FHS 2600 Hybrid Course Introduction to Early Childhood Education Spring 2014 Overview This course is an introduction to the field of Early Childhood Education. The basics for shaping curriculum for young children are introduced. Observations and participation in a supervised lab experience is a key element of the course. Instructor: Sally Schramm Phone: 801-957-4453 Office Hours: Eccles Lab School, Room 136D Tuesdays and Thursdays, 10:00 to 12:00, or by appointment Class Meeting Times: Online throughout the semester AND In person on these dates in IAB 323 from 4:00 to 6:30 p.m.: Thursday, Jan. 30 Wednesday, Feb. 19 Tuesday, March 18 Wednesday, April 9 E-Mail: Texts: For all class communications please use the Conversations tool within Canvas. For other communication, use sally.schramm@slcc.edu Effective Practices In Early Childhood Education, 2 nd edition By Sue Bredekamp ISBN: 978-0-13-285333-0 AND Developmentally Appropriate Practice in Early Childhood Programs, Revised Edition Editors: Sue Bredekamp and Carol Copple ISBN: 0-935989-79-X NOTE: Developmentally Appropriate Practices, published by the National Association for the Education of Young Children, is required for all Family and Human Studies Department classes. Knowledge of ages and stages of child development enhances understanding of appropriate educational methods to use at various developmental stages of a child s life. Access Online Course: Log in to MyPage with your user name and password. Select My Courses tab at the top of the page. Select Canvas Login in the SLCC Online Class Login area. Login again using your MyPage Username/Password. You must login to the class within the first five days of the term or you will be dropped from the course. It is your responsibility to read and understand the contents of this document. Course Goals 1. Students completing this course will understand historical contexts and current applications of developmentally appropriate curriculum methods for preschool through third grade children. 2. Students will complete a series of written assignments, both student and professional portfolios, and inclass peer presentations. 3. Students will develop the ability to analyze data pertinent to the field of education.
4. Students will critically analyze contemporary educational practices, personal cultural and philosophical beliefs, and how these beliefs can impact classroom interaction with students of differing cultures or philosophies. Students will also make strong connections between education and child development including appropriate curriculum choices in an early childhood educational setting. 5. Each student will participate in a weekly 1 hour 50 minutes block of lab school student-learning time. Students will practice appropriate education techniques in an early childhood classroom setting. Dialogue with seasoned professionals will increase content knowledge and application. When to Be Online It is an expectation for this online course that you will sign in initially during the first week of the semester (by Friday, Jan. 17, 2014) and that you will work online a minimum of twice a week throughout the semester. You are expected to participate in coursework and assignments. Due dates are posted on the calendar and under course documents. In Person Meetings This FHS 2600 is a hybrid course, which means that our class will have both in-person and online coursework. Throughout the semester, there are four scheduled times for us to meet in person (see course calendar). Attendance for these class times is mandatory. However, if you live more than 30 miles from the Redwood Campus, we can use resources (such as Skype) to have you meet with us over the internet. Please make sure that you let your instructor know two-weeks in advance of these meeting times if you need this option. Attendance at these meetings is graded, so please arrange your calendar to ensure attendance. Class Attendance will equal 10% of your final grade. Class Assignments Assignments can be accessed through the home page via the icon on the left-hand column or in the Course Activity section of the homepage. Assignments are an important component of your depth of understanding. Written responses will challenge your beliefs and create a forum for personal growth and insight. Assignments are to include information from the text, discussion points from class meetings, and personal insights and opinions. Assignments are graded on a ten-point scale (unless noted otherwise). In order to receive full credit, assignments must be on time (see note below) and well thought out using proper English grammar, spelling and punctuation. Points will be deducted for incomplete responses to assignment questions. Each paper needs to contain the following information: your name, the class section and the title of the assignment (the title is in bold print). All assignments are to be typed and must be one to two double-spaced typed pages, 12 point font (note: a full page does not include your headings and title), unless otherwise noted. Due dates are listed on the course calendar. Assignments are due by 10:00 pm. With the numerous methods now available to students for submitting papers and because you have had the assignments and their due dates since the beginning of the semester, there is no excuse for submitting late papers. Please stay current with the assignment due dates as late assignments will not be accepted Assignments represent 25% of your total grade. Quizzes There will be four quizzes given during this semester, each carrying equal weight. Check the course calendar for test dates and times. It is important to note, once you have begun to take each test, you must finish it and then save it. Quizzes represent 20% of your total grade Required Lab Time This is one of four courses at SLCC requiring lab school participation. You must arrange immediately to attend a weekly 1 hour 50 minutes lab at Eccles Lab School on the Redwood campus, or arrange the option of conducting your lab at another site (See Placement Option statement). If you are unable to attend lab 1 hour 50 minutes each week, you must withdraw from this course. 30% of your final grade is based on lab participation. If you do not successfully complete your lab work, you will automatically receive an E.
