lesson Plan (Social Development) (10%). Using the standard lesson plan template that can be found on the class Blackboard site, write a lesson plan that uses play and movement to assist in the social development of children. Include appropriate modifications for students with exceptionalities. Full description and rubric for this activity may be found on the class Blackboard site. Lesson Plan (Academic Development) (10%). Using the standard lesson plan template that can be found on the class Blackboard site, write a lesson plan that uses play and movement to assist in the academic development of children. Full description and rubric for this activity may be found on the class Blackboard site. Midterm (20%). An exam will be given in class that will include all material in class discussions and readings to date. Final (20%). The final is cumulative, which means it will include questions from the entire course. It will be administered in class and will include short answer questions (multiple choice, etc.) as well as applied information (problem solving activities).

6 GRADING SYSTEM A = B+ = B = C+ = C = D+ = D = F = ACADEMIC HONESTY Qatar University is an academic community actively engaged in scholarly pursuits. As members of this community, students are expected to recognize and honor standards of academic and intellectual integrity. The College of Education supports the ideals of scholarship and fairness by rejecting all dishonest work when it is submitted for academic credit. Qatar University encourages students to be responsible and accountable for their decisions and actions. Any attempt by students to present the work of others as their own or to pass an examination by improper means is regarded as a most serious offense and renders those students who do so liable to disciplinary action. Assisting another student in any such dishonesty, or knowing of this dishonesty and not reporting it, is also considered a grave breach of honesty. Academic dishonesty and plagiarism are described on page 37 in the Qatar University Student Handbook.

7 Appendix QATAR NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS 1. Structure innovative and flexible learning experiences for individuals and groups of students. 2. Use teaching strategies and resources to engage students in effective learning. 3. Foster language literacy and numeracy development. 4. Create safe, supportive, and challenging learning environments. 5. Construct learning experiences that connect with the world beyond school. 6. Apply information and communication technology in managing student learning. 7. Assess and report on student learning. 8. Apply knowledge of students and how they learn to support student learning and development. 9. Apply teaching/subject area knowledge to support student learning. 10. Work as a member of professional teams. 11. Build partnerships with families and the community. 12. Reflect on, evaluate, and improve professional practice. In accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of Qatar: "Education is the right of all.", and "the State shall extend efforts to achieve fair and appropriate access in education for all". Qatar University seeks to ensure fair and appropriate access to programs, services, facilities, and activities for students with special needs. Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss your specific needs. Please contact the Office for Disability Services to coordinate reasonable accommodations for students with documented disabilities. Special Needs Section Student Activities building Men s Campus: , Fax: ; Women s Campus: , Fax: ; Office hours: 7:30 AM 2:30 PM 7