Hi Suzanne!
Like you I have been out straight all week doing mid-term evals and dealing with crisis after crisis at school. Working two full time jobs can be stressful at times. However, I was able to put the first assignment together and have adapted it to kind of follow the same structure of yours - by the way you have two wonderful assignments!! I love them!! I also agree with the grading policy so that's done as far as I am concerned. Here's my assignment:
Chapter 1 Starting The Process
Reading Assignments: Pgs. 2-33
Discussion Board by midnight Friday:
After reading the assignment, complete the following:
1. Introduce yourself and tell us why you are taking this course. Have you already taken Early Childhood Education? What are three things you expect to get out of this course? How can you best accomplish that goal? List a few things that work well for you.
2. If you are going to explain what you do in a classroom to families, colleagues, and administrators, then you need to have knowledge about the contributions of early childhood education history and theorists to the profession. In the discussion forum, discuss how this information gives you deep roots (the confidence that what you know is based on hundreds of years of experience and research) and also the ability to fly (the knowledge that what you do is best practices for young children).
(I have added some great links that you may also go to for assistance with Chapter 1 materials).
3. “A child’s foundation for behavior and learning for the rest of his or her life is laid
in the early years.”
What is the implication for an early childhood educator in this statement?
4. Children need “a predictable schedule and secure environment.”
Why? If creativity involves spontaneous and free expression, isn’t this a
contradiction? Why or why not?
5. Professional early childhood education organizations emphasize advocacy on behalf
of children to all individuals working in this field. Considering the current level of support and funding given to early childhood education, why is your participation as an advocate crucial? Is it useful for all people in the field to join professional organizations? Why or why not?
This assignment is relevant to Essential Objective #1: Discuss the historical influences and evolution of early childhood education as it connects to curriculum development, theories, and practices.
By midnight on Sunday: Respond to at least 3 of your peer’s posts in a substantial way.
Initial post and 3 substantial posts potentially worth 10 points.
Here's the links for chapter 1 as well ( I can post the page of links for each chapter so we have them all in one place under documents)
Chapter 1
Additional Related Web Links
1. The American Association for the Child’s Right to Play
http://http://www.ipausa.org
2. Association for Childhood Education International (ACEI)
http://www.acei.org
3. Child Development Institute
http://www.childdevelopmentinfo.com
4. Children’s Defense Fund
http://www.childrensdefense.org
5. Council for Early Childhood Professional Recognition (CDA)
http://www.cdacouncil.org
6. National Association of Family Child Care
http://www.nafcc.org
7. National Network for Child Care (NNCC)
http://www.nncc.org
8. National PTA’s Building Blocks: Importance of Children’s Play
http://www.pta.org
9. Theory of Multiple Intelligences
http://www.ibiblio.org
(In the Search box, type in “Theory of Multiple Intelligences” )
I think our next immediate step is the Course Description - we need to get that up and open so we can entice students to take our class - it would be great to get the syllabus completed as well. I am working of the course description and will post what I have as soon as I complete it.
Lynn
Saturday, March 21, 2009
Friday, March 20, 2009
Meditations of Two Chapters...
Hello Lynn,
Thank you so much for sharing this amazing list of resources. I have been right out straight all week and have had no time to peruse them, but can see that there are web sites that will be very relevant to our needs. I did take some time to look at the Funbrain site – Wow! I will be using that one often. I will take a closer look at the rest of the sites this next week.
I spent every spare moment this past week doing midterm evaluations. It seems to me that after doing these for so long I would have streamlined the process, but it still takes me longer than I expect to finish them. I hope you are doing well with this process.
I have some items to share with you this week. I put together assignments for chapters 3 and 4, because they are so closely related. What I have here is a first draft of each assignment. I have linked each to one of the Essential Objectives. I wanted to link each assignment to the VELS as well, but haven’t yet done that. I think this will be an important detail to include in the assignments, since students will be learning about the standards.
I have also added my current grading policy. I have used this for many courses, and thought it might be a good place to start our discussion about how we will approach grading.
(Note: I am a huge believer in the value of parent involvement, so I’d like to establish this idea during the first week by using the ideas beginning on page 25. Early in the semester, students can devise a parent survey for gathering information about family routines, interests, and culture. Then subsequent assignments can be linked to information gleaned from these surveys. These two assignments would be tied to that process.)
I am really looking forward to talking with you tomorrow morning!
Suzanne
802.922.0058
Chapter 3: Language and Literacy
Reading Assignment: Pgs. 86-116
Discussion Board by midnight on Friday:
After reading the assignment, plan and create a language activity for young children. Specify which age group this activity is planned for: infants, toddlers, preschoolers, or primary-age children. Use the Activity Plan Worksheet format found on page 77. Be sure to address all of these elements in your plan:
• Children’s age group:
• Number of children in the group (large group, small group, or individual activity):
• Learning center to be used:
• Name of activity and brief description:
• Purpose/objectives of activity:
• Space and materials needed:
• Procedure:
• Guidance:
• Evaluation and follow-up:
Write a letter to parents explaining your activity and inviting them to participate. Give them at least two ideas for expanding this activity at home.
This assignment is relevant to Essential Objective #3: Design a curriculum based on theories and research in child development that is inclusive and based on children's interests, strengths, and needs (e.g., learning style modalities, multiple intelligences, exceptionalities, learning domains, etc.) that incorporates the Vermont Early Childhood Learning Standards.
(Note: I will also link this assignment to the VELS, but ran out of time to accomplish that task this week.)
By midnight on Sunday: Respond to at least 3 of your peer’s posts in a substantial way.
Initial post and 3 substantial post potentially worth 10 points
Chapter 4: Literature
Reading Assignment: Pgs. 117-154
Discussion Board by midnight on Friday:
After reading the chapter, create and annotated bibliography to post to the discussion board. Select an age group and an age- appropriate theme. Select at least three books related to the topic, but from different genres. Use this format for your post:
• Age group:
• Theme:
• Book author, book title, book illustrator, (date of publication), place of publication, publisher.
• In your own words, provide an annotation for each book.
(This assignment is more fun if you use your creativity; add interesting and colorful fonts, and insert book covers and illustrations.)
Write a paragraph for a weekly newsletter to parents in which you tell them about this theme and suggest a related activity to do at home.
By midnight on Sunday: Respond to at least 3 of your peer’s posts in a substantial way.
Initial post and 3 substantial posts potentially worth 10 points
Weekly Journals:
(I have my comp. students keep a weekly journal – at least 3 entries weekly, of at least 100 words each. I have found this to be a very valuable device for processing ideas.)
Using the Reflections for Growing Teachers section of the pamphlet, students will keep a weekly journal for processing the ideas and concepts learned in this course. Among the questions found there are the following:
• I think I need to know more about:
• One new thing I think I will try this week is:
• The highlight of this week was:
• One area where my teaching is changing is:
• One area where my teaching needs to change is:
• I loved my job this week when:
• I hated my job this week when:
• The funniest thing I heard a child say this week was:
• The family member I feel most comfortable with is:
• And I think the reason for that is:
• The family member I feel least comfortable with is:
• And I think the reason for that is:
• What have I done lately to spark the children’s imagination and creativity?
• One quote that I like to keep in mind is:
• My teaching style has been most influenced by:
• If I were going to advise a new teacher, the most helpful piece of advice would be:
• The child who has helped me learn the most is________I learned:
• The best thing I learned by observing is:
This activity is relevant to the Essential Objective #6: Assess the effectiveness of a curriculum and make appropriate changes to increase learning (e.g., using an ongoing cycle of observation, reflection, and response).
Grading Policy
A few words about grading: It is not my favorite part of teaching. However, it is necessary and gives you an idea of how you are doing throughout the class. I will make every effort to post your grades for the week as soon as possible.
The grading system for this course is based on a scale of 10. You can earn as many as 10 points for each week’s assignments, which include posts, submission of assigned projects, essays, and responses. The final project is worth 25 points
The total number of points you can earn for the course is 165. This means the grading for the semester looks like this:
148 – 165 points = A
132 – 147 points = B
116 – 131 points = C
99 – 115 points = D
At Midterm: (maximum points available: 70)
63 – 70 points = A
56 – 62 points = B
49 – 55 points = C
42 – 48 points = D
8-10 points = Excellent posts which include information from the reading assignments and critical thinking on your part. Responses are spread throughout the week and indicate that you have not only read the assigned reading, but your peers’ posts as well.
7 points = Several posts which include some references to the reading material, and more than two responses which are posted at different times.
5-6 points = A post which addresses the question in a very general way, and one or two responses that are written at the same time. Blackboard tracks posting times, so it is evident when you have spent 15 minutes on your posts for the week. Even though you may in fact be reading every post all week, I have no way of knowing this if you do not interact with your peers.
An absence is indicated by a grade of 0 for the week.
As the above criteria indicates, I am looking for meaningful synthesis of the reading material, quality interactions spread over the course of the week, and “critical thinking” on your part. Critical thinking is indicated by your opinion on the topic, and why you feel the way you do.