Your lab grade will be based on your lab attendance, your performance in the lab and your lab assignments. As with class assignments, in order to receive full credit, assignments must be on time and well thought out using proper English grammar, spelling and punctuation. Points will be deducted for incomplete responses to assignment questions. Each paper needs to contain the following information: your name, the class section and the title of the assignment (the title is in bold print). All assignments are to be typed and be at least one full page in length (note: a full page does not include your headings and title), unless otherwise noted. Assignments are due by 10:00 pm. Late or missed assignments will not be accepted. Just a note: because online systems occasionally fail, it is preferable to type your assignments in Word, save them, then copy and paste the material into the application box. When working on assignments, notify the lab teacher at the start of your lab so that she is aware of your needs and time requirements. The lab experience will augment your classroom learning and will provide a setting for you to apply the skills learned in class. Please be mindful that an important mission of your lab site is to provide services to the children, which means that their needs must sometimes come before yours. IMPORTANT NOTE: If you are going to miss a scheduled lab time, you must contact the lab coordinator (Katie Jensen) before your scheduled lab time (801-957-4666). Failure to contact Katie will result in an unexcused absence. (An unexcused lab absence results in FAILURE of this class. Please see your lab syllabus for complete details.) When you call in, leave your name, scheduled time, and when you will come in to make up your lab time. Missing a rescheduled lab carries the same penalties as missing a regular lab period. Lab Point Scale Attendance/Participation in 13 ELS labs 8 possible points per time 104 points First Impressions Assignment 10 possible points 10 points 2 Brigance Assessments 20 possible points 20 points AL Plan (3) 15 possible points per plan 45 points AL Plan Evaluations (3) 15 possible points per evaluation 45 points Total Lab Experience Points (30% of final grade) 224 points Child s Portfolio This semester you will select one child in your lab class or lab setting as your project child. You will create a portfolio documenting the project child s progress in several areas of development. Our text discusses various methods teachers use to track children s learning through a portfolio system, and some of your lab assignments will be portfolio entries. Your child s portfolio should reflect documentation from all areas of the curriculum (language, literacy, mathematics, science, creative arts, social studies, and physical wellness). Photos and examples of your child s work are encouraged, as long as they are in the portfolio for a purpose (i.e. to document progress or show the child exhibiting a skill). Also include your child s Brigance screening. You must submit your portfolio in a hard copy. After you submit the portfolio for a course grade, you (or your instructor) will give the portfolio to the child. The Child s Portfolio represents 12% of your total grade Professional Portfolio Salt Lake Community College requires an electronic portfolio (eportfolio) for all General Education courses. This semester, you will be adding assignments to an Education/FHS section in your eportfolio. For this course, a few artifacts are indentified as your required submissions (Theory Comparison, Completed AL Plan (all sections) and Final Reflective Paper). Instructions for each section will be given in class. Completion of submission to your eportfolio represents 3% of your total grade Grades Grades will be generated from quiz scores, assignments, attendance, final project, and lab participation. The grading scale is as follows:
A = 94 100 A- = 90 93 B+ = 87 89 B = 83 86 B- = 80 82 C+ = 77 79 C = 73 76 C- = 70 72 D+ = 67 69 D = 63 66 D- = 60 -- 62 E = 59 or less Plagiarism Plagiarism is taking credit for another person s words, works, and ideas or failing to acknowledge that person s words, works, and ideas. If you borrow from someone else you must give that person credit through proper citations. All information that is not common knowledge must be both cited and referenced. Any information that is not common knowledge that is not cited and referenced is considered plagiarism. Contact me if you have any questions on this. I use an online plagiarism detection service (Turnitin)); cumulative matches of greater than 20% (excluding the bibliography and assignment instructions) will not be accepted and a score of zero (0) will be given for the assignment. The first offense in which students are caught plagiarizing or cheating on assignments and tests will result in the failure of that assignment. A second offense may result in course failure. For more information, see http://www.slcc.edu/policies/docs/student_code_of_conduct.pdf Extra Credit The requirements for earning a good grade in this course have been outlined above. Frequently, at the end of the semester, students who have not met the posted timelines and/or other requirements for the course will ask if they can do extra credit. There are no extra credit assignments available for this course. Incomplete Policy In very rare circumstances, a student may be awarded a grade of Incomplete (I). All of the following conditions must be met in order to receive an Incomplete (I) grade: 1. The student cannot continue in class because of circumstances beyond their control (such as serious illness, death in the family, or change of employment). The student must supply proper documentation; 2. The student must be passing the course at the time of the incomplete grade request; and 3. The student must have completed a substantial portion of a course before the incomplete is given. Requests not meeting all three of these criteria will be declined Student Resources Students with medical, psychological, learning or other disabilities desiring accommodations or services under ADA, must contact the Disability Resource Center (DRC). The DRC determines eligibility for and authorizes the provision of these accommodations and services for the college." Please contact the DRC at the Student Center, Suite 244, Redwood Campus, 4600 So. Redwood Rd, 84123. Phone: (801) 957-4659, TTY: 957-4646, Fax: 957-4947 or by email: linda.bennett@slcc.edu Student Code of Conduct All students are expected to follow the SLCC Student Code of Conduct found at www.slcc.edu/policies/docs/stdtcode.pdf It is your responsibility to access, read and understand this document. Course Website This is considered an online course. Although the course may offer the benefits of being able to attend the course on your own timetable and not needing to travel to campus, there are some potential drawbacks as well. As your instructor, I make the assumption that you are familiar with your computer and the software that is on it. Further, I assume that you can follow basic instructions for changing the settings on your computer. I want to make this very clear: Your inability to operate your computer will not be accepted as a valid excuse for not submitting assignments in a prompt and professional manner.
Our course is hosted by the Utah Education Network (UEN). The software that runs our course is Canvas. As your first caveat or warning, students using a PC should know that Canvas runs better with the Mozilla Firefox browser than it does using Internet Explorer (IE). It will run using IE, but it will not run as well as it does using Firefox. Students using a MAC should be okay using the Safari browser to access Canvas. To access our course website, go to www.slcc.edu and log in to MyPage. Select the My Courses tab at the top of the page. At the bottom of the page, you will be given the option Canvas. You may be asked to log in again. Use the same username and password that you used to access MyPage. You will see a menu of your course websites. Double click FHS 2600 and you will be taken to our course webpage. If this is your first online course, plan to take plenty of time to push all of the buttons and links and become familiar with the software. Submitting papers electronically is very convenient. However, this convenience carries with it an inherent risk, which is ultimately your responsibility. Occasionally, your computer, the server, the user, the connection or some other part of the internet fails. Equipment or user failure, regardless of the source or cause, is not an excuse for submitting late papers. Please do not wait until the last minute to submit your assignments. Identify another computer that you can use in case of an emergency You must be prepared to use the software correctly. The software program requires that you follow an exact sequence in order to submit your papers. Failure to use the software correctly will result in the loss of your data. Only data saved to the website by the due date and time will be graded. If you want to learn more about using the Canvas software, go to the Canvas student guide at http://guides.instructure.com/s/2204/m/4212. If you still have questions, you can use the chat function at www.slcc.edu/online to text with the folks at the SLCC Online Support Center. If you prefer to talk on the telephone, please call the Online Support Center at (801) 957-4406. (Toll free: 1-888-963-7522). Bottom line: It is your responsibility to know how to use the website. If your homework is lost because you did NOT push the buttons in the correct order, you cannot be given credit. Emailed assignments, regardless of the reason or time sent, will be returned to you ungraded. Remember: Papers can be submitted early.