If you ever have questions or comments about grades or anything else, do not hesitate to contact me via email or phone. It is always better to address issues sooner rather than later.
Suzanne
suzpurcell@gmail.com
802-922-0058
Thank you so much for sharing this amazing list of resources. I have been right out straight all week and have had no time to peruse them, but can see that there are web sites that will be very relevant to our needs. I did take some time to look at the Funbrain site – Wow! I will be using that one often. I will take a closer look at the rest of the sites this next week.
I spent every spare moment this past week doing midterm evaluations. It seems to me that after doing these for so long I would have streamlined the process, but it still takes me longer than I expect to finish them. I hope you are doing well with this process.
I have some items to share with you this week. I put together assignments for chapters 3 and 4, because they are so closely related. What I have here is a first draft of each assignment. I have linked each to one of the Essential Objectives. I wanted to link each assignment to the VELS as well, but haven’t yet done that. I think this will be an important detail to include in the assignments, since students will be learning about the standards.
I have also added my current grading policy. I have used this for many courses, and thought it might be a good place to start our discussion about how we will approach grading.
(Note: I am a huge believer in the value of parent involvement, so I’d like to establish this idea during the first week by using the ideas beginning on page 25. Early in the semester, students can devise a parent survey for gathering information about family routines, interests, and culture. Then subsequent assignments can be linked to information gleaned from these surveys. These two assignments would be tied to that process.)
I am really looking forward to talking with you tomorrow morning!
Suzanne
802.922.0058
Chapter 3: Language and Literacy
Reading Assignment: Pgs. 86-116
Discussion Board by midnight on Friday:
After reading the assignment, plan and create a language activity for young children. Specify which age group this activity is planned for: infants, toddlers, preschoolers, or primary-age children. Use the Activity Plan Worksheet format found on page 77. Be sure to address all of these elements in your plan:
• Children’s age group:
• Number of children in the group (large group, small group, or individual activity):
• Learning center to be used:
• Name of activity and brief description:
• Purpose/objectives of activity:
• Space and materials needed:
• Procedure:
• Guidance:
• Evaluation and follow-up:
Write a letter to parents explaining your activity and inviting them to participate. Give them at least two ideas for expanding this activity at home.
This assignment is relevant to Essential Objective #3: Design a curriculum based on theories and research in child development that is inclusive and based on children's interests, strengths, and needs (e.g., learning style modalities, multiple intelligences, exceptionalities, learning domains, etc.) that incorporates the Vermont Early Childhood Learning Standards.
(Note: I will also link this assignment to the VELS, but ran out of time to accomplish that task this week.)
By midnight on Sunday: Respond to at least 3 of your peer’s posts in a substantial way.
Initial post and 3 substantial post potentially worth 10 points
Chapter 4: Literature
Reading Assignment: Pgs. 117-154
Discussion Board by midnight on Friday:
After reading the chapter, create and annotated bibliography to post to the discussion board. Select an age group and an age- appropriate theme. Select at least three books related to the topic, but from different genres. Use this format for your post:
• Age group:
• Theme:
• Book author, book title, book illustrator, (date of publication), place of publication, publisher.
• In your own words, provide an annotation for each book.
(This assignment is more fun if you use your creativity; add interesting and colorful fonts, and insert book covers and illustrations.)
Write a paragraph for a weekly newsletter to parents in which you tell them about this theme and suggest a related activity to do at home.
By midnight on Sunday: Respond to at least 3 of your peer’s posts in a substantial way.
Initial post and 3 substantial posts potentially worth 10 points
Weekly Journals:
(I have my comp. students keep a weekly journal – at least 3 entries weekly, of at least 100 words each. I have found this to be a very valuable device for processing ideas.)
Using the Reflections for Growing Teachers section of the pamphlet, students will keep a weekly journal for processing the ideas and concepts learned in this course. Among the questions found there are the following:
• I think I need to know more about:
• One new thing I think I will try this week is:
• The highlight of this week was:
• One area where my teaching is changing is:
• One area where my teaching needs to change is:
• I loved my job this week when:
• I hated my job this week when:
• The funniest thing I heard a child say this week was:
• The family member I feel most comfortable with is:
• And I think the reason for that is:
• The family member I feel least comfortable with is:
• And I think the reason for that is:
• What have I done lately to spark the children’s imagination and creativity?
• One quote that I like to keep in mind is:
• My teaching style has been most influenced by:
• If I were going to advise a new teacher, the most helpful piece of advice would be:
• The child who has helped me learn the most is________I learned:
• The best thing I learned by observing is:
This activity is relevant to the Essential Objective #6: Assess the effectiveness of a curriculum and make appropriate changes to increase learning (e.g., using an ongoing cycle of observation, reflection, and response).
Grading Policy
A few words about grading: It is not my favorite part of teaching. However, it is necessary and gives you an idea of how you are doing throughout the class. I will make every effort to post your grades for the week as soon as possible.
The grading system for this course is based on a scale of 10. You can earn as many as 10 points for each week’s assignments, which include posts, submission of assigned projects, essays, and responses. The final project is worth 25 points
The total number of points you can earn for the course is 165. This means the grading for the semester looks like this:
148 – 165 points = A
132 – 147 points = B
116 – 131 points = C
99 – 115 points = D
At Midterm: (maximum points available: 70)
63 – 70 points = A
56 – 62 points = B
49 – 55 points = C
42 – 48 points = D
8-10 points = Excellent posts which include information from the reading assignments and critical thinking on your part. Responses are spread throughout the week and indicate that you have not only read the assigned reading, but your peers’ posts as well.
7 points = Several posts which include some references to the reading material, and more than two responses which are posted at different times.
5-6 points = A post which addresses the question in a very general way, and one or two responses that are written at the same time. Blackboard tracks posting times, so it is evident when you have spent 15 minutes on your posts for the week. Even though you may in fact be reading every post all week, I have no way of knowing this if you do not interact with your peers.
An absence is indicated by a grade of 0 for the week.
As the above criteria indicates, I am looking for meaningful synthesis of the reading material, quality interactions spread over the course of the week, and “critical thinking” on your part. Critical thinking is indicated by your opinion on the topic, and why you feel the way you do.
If you ever have questions or comments about grades or anything else, do not hesitate to contact me via email or phone. It is always better to address issues sooner rather than later.
Suzanne
suzpurcell@gmail.com
802-922-0058
Friday, March 13, 2009
Web Links and other stuff
Hi Suzanne!
It was great talking to you this evening and I am really excited to work with you on this course!!I am excited to start looking at the text and developing the first discussion - I love the idea of developing the syllabus ahead of time - I too like to have everything done before the class starts so I can devote most of my attention to tweaking and concentrating on students, discussions, clarifications, etc.
Here is the weblinks page from my current ece course but make sure you check out funbrain.com as well! I hope these work - I have them all set up to just click and go. I will also order the book, You're Smarter Than You Think. I want to check it out - sounds like it will be useful in anything I teach! Talk to you soon! Here's the links!