FHS 2600 Online Introduction to Early Childhood Education Spring 2014 CALENDAR ***All Class Assignments and Quizzes are due by Thursday at 10:00 PM of the week listed below. Lab Assignments have differing dates, depending on the assignment. (All dates are subject to change) Week Dates Weekly Class Topics 1 Jan.13- Jan. 19 2 Jan. 20 Jan. 26 3 Jan. 27 Feb. 2 4 Feb. 3 Feb. 9 5 Feb. 10 Feb. 16 6 Feb. 17 Feb. 23 7 Feb. 24 Mar. 2 8 Mar. 3 Mar. 9 Introduction and course overview Chapter 1: Continuity and Change in Early Childhood Education Chapter 2: Building On a Tradition of Excellence Chapter 3: Understanding and Applying DAP Chapter 10: Planning Effective Curriculum Chapter 12: Teaching Children to Communicate: Language, Literacy, and The Arts Chapter 13: Teaching Children to Investigate and Solve Problems: Mathematics, Science, and Technology Chapter 14: Teaching Children To Live in a Democratic Society Chapter 15: Teaching Children to Be Healthy and Fit Class Assignments Quiz Lab Assignments *Items in BOLD require submission. Other items are to be collected throughout this semester for final portfolio. Child Care Rules Your Personal Philosophy *IN CLASS Thurs., 1/30 (4-6:30)* Training on Brigances DAP and NAEYC Quiz #1 (Ch 1-3,10) Literacy Evaluation *IN CLASS Wed., 2/19 (4-6:30)* Cultural Practices Nature Deficit Disorder Quiz #2 (Ch12-15) Attend Lab Orientation during your regular lab time (see Lab Assignments) *Begin Labs this week* In lab: First Impressions *All Lab paperwork due Friday, 1/24/14 Due Thursday, 1/30: First Impressions In Lab: Begin to identify a child for your portfolio In lab: Begin Brigances and choose Portfolio Child Due Fri 2/7: Name of Port. Child In Lab: Introduction of a Child Form and continue Brigances In lab: Early Literacy Learning and continue Brigances Due Friday, 2/21: 2 Brigance Screenings In lab: Scientific Inquiry Observation form Due Fri., 2/28: A/L Plan #1- Art In lab: Work on Anecdotal Behavior observ, and/or Work Samples 1
9 Mar. 10 Mar. 16 10 Mar. 17 Mar. 23 11 Mar. 24- Mar. 30 12 Mar. 31 Apr. 6 13 Apr. 7 Apr. 13 14 Apr. 14 Apr. 20 15 Apr. 21 Apr. 27 16 Apr.28 May. 1 SPRING BREAK/ NO CLASSES Chapter 4: Applying What We Know About Children s Learning and Development Chapter 5: Adapting For Individual Differences Chapters 6: Embracing a Culturally and Linguistically Diverse World Chapter 7: Building Effective Partnerships with Families Chapter 8: Creating a Caring Community of Learners: Guiding Young Children Chapter 9: Teaching To Enhance Learning and Development Chapter 11: Assessing Children s learning and Development *IN CLASS Tuesday, 3/18 (4-6:30)* Theory Comparison Language Learning *IN CLASS Wednesday, 4/9 (4-6:30)* Teaching Pyramid Teaching Strategies Final Philosophy Quiz #3 (Ch 4-6) Quiz #4 (Ch 7, 8, 9, 11) NO LAB THIS WEEK In lab: Implement A/L Plan #1 and Work on Anecdotal Behavior observ, and/or Work Samples Due Fri., 3/21: A/L Plan #2- Math Due Thurs. 3/27: Evaluation of A/L Plan #1 Work on Anecdotal Behavior observ, and/or Work Samples Due Fri., 4/4: A/L Plan #3- Group Time In Lab: Implement A/L Plan #2 In lab: Work on Anecdotal Behavior observ, and/or Work Samples In lab: Individual Plan form and any missing portfolio items Due Thurs. 4/17: Evaluation of A/L Plan#2 In lab: Implement A/L Plan #3 Child Portfolio due 4/21 Due Thurs. 5/1: Evaluation of A/L Plan #3 No lab on Friday, 5/2 Professional E-Portfolios due 5/1 2
FHS 2600: Introduction to Early Childhood Education Spring 2014: Class Assignments Due 1/16/14- Child Care Rules: The State of Utah has rules and regulations governing the operation of child care centers, which can be viewed at http://health.utah.gov/licensing. Go to the Rules heading. You only need to review the section of the regulations numbered R430-100 (Child Care Centers). Complete the Licensing Quiz that is under our course resources. Summarize your reactions to these rules (i.e. what are your reactions to these rules and regulations? Which items seem too lenient or too strict? Were there rules that surprised you? What were some rules that you might add? Were there any that you would eliminate?) Submit both your completed quiz as well as your summary. Due 1/23/14 - Your Personal Philosophy: After reading Chapters One and Two, write your personal philosophy about early childhood education. Include your thoughts, opinions, biases and beliefs regarding education, as well as specific references to the text. Please address these questions: 1.What are your values and beliefs about early childhood? 2. What are your thoughts on intentional teaching, DAP, and Both/And Teaching? 3. What is the role of the teacher in children's learning? 4. What factors have influenced your decision to study early childhood education? 5. What are your beliefs about guidance and discipline? Include references from our text. NOTE: Keep this paper with grade/comments to include in your final philosophy at end of term! Due 2/6/14 - (Chapter 3) DAP and NAEYC: Our text talks often about DAP and NAEYC. Research these two acronyms (in our text and in your DAP book. You may also ask teachers or use websites) and write about what you have learned. Discuss the importance of DAP and NAEYC for early childhood professionals, for young children, and for their families. Make sure to cite your references. Due 2/13/14 - (Chapter 12) Literacy Evaluation: Conduct an observation of the literacy environment of your preschool lab classroom using the Rate A Room Related to Literacy rating scale (under course resources). Write an in-depth reflection on what you learned from this activity, including specific ideas for improvement. Include references from our text. Turn both items in together. Due 2/27/13 - (Chapter 14) Cultural Practices: In some programs, holidays take over the curriculum for days and even weeks. Research the topics of anti-bias curriculum and holidays. Summarize your learning and reflect on your own beliefs. What holidays do you think should be celebrated? How much time should be allotted to these celebrations? How do you explore cultures with your children while avoiding the tourist approach? What is DAP for holidays? Make sure to include references to your resources. Due 3/6/13 - (Chapter 15) Nature Deficit Disorder: Richard Louv chronicled changes in children s exposure, contact, and experience with the natural world, and he concluded that something important has been lost as children s time in natural environments has diminished. Yet, we know that contact with nature has a restorative power for children. Think back to a favorite outdoor memory from your childhood. How did the experience feel? What was the role of the adult? What smells do you remember? How did time feel? What emotions are attached to that memory? Write a reflection about your responses to these questions, including how your thoughts will impact your future teaching. Due 3/20/14 - (Chapter 4) Theory Comparison: Write a comparison paper on the 6 theorists discussed in Chapter 4 of our text (Erikson, Maslow, Piaget, Vygotsky, Skinner/Behaviorism, and the Reggio Emilia Approach. You may leave out Bandura). Address how each theory views child development (physical, cognitive, social, emotional), and how the theories differ. Which theorists help you to understand children better and why? Which theorists do you have a hard time understanding or buying in to and why? Note: This assignment is worth double points (20) and should be a minimum of 2 pages. This paper also needs to be included in your Professional EPortfolio.