Lynn
Great Web Links! They were all available when I researched them – however, some may not be accessible now; therefore I have provided you with many alternatives1
Chapter 1
For more information about infant and toddler programs:
Zero to three: http://www.zerotothree.org
Birth to three: http://www.surestart.gov.uk/ensuringquality/birthtothreematters/
For more information about child care programs, consult these websites:
National Child Care Information Center: http://www.nccic.org/
Child Care Aware: http://www.childcareaware.org/
National Network for Child Care: http://cyfernet.ces.ncsu.edu/cyfdb/browse_2pageAnncc.php?subcat=Child+Care+Options&search=NNCC&search_type=browse
For more information about multiage education, consult these websites:
Multiage Classrooms: http://www.yarmouth.k12.me.us/Rowe/multiage.html
What is a Multiage Primary Classroom? http://www.edzone.net/~kinney/MAdef.htm Multiage Education: http://www.multiage-education.com/
Building Support for Multiage Education: http://eric.uoregon.edu/publications/digests/digest114.html
Nongraded Primary Education: http://www.nwrel.org/scpd/sirs/7/cu14.html
For more information about the roles of early childhood teachers, consult these websites: The Seven Faces of the Early Childhood Educator: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=171
Roles and Responsibilities Related to Child Maltreatment: http://nccanch.acf.hhs.gov/pubs/usermanuals/caregive/section1.cfm
Roles of Early Childhood Educators: http://www.unl.edu/ECSE/roles.shtml
For more information on No Child Left Behind:
U.S. Department of Education: http://www.ed.gov/nclb/landing.jhtml?src=pb
White House News on Educational Reform: http://www.whitehouse.gov/infocus/education/
NEA's view of NCLB: http://www.nea.org/esea/
Education World: http://www.educationworld.com/a_issues/issues273.shtml
Chapter 2
For more information about Rousseau, consult this website:
Rousseau: http://www.ilt.columbia.edu/publications/emile.html
For more information about Froebel, consult this website:
Froebel: http://members.tripod.com/~FroebelWeb/
For more information about Vygotsky, consult this website: http://web.archive.org/web/20010802101038/http://www.bestpraceduc.org/people/LevVygotsky.html
For more information about Piaget, consult this website:
http://www.piaget.org/
For more information about Maslow, consult this website: Maslow: http://www.ship.edu/~cgboeree/maslow.html
For more information about Bruner, consult this website: Bruner: http://www.infed.org/thinkers/bruner.htm
For more information about laboratory nursery schools visit this website:
http://cdl.uiuc.edu/nocdls/nocdls.html
Chapter 3
For more information about Montessori associations, consult this website:
The Montessori Foundation: http://www.montessori.org/
For more information about Montessori teacher preparation, consult this website: Montessori Teaching and Teacher Training: http://www.montessori.edu/info.html#teachcourses
For more information about the High/Scope program, consult this website:
High/Scope Program: http://www.highscope.org/
For more information about research on the High/Scope program, consult this website: High/Scope Research: http://www.highscope.org/Research/homepage.htm
For more information about the behaviorist perspective, consult this website: Behaviorism: http://plato.stanford.edu/entries/behaviorism/
For more information about the Bank Street program, consult these websites:
Bank Street College of Education: http://www.bnkst.edu/
Bank Street Approach: http://www.bankstreet.edu/about/
For more information about the Reggio Emilia program, consult these websites: Reggio Emilia: http://zerosei.comune.re.it/inter/index.htm The Reggio Approach: http://www.cmu.edu/cyert-center/rea.htm
Chapter 4
For more information about developmentally appropriate practice, consult these websites:
Developmentally Appropriate Practice: http://www.ed.gov/databases/ERIC_Digests/ed413106.html
For more information about multiple intelligences, consult this website:
Learning Through Many Kinds of Intelligences: http://www.newhorizons.org/strategies/mi/dickinson_mi.html
The Learners’ Way: http://www.newhorizons.org/strategies/mi/forester.htm
For more information about Vygotsky, consult this website: http://web.archive.org/web/20010802101038/http://www.bestpraceduc.org/people/LevVygotsky.html
For more information about Erik Erikson, consult this website: http://www.ship.edu/~cgboeree/erikson.html
For more information about preoperational thinking, consult this website: Preoperational Thinking: http://www.bloomington.in.us/~fsa/preoperationalstage.html
For more information about discovery learning, consult this website:
Bruner: http://www.duq.edu/~tomei/ed711psy/c_bruner.htm
Alternative Mode to Delivery: http://www.csd.uwa.edu.au/altmodes/to_delivery/discovery_learning.html
For more information about infant/toddler development, consult this website: Infant/Toddler Development: http://cyfernet.ces.ncsu.edu/cyfdb/browse_2pageAnncc.php?subcat=Child+Development&search=NNCC&search_type=browse
For more information about developmental patterns from ages 3 to 5, consult these websites: Developmental Patterns—Ages 3 to 5: http://cyfernet.ces.ncsu.edu/cyfdb/browse_2pageAnncc.php?subcat=child+development&search=NNCC+search_type=browse
Early Childhood Development from 2 to 6 years of Age: http://home1.gte.net/pulsar/Library_Ref/Biology/ECD/ECD%20%202-6yrs.html
Four-year-olds: http://www.exnet.iastate.edu/Publications/PM1530F.pdf
Three-year-olds: http://www.exnet.iastate.edu/Publications/PM1530E.pdf
Two-year-olds: http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Child_development_(6)_two_to_three_years?OpenDocument
For more information about gifted education, consult these websites:
Gifted Education: http://www.sp.uconn.edu/~nrcgt/sem/semart14.html
Eric Clearinghouse on Disabilities and Gifted Education: http://ericec.org/gifted/gt-facts.html
Chapter 5
For more information about characteristics of play, consult this website:
Characteristics of Play: http://www.nncc.org/Curriculum/better.play.html
For more information about Froebel on play, consult this website: Froebel on Play: http://members.tripod.com/~FroebelWeb/web2002.html
For more information about social development and play, consult this website:
Social Development and Play: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=39
For more information about physical development and play, consult this website: Physical Development and Play: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=15
For more information about creativity and play, consult this website:
Creativity and Play: http://www.nncc.org/Curriculum/create.play.grow.html
For more information about the importance of play, consult this website:
Importance of Play: http://www.ccinfoline.8k.com/importance_of_play.htm
Chapter 6
For more information about self-esteem, consult this website:
Self-Esteem: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=126
For more information about dealing with social/emotional issues, consult this website: Social/Emotional Issues: http://familyeducation.com/topic/front/0,1156,1-7921,00.html?relinks
For more information about indirect guidance, consult this website: Indirect Guidance: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=167
For more information about relationship building, consult this website: Relationship Building: http://www.nncc.org/SACC/sac11_build.community.html
For more information about developmentally appropriate guidance, consult this website: Developmentally Appropriate Guidance: http://www.nncc.org/Guidance/guide.dev.apprch.html
For more information about discipline strategies, consult this website: Discipline Strategies: http://www.nncc.org/Guidance/effect.disc.html
For more information about dealing with temper tantrums, consult this website: Temper Tantrums: http://www.nncc.org/Guidance/tam.temp.html
For more information about building social skills, consult this website:
Teaching Problem Solving: http://www.kidsource.com/kidsource/products/I.want.my.way/I.Want.It.My.Way.html
Chapter 7
For more information about family involvement in education, consult this website:
Family Involvement in Education: http://www.education-world.com/a_admin/admin039.shtml
For more information about homeless families, consult this website: Homeless Families: http://www.nationalhomeless.org/families.html
For more information about benefits of family involvement, consult these websites: Benefits of Parent Involvement: http://www.ed.gov/offices/OERI/ECI/newsletters/97fall/early5.html http://www.ncpie.org/AboutNCPIE/AboutPartnerships.html
For more information about family-friendly schools, consult this website: Family-Friendly Schools: http://www.canr.uconn.edu/ces/child/newsarticles/FCC832.html
For more information about communicating with parents, consult these websites: Communicating with Parents: http://www.ed.gov/pubs/ReachFam/oncom.html Including Parents: http://www.circleofinclusion.org/english/guidelines/moduletwo/h.html
For more information about home visits, consult these websites: Home Visits: http://www.ed.gov/pubs/ReachFam/perscon.html http://ali.apple.com/ali_sites/glefli/exhibits/1000976/Home_Visits.html
For more information about parent-teacher conferences, consult these websites: Parent-Teacher Conferences: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=22 http://teacher.scholastic.com/professional/classmgmt/planconf.htm
For more information about families of children with special needs, consult these websites: Success Stories: http://www.specialchild.com/success.html Horror Stories: http://www.specialchild.com/horror.html
For more information about teachers working with families with gay/lesbian parents, consult these websites: http://www.personal.psu.edu/faculty/d/w/dwm3/gay.html http://www.tolerance.org/teach/printar.jsp?p=0&ar=297π=current http://www.tolerance.org/teach/current/event.jsp?cid=305 http://www.ericfacility.net/databases/ERIC_Digests/ed434188.html
For more information about involving the school in the community, consult this website: Service Learning: http://www.servicelearning.org/article/archive/35/
Chapter 8
For more information about attitudes about gender, consult these websites:
Children's Advertising and Gender Roles: http://www.mediafamily.org/facts/facts_childgen.shtml
Gender Roles and Stereotyping in Children's Literature: http://reading.indiana.edu/ieo/bibs/childgen.html
For more information about children with special needs, consult this website: Children with Special Needs: http://www.cec.sped.org/
For more information about books on diversity topics, consult this website: Books on Diversity: http://www.lib.msu.edu/corby/education/multicultural.htm
For more information about inclusion, consult these websites: Inclusion: http://www.nncc.org/Diversity/dc24_case.integrat.html http://www.ed.gov/pubs/parents/Including/
For more information about changing attitudes toward diversity, consult these websites: Hidden Bias: http://www.tolerance.org/hidden_bias/tutorials/04.html Valuing Diversity: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=21
For more information about I.D.E.A., consult this website: http://www.ideapractices.org/law/index.php http://www.ed.gov/offices/OSERS/Policy/IDEA/article1.html
Chapter 9
For more information about furnishing the learning environment, consult these websites:
Furnishing the Learning Environment:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=201
http://teacher.scholastic.com/professional/classmgmt/classdesign.htm
For more information about the book/quiet center, consult this website: Book/Quiet Center: http://teacher.scholastic.com/professional/classmgmt/creatingroom.htm
For more information about block centers, consult this website: Block Centers: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=167&CFID=244697&CFTOKEN=93587547
For more information about music in the curriculum, consult this website: Music in the Curriculum: http://www.menc.org/publication/books/otl.html
For more information about sand play, consult this website: Sand Play: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=68
For more information about the computer center, consult this website: Computer Center: http://teacher.scholastic.com/professional/childdev/social_software.htm
For more information about selecting toys, consult these websites: Selecting Toys: http://www.ext.colostate.edu/pubs/columncc/cc031209.html http://www.eparent.com/toys/selectingtoys.htm
For more information about spaces for children with special needs, consult this website: Spaces for Children with Special Needs: http://teacher.scholastic.com/professional/specialneeds/blockplay.htm
For more information about health and safety concerns, consult these websites: Safety with Art Materials: http://www.nncc.org/Health/dc24_art.materials.html Climbing Gym Safety: http://www.exnet.iastate.edu/Publications/SP23A.pdf Teaching Children about Health and Safety: http://www.nncc.org/Series/good.time.health.html
Chapter 10
For more information about the importance of outdoor play, consult these websites:
Importance of Outdoor Play:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=58
http://www.ipausa.org/declare.htm
http://www.ipausa.org/recess.htm
For more information about playground equipment manufacturers, consult this website: Playground Equipment Manufacturers: http://www.world-playground.com/playgroundequipmentreal.htm
For more information about Adventure Playgrounds, consult this website: Adventure Playgrounds: http://www.ci.berkeley.ca.us/marina/marinaexp/adventplgd.html
For more information about sand and water play, consult this website: Sand and Water Play: http://www.head-start.lane.or.us/education/curriculum/creative-curriculum/sand.html
For more information about designing playgrounds for young children, consult this website: Designing Playgrounds for Young Children: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=65
For more information about parachute play, consult these websites: Parachute Play: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=56 http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=71
For more information about playground safety, consult this website: Playground Safety: http://www.cpsc.gov/cpscpub/pubs/playpubs.html
For more information about health considerations, consult this website: Health Considerations: http://cyfernet.ces.ncsu.edu/cyfdb/browse_2pageAnncc.php?subcat=Health+and+Safety&search=NNCC&search_type=browse
Chapter 11
For more information about developmentally appropriate practice, consult this website:
Developmentally Appropriate Practice:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=18
For more information about developmental abilities of primary children, consult this website: Developmental Abilities of Primary Children: http://www.nncc.org/Child.Dev/ages.stages.6y.8y.html
For more information about planning for preschoolers, consult this website: Planning for Preschoolers: http://www.nncc.org/Curriculum/planguide.html
For more information about an integrated curriculum, consult this website: Integrated Curriculum: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=9
For more information about the values of integrated learning, consult this website: Values of Integrated Learning: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=112
For more information about the project approach, consult this website: Project Approach: http://www.project-approach.com/definition.htm
For examples of projects, consult this website: Examples of Projects: http://www.project-approach.com/examples/projects.htm#1-3
For more information about standardized tests, consult this website: The Limits of Standardized Testing: http://www.fairtest.org/facts/Limits%20of%20Tests.htm Appropriate Use of Standardized Tests: http://www.apa.org/pubinfo/testing.html Why We Should Oppose High Stakes Testing: http://www.alfiekohn.org/standards/standards.htm
For more information about portfolio assessment, consult these websites: Portfolio Assessment: http://www.kidsource.com/kidsource/content3/portfolio.young.pre.3.html http://www.doe.state.la.us/lde/uploads/4037.pdf
Chapter 12
For more information about developing social skills on the playground, consult this website:
Developing Social Skills on the Playground: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=39
For more information about movement and cognitive development, consult this website: Movement and Cognitive Development: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=15
For more information about fitness for young children, consult this website: Fitness for Young Children: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=190
For more information about teaching children about their bodies, consult this website: Teaching Children About Their Bodies: http://www.earlychildhood.com/community/news/news_feature.asp?docId=102815
For more information about indoor physical activities, consult this website: Indoor Physical Activities: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=189
For more information about personal hygiene, consult these websites: Personal Hygiene: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=66 http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=195
For more information about nutrition information for parents, consult this website: KidsHealth for Parents: http://www.kidshealth.org/parent/nutrition_fit/
For more information about how to deal with violent play, consult these websites: http://www.beansprout.net/content/package_item.jhtml?ElementId=100814&audience=Family&category=Parenting&package=994447618 http://www.naeyc.org/resources/news/meet_children.pdf
Chapter 13
For more information about developing children's social skills, consult these websites:
Developing Children's Social Skills:
http://www.nncc.org/Guidance/dc26_wo.friends1.html
http://www.nncc.org/Guidance/dc31_wo.friends2.html
http://www.nncc.org/Guidance/dc32_wo.friends3.html
For more information about self-concept, consult this website: Self-Concept: http://www.exnet.iastate.edu/Publications/PM1529H.pdf
For more information about peer interactions, consult these websites: Peer Interactions http://www.nncc.org/Guidance/cc21_learn.kindness.html http://www.nncc.org/Guidance/dc11_sharing.html
For more information about expressing feelings, consult this website: Expressing Feelings: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=61
For more information about helping children play together, consult these websites: Helping Children Play Together: http://teacher.scholastic.com/professional/bruceperry/pleasure.htm http://www.hec.ohio-state.edu/famlife/divorce/pguides/sp6.htm
For more information about understanding childhood fears, consult this website: Understanding Childhood Fears: http://www.exnet.iastate.edu/Publications/PM1529D.pdf"
For more information about helping children cope with stress, consult this website: Helping Children Cope with Stress: http://www.extension.iastate.edu/Publications/PM1660F.pdf
For more information about teacher stress and burnout, consult these websites: Teacher Stress and Burnout: http://interact.uoregon.edu/WRRC/Burnout.html http://www.ed.gov/databases/ERIC_Digests/ed327296.html
For more information about child abuse, consult these websites: Statistics: http://nccanch.acf.hhs.gov/ Recognizing Child Abuse and Neglect: http://nccanch.acf.hhs.gov/pubs/factsheets/signs.cfm Consequences of Abuse and Neglect: http://nccanch.acf.hhs.gov/pubs/usermanuals/treatmen/conseq.cfm
Chapter 14
For more information about learning facts, consult this website:
Learning Facts: http://teacher.scholastic.com/professional/teachstrat/arith.htm
For more information about using manipulatives in mathematics, consult this website: Using Manipulatives in Mathematics: http://teacher.scholastic.com/professional/teachstrat/manipulatives_7musts.htm
For more information about problem solving, consult this website: Problem Solving: http://standards.nctm.org/document/chapter3/prob.htm
For more information about cooking with kids, consult this website: Cooking with Kids: http://4recipes.4anything.com/network-frame/0,1855,5876-51374,00.html
For more information about scientific attitudes, consult this website: Scientific Attitudes: http://www.nsta.org/parents/skills.asp
For more information about the content of social studies, consult this website: Content of Social Studies: http://www.socialstudies.org/standards/exec.html
For more information about infant/toddler learning, consult this website: Infant/Toddler Learning: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=76
For more information about getting parents involved in mathematics learning, consult this website: Getting Parents Involved in Mathematics Learning: http://www.math.com/parents/articles/helpmath.html
Chapter 15
For more information about language development, consult this website:
Language Development: http://www.exnet.iastate.edu/Publications/PM1529F.pdf
For more information about facilitating language learning through storytelling, consult these websites: Facilitating Language Learning Through Storytelling: http://www.nncc.org/Literacy/better.storytell.html http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=200&CFID=244697&CFTOKEN=93587547
For more information about good books to read aloud, consult this website: Good Books to Read Aloud: http://www.nncc.org/Literacy/better.read.list.html
For more information about dramatic play props, consult this website: Dramatic Play Props: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li1lk28.htm
For more information about emergent literacy, consult this website: Emergent Literacy: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li1lk1.htm
For more information about supporting emergent literacy, consult this website: Supporting Emergent Literacy: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=212
For more information about children's books, consult this website: Children's Books: http://www.acs.ucalgary.ca/~dkbrown/index.html
For more information about supporting children's writing, consult these websites: Supporting Children's Writing: http://www.ed.gov/databases/ERIC_Digests/ed327312.html http://teacher.scholastic.com/professional/teachstrat/writing.htm
For more information about formal reading instruction, consult this website: Formal Reading Instruction: http://teacher.scholastic.com/professional/teachstrat/balanced.htm
For more information about developing literacy skills for children whose first language is not English, consult this website: http://www.mhsqic.org/init/seclang/LitBook.pdf
Chapter 16
For more information about creativity, consult these websites:
Creativity: http://www.stenhouse.com/pdfs/0007ch01.pdf
http://www.womenfolk.com/creativity/kids.htm
For more information about creativity and play, consult this website: Creativity and Play: http://www.nncc.org/Curriculum/create.play.grow.html
For more information about the benefits of the arts, consult these websites: Benefits of the Arts: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=257
For more information about early childhood art, consult this website: Early Childhood Art: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=113&CFID=244697&CFTOKEN=93587547
For more information about the importance of music in early childhood, consult this website: Importance of Music in Early Childhood: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=69&CFID=244697&CFTOKEN=93587547
For more information about play and music, consult this website: Play and Music: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=361
For more information about the differences between arts and crafts, consult this website: Differences Between Arts and Crafts: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=80
For more information about multicultural songs, consult this website: Multicultural Songs: http://curry.edschool.virginia.edu/go/multicultural/arts/songs.html
For more information about art and Reggio Emilia, consult these websites: http://ecrp.uiuc.edu/v3n1/hertzog.html http://www.designshare.com/Research/Tarr/Aesthetic_Codes_1.htm
Chapter 17
For more information about problems associated with TV viewing, consult these websites:
"What About TV and My Child's Brain? Part 1": http://www.nwrel.org/pirc/hot11.html
"What About TV and My Child's Brain? Part 2": http://www.nwrel.org/pirc/hot12.html
"What About TV and My Child's Brain? Part 3": http://www.nwrel.org/pirc/hot13.html
For more information about television violence, consult this website: Television Violence: Content, Context, and Consequences: http://www.hi-ho.ne.jp/taku77/refer/tvvio.htm
For more information about children's video games, consult this website: Children's Video Games: http://www.ed.gov/databases/ERIC_Digests/ed365477.html
For more information about developmentally appropriate computer use, consult this website: Developmentally Appropriate Computer Use: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=23&CFID=244697&CFTOKEN=93587547
Using Computers Age by Age: http://teacher.scholastic.com/professional/childdev/using_computer.htm
For more information about computers and social interactions, consult these websites: Computers and Social Interactions: http://teacher.scholastic.com/professional/childdev/social_software.htm Software and Social-Emotional Growth: http://teacher.scholastic.com/professional/childdev/computer_emotional.htm
For more information about selecting children's software, consult these websites: Selecting Children's Software: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=199&CFID=244697&CFTOKEN=93587547 Choosing Children's Software: http://www.childrenssoftware.com/choosing
For more information about Children's Software Review, consult this website: Children's Software Review: http://www.childrenssoftware.com/
For more information about a computer center, consult this website: Computer Center: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=183
It was great talking to you this evening and I am really excited to work with you on this course!!I am excited to start looking at the text and developing the first discussion - I love the idea of developing the syllabus ahead of time - I too like to have everything done before the class starts so I can devote most of my attention to tweaking and concentrating on students, discussions, clarifications, etc.