Due 4/3/14 - (Chapter 6) Language Learning: Put yourself in a situation where you do not understand the language. You could visit a bilingual or language-immersion classroom. Or, you could rent a foreign language film or watch a non-english television program. How do you feel in these situations? What clues do you use to try to understand what is being said? Now, think about what it would be like to be a young child who is just learning a new language. Think of ways that you could help make that child s world comprehensible. Write a summary of your thoughts and ideas. Include references from our text. Due 4/17/14 - (Chapter 8) Teaching Pyramid: Using the Teaching Pyramid Model (page 241), generate a list of 5-7 teaching strategies that you have used or you have observed under each of the four pyramid sections (such as labeling shelves and bins so children know where things go under the supportive environments section) Due 4/24/14 - (Chapter 9) Teaching Strategies: Use Table 9.1 from your textbook (page 279) to identify teaching strategies you have used or observed this semester. Write a reflection paper discussing which strategies you saw used in combination, which strategies you saw used most often, and which ones not used at all. Indicate which strategies you thought were most effective. Include references from our text. Due 5/1/14 - (Chapter 11) Final Philosophy: Review your Philosophy Statement that you created at the start of the semester. Update your statement to reflect your growth of knowledge, skills, and experiences of ECE that you gained over this past semester. Summarize why you made the changes that you did, and hand in 1. Your first, original philosophy with teacher s comments and grade), 2. Your new philosophy and 3. A one-page summary of your changes. Note: This assignment is worth double points (20) and your final statement should be a minimum of 2 pages. Your final paper also needs to be included in your Professional Portfolio.
FHS 2600 Lab Assignments Spring 2014 *Items in RED require submission. Other items are to be collected throughout this semester for final portfolio. Week 1: If you are conducting your labs at the Eccles Lab School: This week, please attend your regular lab time at the lab school. Katie Jensen, our lab coordinator, will meet with you in the lab school den and provide an orientation to the lab, assignments, classrooms, systems, and paperwork. Katie can be reached at kathryn.jensen@slcc.edu, by calling 801-957-4666, or by stopping by the Eccles Lab School between 8:00am and 2:30pm. All paperwork is due by Friday, 1/24/14 at 2:00 pm. If your paperwork is not completed by this date, you will not be allowed to attend lab next week. If you are conducting your labs at an alternative site: Please meet with your Program Administrator and your Cooperating teacher to review paperwork and requirements and to develop systems for observations, lab times, and feedback this semester. In particular, review the Understanding for Participation form which outlines each person s roles. Make sure to have your Program Administrator and your Cooperating Teacher sign and complete their sections of the form. Note: If you would like, you are welcome to attend an orientation class at our site (see above). Return your completed and signed Understanding for Participation form to Katie at the Lab School by Friday, 1/24/14 at 2:00 pm. This form can be faxed or scanned and sent by email, if needed. Week 2: In lab: FIRST IMPRESSIONS (Due Thursday, 2/6) -During your first session at Eccles Lab School, observe the classroom and the teachers. Introduce yourself to the children. Find out where the lesson plans are posted and read the daily schedule. Take this time to begin to understand how the program works! Submit a one to two page report on your first impressions, including details on the environment, the teaching styles, and the children (as a class and as individuals). Include references from the first 2 chapters of our text. All paperwork is due by Friday, 1/24/14 at 2:00 pm Week 3: In Lab: Begin to identify a child for your portfolio. This semester you will select one child in your lab class as your project child. You will create a portfolio documenting the project child s progress