Here is the weblinks page from my current ece course but make sure you check out funbrain.com as well! I hope these work - I have them all set up to just click and go. I will also order the book, You're Smarter Than You Think. I want to check it out - sounds like it will be useful in anything I teach! Talk to you soon! Here's the links!
Lynn
Great Web Links! They were all available when I researched them – however, some may not be accessible now; therefore I have provided you with many alternatives1
Chapter 1
For more information about infant and toddler programs:
Zero to three: http://www.zerotothree.org
Birth to three: http://www.surestart.gov.uk/ensuringquality/birthtothreematters/
For more information about child care programs, consult these websites:
National Child Care Information Center: http://www.nccic.org/
Child Care Aware: http://www.childcareaware.org/
National Network for Child Care: http://cyfernet.ces.ncsu.edu/cyfdb/browse_2pageAnncc.php?subcat=Child+Care+Options&search=NNCC&search_type=browse
For more information about multiage education, consult these websites:
Multiage Classrooms: http://www.yarmouth.k12.me.us/Rowe/multiage.html
What is a Multiage Primary Classroom? http://www.edzone.net/~kinney/MAdef.htm Multiage Education: http://www.multiage-education.com/
Building Support for Multiage Education: http://eric.uoregon.edu/publications/digests/digest114.html
Nongraded Primary Education: http://www.nwrel.org/scpd/sirs/7/cu14.html
For more information about the roles of early childhood teachers, consult these websites: The Seven Faces of the Early Childhood Educator: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=171
Roles and Responsibilities Related to Child Maltreatment: http://nccanch.acf.hhs.gov/pubs/usermanuals/caregive/section1.cfm
Roles of Early Childhood Educators: http://www.unl.edu/ECSE/roles.shtml
For more information on No Child Left Behind:
U.S. Department of Education: http://www.ed.gov/nclb/landing.jhtml?src=pb
White House News on Educational Reform: http://www.whitehouse.gov/infocus/education/
NEA's view of NCLB: http://www.nea.org/esea/
Education World: http://www.educationworld.com/a_issues/issues273.shtml
Chapter 2
For more information about Rousseau, consult this website:
Rousseau: http://www.ilt.columbia.edu/publications/emile.html
For more information about Froebel, consult this website:
Froebel: http://members.tripod.com/~FroebelWeb/
For more information about Vygotsky, consult this website: http://web.archive.org/web/20010802101038/http://www.bestpraceduc.org/people/LevVygotsky.html
For more information about Piaget, consult this website:
http://www.piaget.org/
For more information about Maslow, consult this website: Maslow: http://www.ship.edu/~cgboeree/maslow.html
For more information about Bruner, consult this website: Bruner: http://www.infed.org/thinkers/bruner.htm
For more information about laboratory nursery schools visit this website:
http://cdl.uiuc.edu/nocdls/nocdls.html
Chapter 3
For more information about Montessori associations, consult this website:
The Montessori Foundation: http://www.montessori.org/
For more information about Montessori teacher preparation, consult this website: Montessori Teaching and Teacher Training: http://www.montessori.edu/info.html#teachcourses
For more information about the High/Scope program, consult this website:
High/Scope Program: http://www.highscope.org/
For more information about research on the High/Scope program, consult this website: High/Scope Research: http://www.highscope.org/Research/homepage.htm
For more information about the behaviorist perspective, consult this website: Behaviorism: http://plato.stanford.edu/entries/behaviorism/
For more information about the Bank Street program, consult these websites:
Bank Street College of Education: http://www.bnkst.edu/
Bank Street Approach: http://www.bankstreet.edu/about/
For more information about the Reggio Emilia program, consult these websites: Reggio Emilia: http://zerosei.comune.re.it/inter/index.htm The Reggio Approach: http://www.cmu.edu/cyert-center/rea.htm
Chapter 4
For more information about developmentally appropriate practice, consult these websites:
Developmentally Appropriate Practice: http://www.ed.gov/databases/ERIC_Digests/ed413106.html
For more information about multiple intelligences, consult this website:
Learning Through Many Kinds of Intelligences: http://www.newhorizons.org/strategies/mi/dickinson_mi.html
The Learners’ Way: http://www.newhorizons.org/strategies/mi/forester.htm
For more information about Vygotsky, consult this website: http://web.archive.org/web/20010802101038/http://www.bestpraceduc.org/people/LevVygotsky.html
For more information about Erik Erikson, consult this website: http://www.ship.edu/~cgboeree/erikson.html
For more information about preoperational thinking, consult this website: Preoperational Thinking: http://www.bloomington.in.us/~fsa/preoperationalstage.html
For more information about discovery learning, consult this website:
Bruner: http://www.duq.edu/~tomei/ed711psy/c_bruner.htm
Alternative Mode to Delivery: http://www.csd.uwa.edu.au/altmodes/to_delivery/discovery_learning.html
For more information about infant/toddler development, consult this website: Infant/Toddler Development: http://cyfernet.ces.ncsu.edu/cyfdb/browse_2pageAnncc.php?subcat=Child+Development&search=NNCC&search_type=browse
For more information about developmental patterns from ages 3 to 5, consult these websites: Developmental Patterns—Ages 3 to 5: http://cyfernet.ces.ncsu.edu/cyfdb/browse_2pageAnncc.php?subcat=child+development&search=NNCC+search_type=browse
Early Childhood Development from 2 to 6 years of Age: http://home1.gte.net/pulsar/Library_Ref/Biology/ECD/ECD%20%202-6yrs.html
Four-year-olds: http://www.exnet.iastate.edu/Publications/PM1530F.pdf
Three-year-olds: http://www.exnet.iastate.edu/Publications/PM1530E.pdf
Two-year-olds: http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Child_development_(6)_two_to_three_years?OpenDocument
For more information about gifted education, consult these websites:
Gifted Education: http://www.sp.uconn.edu/~nrcgt/sem/semart14.html
Eric Clearinghouse on Disabilities and Gifted Education: http://ericec.org/gifted/gt-facts.html
Chapter 5
For more information about characteristics of play, consult this website:
Characteristics of Play: http://www.nncc.org/Curriculum/better.play.html
For more information about Froebel on play, consult this website: Froebel on Play: http://members.tripod.com/~FroebelWeb/web2002.html
For more information about social development and play, consult this website:
Social Development and Play: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=39
For more information about physical development and play, consult this website: Physical Development and Play: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=15
For more information about creativity and play, consult this website:
Creativity and Play: http://www.nncc.org/Curriculum/create.play.grow.html
For more information about the importance of play, consult this website:
Importance of Play: http://www.ccinfoline.8k.com/importance_of_play.htm
Chapter 6
For more information about self-esteem, consult this website:
Self-Esteem: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=126
For more information about dealing with social/emotional issues, consult this website: Social/Emotional Issues: http://familyeducation.com/topic/front/0,1156,1-7921,00.html?relinks
For more information about indirect guidance, consult this website: Indirect Guidance: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=167
For more information about relationship building, consult this website: Relationship Building: http://www.nncc.org/SACC/sac11_build.community.html
For more information about developmentally appropriate guidance, consult this website: Developmentally Appropriate Guidance: http://www.nncc.org/Guidance/guide.dev.apprch.html
For more information about discipline strategies, consult this website: Discipline Strategies: http://www.nncc.org/Guidance/effect.disc.html
For more information about dealing with temper tantrums, consult this website: Temper Tantrums: http://www.nncc.org/Guidance/tam.temp.html
For more information about building social skills, consult this website:
Teaching Problem Solving: http://www.kidsource.com/kidsource/products/I.want.my.way/I.Want.It.My.Way.html
Chapter 7
For more information about family involvement in education, consult this website:
Family Involvement in Education: http://www.education-world.com/a_admin/admin039.shtml
For more information about homeless families, consult this website: Homeless Families: http://www.nationalhomeless.org/families.html
For more information about benefits of family involvement, consult these websites: Benefits of Parent Involvement: http://www.ed.gov/offices/OERI/ECI/newsletters/97fall/early5.html http://www.ncpie.org/AboutNCPIE/AboutPartnerships.html
For more information about family-friendly schools, consult this website: Family-Friendly Schools: http://www.canr.uconn.edu/ces/child/newsarticles/FCC832.html
For more information about communicating with parents, consult these websites: Communicating with Parents: http://www.ed.gov/pubs/ReachFam/oncom.html Including Parents: http://www.circleofinclusion.org/english/guidelines/moduletwo/h.html
For more information about home visits, consult these websites: Home Visits: http://www.ed.gov/pubs/ReachFam/perscon.html http://ali.apple.com/ali_sites/glefli/exhibits/1000976/Home_Visits.html
For more information about parent-teacher conferences, consult these websites: Parent-Teacher Conferences: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=22 http://teacher.scholastic.com/professional/classmgmt/planconf.htm
For more information about families of children with special needs, consult these websites: Success Stories: http://www.specialchild.com/success.html Horror Stories: http://www.specialchild.com/horror.html
For more information about teachers working with families with gay/lesbian parents, consult these websites: http://www.personal.psu.edu/faculty/d/w/dwm3/gay.html http://www.tolerance.org/teach/printar.jsp?p=0&ar=297π=current http://www.tolerance.org/teach/current/event.jsp?cid=305 http://www.ericfacility.net/databases/ERIC_Digests/ed434188.html
For more information about involving the school in the community, consult this website: Service Learning: http://www.servicelearning.org/article/archive/35/
Chapter 8
For more information about attitudes about gender, consult these websites:
Children's Advertising and Gender Roles: http://www.mediafamily.org/facts/facts_childgen.shtml
Gender Roles and Stereotyping in Children's Literature: http://reading.indiana.edu/ieo/bibs/childgen.html
For more information about children with special needs, consult this website: Children with Special Needs: http://www.cec.sped.org/
For more information about books on diversity topics, consult this website: Books on Diversity: http://www.lib.msu.edu/corby/education/multicultural.htm
For more information about inclusion, consult these websites: Inclusion: http://www.nncc.org/Diversity/dc24_case.integrat.html http://www.ed.gov/pubs/parents/Including/
For more information about changing attitudes toward diversity, consult these websites: Hidden Bias: http://www.tolerance.org/hidden_bias/tutorials/04.html Valuing Diversity: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=21
For more information about I.D.E.A., consult this website: http://www.ideapractices.org/law/index.php http://www.ed.gov/offices/OSERS/Policy/IDEA/article1.html
Chapter 9
For more information about furnishing the learning environment, consult these websites:
Furnishing the Learning Environment:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=201
http://teacher.scholastic.com/professional/classmgmt/classdesign.htm
For more information about the book/quiet center, consult this website: Book/Quiet Center: http://teacher.scholastic.com/professional/classmgmt/creatingroom.htm
For more information about block centers, consult this website: Block Centers: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=167&CFID=244697&CFTOKEN=93587547
For more information about music in the curriculum, consult this website: Music in the Curriculum: http://www.menc.org/publication/books/otl.html
For more information about sand play, consult this website: Sand Play: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=68
For more information about the computer center, consult this website: Computer Center: http://teacher.scholastic.com/professional/childdev/social_software.htm
For more information about selecting toys, consult these websites: Selecting Toys: http://www.ext.colostate.edu/pubs/columncc/cc031209.html http://www.eparent.com/toys/selectingtoys.htm
For more information about spaces for children with special needs, consult this website: Spaces for Children with Special Needs: http://teacher.scholastic.com/professional/specialneeds/blockplay.htm
For more information about health and safety concerns, consult these websites: Safety with Art Materials: http://www.nncc.org/Health/dc24_art.materials.html Climbing Gym Safety: http://www.exnet.iastate.edu/Publications/SP23A.pdf Teaching Children about Health and Safety: http://www.nncc.org/Series/good.time.health.html
Chapter 10
For more information about the importance of outdoor play, consult these websites:
Importance of Outdoor Play:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=58
http://www.ipausa.org/declare.htm
http://www.ipausa.org/recess.htm
For more information about playground equipment manufacturers, consult this website: Playground Equipment Manufacturers: http://www.world-playground.com/playgroundequipmentreal.htm
For more information about Adventure Playgrounds, consult this website: Adventure Playgrounds: http://www.ci.berkeley.ca.us/marina/marinaexp/adventplgd.html
For more information about sand and water play, consult this website: Sand and Water Play: http://www.head-start.lane.or.us/education/curriculum/creative-curriculum/sand.html
For more information about designing playgrounds for young children, consult this website: Designing Playgrounds for Young Children: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=65
For more information about parachute play, consult these websites: Parachute Play: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=56 http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=71
For more information about playground safety, consult this website: Playground Safety: http://www.cpsc.gov/cpscpub/pubs/playpubs.html
For more information about health considerations, consult this website: Health Considerations: http://cyfernet.ces.ncsu.edu/cyfdb/browse_2pageAnncc.php?subcat=Health+and+Safety&search=NNCC&search_type=browse
Chapter 11
For more information about developmentally appropriate practice, consult this website:
Developmentally Appropriate Practice:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=18
For more information about developmental abilities of primary children, consult this website: Developmental Abilities of Primary Children: http://www.nncc.org/Child.Dev/ages.stages.6y.8y.html
For more information about planning for preschoolers, consult this website: Planning for Preschoolers: http://www.nncc.org/Curriculum/planguide.html
For more information about an integrated curriculum, consult this website: Integrated Curriculum: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=9
For more information about the values of integrated learning, consult this website: Values of Integrated Learning: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=112
For more information about the project approach, consult this website: Project Approach: http://www.project-approach.com/definition.htm
For examples of projects, consult this website: Examples of Projects: http://www.project-approach.com/examples/projects.htm#1-3
For more information about standardized tests, consult this website: The Limits of Standardized Testing: http://www.fairtest.org/facts/Limits%20of%20Tests.htm Appropriate Use of Standardized Tests: http://www.apa.org/pubinfo/testing.html Why We Should Oppose High Stakes Testing: http://www.alfiekohn.org/standards/standards.htm
For more information about portfolio assessment, consult these websites: Portfolio Assessment: http://www.kidsource.com/kidsource/content3/portfolio.young.pre.3.html http://www.doe.state.la.us/lde/uploads/4037.pdf
Chapter 12
For more information about developing social skills on the playground, consult this website:
Developing Social Skills on the Playground: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=39
For more information about movement and cognitive development, consult this website: Movement and Cognitive Development: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=15
For more information about fitness for young children, consult this website: Fitness for Young Children: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=190
For more information about teaching children about their bodies, consult this website: Teaching Children About Their Bodies: http://www.earlychildhood.com/community/news/news_feature.asp?docId=102815
For more information about indoor physical activities, consult this website: Indoor Physical Activities: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=189
For more information about personal hygiene, consult these websites: Personal Hygiene: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=66 http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=195
For more information about nutrition information for parents, consult this website: KidsHealth for Parents: http://www.kidshealth.org/parent/nutrition_fit/
For more information about how to deal with violent play, consult these websites: http://www.beansprout.net/content/package_item.jhtml?ElementId=100814&audience=Family&category=Parenting&package=994447618 http://www.naeyc.org/resources/news/meet_children.pdf
Chapter 13
For more information about developing children's social skills, consult these websites:
Developing Children's Social Skills:
http://www.nncc.org/Guidance/dc26_wo.friends1.html
http://www.nncc.org/Guidance/dc31_wo.friends2.html
http://www.nncc.org/Guidance/dc32_wo.friends3.html
For more information about self-concept, consult this website: Self-Concept: http://www.exnet.iastate.edu/Publications/PM1529H.pdf
For more information about peer interactions, consult these websites: Peer Interactions http://www.nncc.org/Guidance/cc21_learn.kindness.html http://www.nncc.org/Guidance/dc11_sharing.html
For more information about expressing feelings, consult this website: Expressing Feelings: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=61
For more information about helping children play together, consult these websites: Helping Children Play Together: http://teacher.scholastic.com/professional/bruceperry/pleasure.htm http://www.hec.ohio-state.edu/famlife/divorce/pguides/sp6.htm
For more information about understanding childhood fears, consult this website: Understanding Childhood Fears: http://www.exnet.iastate.edu/Publications/PM1529D.pdf"
For more information about helping children cope with stress, consult this website: Helping Children Cope with Stress: http://www.extension.iastate.edu/Publications/PM1660F.pdf
For more information about teacher stress and burnout, consult these websites: Teacher Stress and Burnout: http://interact.uoregon.edu/WRRC/Burnout.html http://www.ed.gov/databases/ERIC_Digests/ed327296.html
For more information about child abuse, consult these websites: Statistics: http://nccanch.acf.hhs.gov/ Recognizing Child Abuse and Neglect: http://nccanch.acf.hhs.gov/pubs/factsheets/signs.cfm Consequences of Abuse and Neglect: http://nccanch.acf.hhs.gov/pubs/usermanuals/treatmen/conseq.cfm
Chapter 14
For more information about learning facts, consult this website:
Learning Facts: http://teacher.scholastic.com/professional/teachstrat/arith.htm
For more information about using manipulatives in mathematics, consult this website: Using Manipulatives in Mathematics: http://teacher.scholastic.com/professional/teachstrat/manipulatives_7musts.htm