in several areas of development. Watch the children in your class during your lab this week and next to decide which child you will choose for your portfolio child. Discuss options with your lab teacher so that you ensure that your child has not been chosen by another student. FIRST IMPRESSIONS (Due Thursday, 2/6) Week 4: In lab: Begin Brigance screenings this week In lab: NAME OF PORTFOLIO CHILD - Submit in writing or by Email the name of your child to Sally by Friday, 2/7. If you have not chosen a child by this date, you will be assigned a child. Week 5: In lab: Portfolio assignment Complete Introduction of a Child form during lab this week In lab: Continue Brigance Screenings this week
Week 6: In lab: Portfolio assignment: Complete Continuum of Early Literacy Learning form during lab this week In lab: Continue Brigance Screenings this week Due Friday, 2/21: BRIGANCE SCREENINGS -Over the past three weeks, you have conducted Brigance Screenings on two children in your classroom (your portfolio child and 1 other child assigned by your teacher). Make sure that all items have been addressed, scores are tallied, and the forms are neat and in good condition. Give the 2 copies of the completed screenings to Sally. Make sure to keep the original form of the Brigance for your portfolio child to include in the child s portfolio! Week 7: In lab: Portfolio assignment: Complete Scientific Inquiry Observation form during lab this week Due Friday, 2/28: A/L Plan #1: Creative Arts Activity - Talk with your lab teacher this week about ideas for your first lesson plan and then develop a written activity lesson around a creative arts concept. Use the Lesson Plan form (Part 1). Make sure to submit your plan to your coordinating teacher by 2pm on Friday, 2/28. Week 8: In lab: Portfolio assignment: Work on Behavioral Observations, Anecdotal Records, and/or work samplings during lab this week Week 9: SPRING BREAK, no lab this week Week 10: In lab: Implement A/L Plan #1 In lab: Portfolio assignment: Work on Behavioral Observations, Anecdotal Records, and/or work samplings during lab this week. Due Friday, 3/21: A/L Plan #2: Math Activity - Talk with your lab teacher this week about ideas for your second lesson plan and then develop a written activity lesson around a math concept. Use the Lesson Plan form (Part 1). Make sure to submit your plan to your coordinating teacher by 2pm on Friday, 3/21. Week 11: Due 3/27: Evaluation Plan #1: Submit completed plan (PART 2: Self Evaluation) with PART 1 and all documentation to Course Instructor. Check to make sure that Course Instructor has received PART 3 from your Collaborating Teacher Week 12: In lab: Portfolio assignment: Work on Behavioral Observations, Anecdotal Records, and/or work samplings during lab this week. Due Friday, 4/4: A/L Plan #3: Large Group Activity Talk with your lab teachers this week, then develop a written activity lesson for a large group or circle time. You will be responsible for planning, preparing and facilitating everything that happens during this time. The group time needs to be ageappropriate in substance and in length of time. The classroom teacher will be there to assist you, but you will take the position of the lead teacher. Use the Lesson Plan form (Part 1). Make sure to submit your plan to your coordinating teacher by 2pm on Friday, 4/4. Week 13: In lab: Implement A/L Plan #2
In lab: Portfolio assignment: Work on Behavioral Observations, Anecdotal Records, and/or work samplings during lab this week. Week 14: In lab: Portfolio assignment: Complete the Individual Plan form during lab this week. Also, complete any other items still needed for portfolio Due 4/17: Evaluation Plan #2: Submit completed plan (PART 2: Self Evaluation) with PART 1 and all documentation to Course Instructor. Check to make sure that Course Instructor has received PART 3 from your Collaborating Teacher Week 15: In lab: Implement A/L Plan #3 Due 4/21: Child Portfolio. No exceptions! Week 16: Due Thursday, 5/1: Evaluation Plan #3 -Submit completed plan (PART 2: Self Evaluation) with PART 1 and all documentation to Course Instructor. Check to make sure that Course Instructor has received PART 3 from your Collaborating Teacher. Due 5/1: Professional Eportfolio