For more information about problem solving, consult this website: Problem Solving: http://standards.nctm.org/document/chapter3/prob.htm
For more information about cooking with kids, consult this website: Cooking with Kids: http://4recipes.4anything.com/network-frame/0,1855,5876-51374,00.html
For more information about scientific attitudes, consult this website: Scientific Attitudes: http://www.nsta.org/parents/skills.asp
For more information about the content of social studies, consult this website: Content of Social Studies: http://www.socialstudies.org/standards/exec.html
For more information about infant/toddler learning, consult this website: Infant/Toddler Learning: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=76
For more information about getting parents involved in mathematics learning, consult this website: Getting Parents Involved in Mathematics Learning: http://www.math.com/parents/articles/helpmath.html
Chapter 15
For more information about language development, consult this website:
Language Development: http://www.exnet.iastate.edu/Publications/PM1529F.pdf
For more information about facilitating language learning through storytelling, consult these websites: Facilitating Language Learning Through Storytelling: http://www.nncc.org/Literacy/better.storytell.html http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=200&CFID=244697&CFTOKEN=93587547
For more information about good books to read aloud, consult this website: Good Books to Read Aloud: http://www.nncc.org/Literacy/better.read.list.html
For more information about dramatic play props, consult this website: Dramatic Play Props: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li1lk28.htm
For more information about emergent literacy, consult this website: Emergent Literacy: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li1lk1.htm
For more information about supporting emergent literacy, consult this website: Supporting Emergent Literacy: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=212
For more information about children's books, consult this website: Children's Books: http://www.acs.ucalgary.ca/~dkbrown/index.html
For more information about supporting children's writing, consult these websites: Supporting Children's Writing: http://www.ed.gov/databases/ERIC_Digests/ed327312.html http://teacher.scholastic.com/professional/teachstrat/writing.htm
For more information about formal reading instruction, consult this website: Formal Reading Instruction: http://teacher.scholastic.com/professional/teachstrat/balanced.htm
For more information about developing literacy skills for children whose first language is not English, consult this website: http://www.mhsqic.org/init/seclang/LitBook.pdf
Chapter 16
For more information about creativity, consult these websites:
Creativity: http://www.stenhouse.com/pdfs/0007ch01.pdf
http://www.womenfolk.com/creativity/kids.htm
For more information about creativity and play, consult this website: Creativity and Play: http://www.nncc.org/Curriculum/create.play.grow.html
For more information about the benefits of the arts, consult these websites: Benefits of the Arts: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=257
For more information about early childhood art, consult this website: Early Childhood Art: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=113&CFID=244697&CFTOKEN=93587547
For more information about the importance of music in early childhood, consult this website: Importance of Music in Early Childhood: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=69&CFID=244697&CFTOKEN=93587547
For more information about play and music, consult this website: Play and Music: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=361
For more information about the differences between arts and crafts, consult this website: Differences Between Arts and Crafts: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=80
For more information about multicultural songs, consult this website: Multicultural Songs: http://curry.edschool.virginia.edu/go/multicultural/arts/songs.html
For more information about art and Reggio Emilia, consult these websites: http://ecrp.uiuc.edu/v3n1/hertzog.html http://www.designshare.com/Research/Tarr/Aesthetic_Codes_1.htm
Chapter 17
For more information about problems associated with TV viewing, consult these websites:
"What About TV and My Child's Brain? Part 1": http://www.nwrel.org/pirc/hot11.html
"What About TV and My Child's Brain? Part 2": http://www.nwrel.org/pirc/hot12.html
"What About TV and My Child's Brain? Part 3": http://www.nwrel.org/pirc/hot13.html
For more information about television violence, consult this website: Television Violence: Content, Context, and Consequences: http://www.hi-ho.ne.jp/taku77/refer/tvvio.htm
For more information about children's video games, consult this website: Children's Video Games: http://www.ed.gov/databases/ERIC_Digests/ed365477.html
For more information about developmentally appropriate computer use, consult this website: Developmentally Appropriate Computer Use: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=23&CFID=244697&CFTOKEN=93587547
Using Computers Age by Age: http://teacher.scholastic.com/professional/childdev/using_computer.htm
For more information about computers and social interactions, consult these websites: Computers and Social Interactions: http://teacher.scholastic.com/professional/childdev/social_software.htm Software and Social-Emotional Growth: http://teacher.scholastic.com/professional/childdev/computer_emotional.htm
For more information about selecting children's software, consult these websites: Selecting Children's Software: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=199&CFID=244697&CFTOKEN=93587547 Choosing Children's Software: http://www.childrenssoftware.com/choosing
For more information about Children's Software Review, consult this website: Children's Software Review: http://www.childrenssoftware.com/
For more information about a computer center, consult this website: Computer Center: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=183
Wednesday, March 11, 2009
Update
Hi Lynn,
How are you? Hope you are settled back in Maine and enjoying your current classes. I am feeling a little swamped at the moment. My English Comp. class was getting a bit unwieldy so I made some changes to the assignments in hopes that they will cut down on the number of posts, while improving the overall quality. I have the literature class down to a science, but this new course still needs some fine-tuning.
I contacted the publisher and got the correct ISBN for the text book bundle, which includes the Carol Gestwicki booklet. The 10-digit number is 14283225523. I will go ahead and adopt it as soon as the adoption site opens.
I was also thinking that it would be a good idea for us to be in touch once a week, say on Wednesdays, so we could divide up the tasks and report on progress. We could both just check this blog site for updates.
Take care and I look forward to hearing from you.
Suzanne
802.922.0058
How are you? Hope you are settled back in Maine and enjoying your current classes. I am feeling a little swamped at the moment. My English Comp. class was getting a bit unwieldy so I made some changes to the assignments in hopes that they will cut down on the number of posts, while improving the overall quality. I have the literature class down to a science, but this new course still needs some fine-tuning.
I contacted the publisher and got the correct ISBN for the text book bundle, which includes the Carol Gestwicki booklet. The 10-digit number is 14283225523. I will go ahead and adopt it as soon as the adoption site opens.
I was also thinking that it would be a good idea for us to be in touch once a week, say on Wednesdays, so we could divide up the tasks and report on progress. We could both just check this blog site for updates.
Take care and I look forward to hearing from you.
Suzanne
802.922.0058
Wednesday, March 4, 2009
Working Methods
March 4
Lynn,
It is so nice to hear from you! I am sorry that Florida is not as warm as it should be, but time with family is what really matters. I can certainly relate to the grandchildren and how much energy they have! My guys can really wear me out too!
I am so delighted to discover that we are of like minds on the issue of making this course excellent, and perhaps forgoing the Gender Issues course, at least at this time. I am going to write to John and let him know my thought on this. I do hope he gives us this opportunity again in the future.
Your initial instincts on the Jackman book have proven to be excellent. The more time I spend with this book, the more I value what it has to offer. I would like to move on to a discussion about how we should proceed with our planning. I suspect that, between the two of us, we have some great elements already created for use in this course – grading rubrics for discussions, general instructions for using the discussion board, etc. At this point it seems prudent to scan the textbook and take some notes on possible assignments. My usual method involves creating an initial outline for the semester and inserting relevant ideas and materials into this. To facilitate this process, I have begun with a simple outline below. You can copy and paste this into a Word document and change it at will. Please don’t let me overstep my bounds here; I realize we don’t yet know each other and I fear I will come across as pushy. This is never my intention. Please let me know if you feel I am assuming too much by taking the bull by the horns.
Scaffold for the syllabus
Week 1: Introductory essay and discussion
Week 2: Chapter 1 – Starting the Process
Week 3: Chapter 2 – Creating Curriculum
Week 4: Chapter 3 – Language and Literacy
Week 5: Chapter 4 - Literature
Week 6: Chapter 5 - Math
Week 7: Chapter 6 - Science
Week 8: Chapter 7 – Social Studies
Week 9: Chapter 8 - Art
Week 10: Chapter 9 – Sensory Centers
Week 11: Chapter 10 – Music and Movement
Week 12: Chapter 11 - Puppets
Week 13: Chapter 12 – Dramatic Play and Creative Dramatics;
Submission of final projects (whatever those might be!)
I look forward to hearing from you and learning more about you. I am pleasantly surprised by the synchronicity of our ideas thus far! Enjoy your time with your family. When will you be heading north again?
Suzanne
802.922.0058
Lynn,
It is so nice to hear from you! I am sorry that Florida is not as warm as it should be, but time with family is what really matters. I can certainly relate to the grandchildren and how much energy they have! My guys can really wear me out too!
I am so delighted to discover that we are of like minds on the issue of making this course excellent, and perhaps forgoing the Gender Issues course, at least at this time. I am going to write to John and let him know my thought on this. I do hope he gives us this opportunity again in the future.
Your initial instincts on the Jackman book have proven to be excellent. The more time I spend with this book, the more I value what it has to offer. I would like to move on to a discussion about how we should proceed with our planning. I suspect that, between the two of us, we have some great elements already created for use in this course – grading rubrics for discussions, general instructions for using the discussion board, etc. At this point it seems prudent to scan the textbook and take some notes on possible assignments. My usual method involves creating an initial outline for the semester and inserting relevant ideas and materials into this. To facilitate this process, I have begun with a simple outline below. You can copy and paste this into a Word document and change it at will. Please don’t let me overstep my bounds here; I realize we don’t yet know each other and I fear I will come across as pushy. This is never my intention. Please let me know if you feel I am assuming too much by taking the bull by the horns.
Scaffold for the syllabus
Week 1: Introductory essay and discussion
Week 2: Chapter 1 – Starting the Process
Week 3: Chapter 2 – Creating Curriculum
Week 4: Chapter 3 – Language and Literacy
Week 5: Chapter 4 - Literature
Week 6: Chapter 5 - Math
Week 7: Chapter 6 - Science
Week 8: Chapter 7 – Social Studies
Week 9: Chapter 8 - Art
Week 10: Chapter 9 – Sensory Centers
Week 11: Chapter 10 – Music and Movement
Week 12: Chapter 11 - Puppets
Week 13: Chapter 12 – Dramatic Play and Creative Dramatics;
Submission of final projects (whatever those might be!)
I look forward to hearing from you and learning more about you. I am pleasantly surprised by the synchronicity of our ideas thus far! Enjoy your time with your family. When will you be heading north again?
Suzanne
802.922.0058
Hi Suzanne!
We are quite alike in our methods! I too have used the embedded librarian for some time and Ann Schroeder has indeed been invaluable!! I'm fine with the Jackman book! Now we can start planning! I agree that it does provided possibilities to lengthen it into a full semester class as well. But the 12 chapters does fit nicely into the summer schedule! I am enjoying Florida but it's very cold here and I didn't pack for this cold weather! Otherwise my grandchildren are wearing me out!! One is tugging on my pants as I write - I just finished my online classes and they are anxious to get going!! One last thing - I am of the same opinion as you on the gender studies. I have taught it before but also do not want to shortchange my students and we will be co-teaching a new course together as well. Perhaps we should focus our efforts into making our co-taught class a great quality class and forego the gender class? I would like to get to know you better and make this curriculum class work well before delving into new territory. Talk to you soon!
Lynn
We are quite alike in our methods! I too have used the embedded librarian for some time and Ann Schroeder has indeed been invaluable!! I'm fine with the Jackman book! Now we can start planning! I agree that it does provided possibilities to lengthen it into a full semester class as well. But the 12 chapters does fit nicely into the summer schedule! I am enjoying Florida but it's very cold here and I didn't pack for this cold weather! Otherwise my grandchildren are wearing me out!! One is tugging on my pants as I write - I just finished my online classes and they are anxious to get going!! One last thing - I am of the same opinion as you on the gender studies. I have taught it before but also do not want to shortchange my students and we will be co-teaching a new course together as well. Perhaps we should focus our efforts into making our co-taught class a great quality class and forego the gender class? I would like to get to know you better and make this curriculum class work well before delving into new territory. Talk to you soon!
Lynn
Monday, March 2, 2009
Next Steps
Lynn,
I have enjoyed reading your posts in Blogger and hope you have had wonderful adventures with your grandchildren. How delightful that you can spend this vacation with them! I know working in this online environment has changed my lifestyle in wonderful ways, enabling me to spend time with my family. It really is perfect for me!
I thank you for you comments about the final I use for Children’s Literature. Of course, we would need to tweak it to make it relevant to our needs here, but I thought it might be useful.
I read about your working methods with great interest, because they so nearly match mine! It appears that we have similar philosophies for online courses, which is wonderful. I always post my entire collection of assignments before the semester begins. I see no advantage in keeping students guessing what they are signing up for. I ask that they don’t post to each discussion board before the “opening” date for each week, however. In the past I had some students posting early and others emailed me saying this practice always made them feel behind, even when they were not. I encourage student to look ahead, and work ahead if they want, but to do this work in a Word file for later posting. If a student is going to be away (say, on vacation in Florida!) I ask them to email the assignment to me before leaving, and I post it on the opening day for them. I encourage them to keep me posted about anything that will interfere with their participation on the discussion board. I also always add a Chat Room for casual conversations, and always use the Embedded Librarian option. Have you accessed that option for your classes? I have been collaborating with Ann Schroeder for a few years now and value the support she offers to me and my students. She is an invaluable resource when I assign any kind of research.
Since writing you that I had received three of the textbooks, I have not received any others. I have spent some time perusing these and agree with your assessment of the Jackman book. Although it is rather expensive at about $100, it does come with the supplemental materials and is very logically laid out. If you are happy with this book, let’s just go ahead and adopt it. There are 12 chapters, so it will be quite easy to fit it into the shorter summer semester, while still being excellent for the longer semesters if we do some expansion of concepts. If we do choose the Jackman book, there are a lot of hands-on activities for students to work on individually or in small groups (which is something I am trying to implement more often in my classes). I also like the Explorations section at the end of each chapter, which has great ideas for discussion questions.
I have been thinking about the Gender Issues course for several days. I had nearly made my mind up not to take it on because I don’t want to spread myself too thin. However, if you are keen to try it, I may change my mind. My only concern is that this Curriculum course will be brand new, and I don't want to short-change my other students by taking on yet another brand new venture. Please share your thoughts about teaching Gender Issues so I have more to ponder before deciding.
Let me know your thoughts on adopting the Jackman book, then I will ask a few more questions about how you like to plan courses.
Suzanne
802.922.0058
I have enjoyed reading your posts in Blogger and hope you have had wonderful adventures with your grandchildren. How delightful that you can spend this vacation with them! I know working in this online environment has changed my lifestyle in wonderful ways, enabling me to spend time with my family. It really is perfect for me!
I thank you for you comments about the final I use for Children’s Literature. Of course, we would need to tweak it to make it relevant to our needs here, but I thought it might be useful.
I read about your working methods with great interest, because they so nearly match mine! It appears that we have similar philosophies for online courses, which is wonderful. I always post my entire collection of assignments before the semester begins. I see no advantage in keeping students guessing what they are signing up for. I ask that they don’t post to each discussion board before the “opening” date for each week, however. In the past I had some students posting early and others emailed me saying this practice always made them feel behind, even when they were not. I encourage student to look ahead, and work ahead if they want, but to do this work in a Word file for later posting. If a student is going to be away (say, on vacation in Florida!) I ask them to email the assignment to me before leaving, and I post it on the opening day for them. I encourage them to keep me posted about anything that will interfere with their participation on the discussion board. I also always add a Chat Room for casual conversations, and always use the Embedded Librarian option. Have you accessed that option for your classes? I have been collaborating with Ann Schroeder for a few years now and value the support she offers to me and my students. She is an invaluable resource when I assign any kind of research.
Since writing you that I had received three of the textbooks, I have not received any others. I have spent some time perusing these and agree with your assessment of the Jackman book. Although it is rather expensive at about $100, it does come with the supplemental materials and is very logically laid out. If you are happy with this book, let’s just go ahead and adopt it. There are 12 chapters, so it will be quite easy to fit it into the shorter summer semester, while still being excellent for the longer semesters if we do some expansion of concepts. If we do choose the Jackman book, there are a lot of hands-on activities for students to work on individually or in small groups (which is something I am trying to implement more often in my classes). I also like the Explorations section at the end of each chapter, which has great ideas for discussion questions.
I have been thinking about the Gender Issues course for several days. I had nearly made my mind up not to take it on because I don’t want to spread myself too thin. However, if you are keen to try it, I may change my mind. My only concern is that this Curriculum course will be brand new, and I don't want to short-change my other students by taking on yet another brand new venture. Please share your thoughts about teaching Gender Issues so I have more to ponder before deciding.
Let me know your thoughts on adopting the Jackman book, then I will ask a few more questions about how you like to plan courses.
Suzanne
802.922.0058
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