Lynn,
The course site looks just great! It was so fun to see my words appear, as if by magic. I really like the crayon graphic on the opening page, and you configured the course menu just like I do. It really looks slick.
I like the way your pieces and mine seem to mesh so nicely. You have some great elements that I just might steal for my other courses. This just validates my idea that all teachers should do some collaborative teaching - we learn so much in the process!
I had done a slight revision of my Instructor Profile, so I switched that to the new one. I tried to modify one small thing, but it won’t let me do this. In the How This Course Works section, you have your history course number rather than our EDU number, so maybe you can modify that, since I can’t seem to make it work. We can discuss this modifying issue on Saturday. It is fine to have our discussion later in the day on Saturday – it will work just as well for me.
I spent today building my other three courses and feel pretty good about what I accomplished. I am heading up to Tulsa tomorrow for an all day seminar Tuesday titled The Best Young Adult Literature of the Decade and How to Use it in Your Classroom. I am taking it for a college credit so I will be writing a few new lesson plans to try out on my Lit. students. I’m pretty excited about the seminar, and just as excited about the trip to Tulsa and getting away from the ranch for a few days. I can use a break.
I hope to get to my last two chapter assignments later this week, and when we get those done and tweaked, we can start building the Discussion Board. I am so excited to see it all coming together on our Bb site! Thanks for your hard work in pulling all the various pieces together.
Glad to hear you’re feeling better, and I hope you have a great week.
Suzanne
Sunday, March 29, 2009
CD Builder and other stuff
Hey Suzanne!
I'm feeling better today - it's an uphill battle but I'm getting there! It was great talking with you yesterday as well - you helped me put some thoughts into perspective and reinforced some of my ideas and goals! Thanks!!
I have completed the course description so it now can be viewed online through the catalog - check it out and let me know what you think. I wanted to put methods in there but there really wasn't a place for it so I created one. Yours were very good - I couldn't have said them better so I just put your material in there! Thanks!
I have also done some work in our class portal - check that out as well - make any changes you want - I usually like to have a jazzed up opening page to get students excited about the course - if I've overdone it let me know! (It's how I "sell" my classes)
I will send you anything else as I complete it. I forgot to mention that next Saturday morning I am babysitting my granddaughter (2 yrs old) and may be a bit late calling you - My daughter is taking my grandson to a kindergarten orientation from 9:30-11:30. Can I call you at 12 instead of 11? It would be a bit difficult with Gwen here at 11.
I'll be back soon! Take care!
Lynn
I'm feeling better today - it's an uphill battle but I'm getting there! It was great talking with you yesterday as well - you helped me put some thoughts into perspective and reinforced some of my ideas and goals! Thanks!!
I have completed the course description so it now can be viewed online through the catalog - check it out and let me know what you think. I wanted to put methods in there but there really wasn't a place for it so I created one. Yours were very good - I couldn't have said them better so I just put your material in there! Thanks!
I have also done some work in our class portal - check that out as well - make any changes you want - I usually like to have a jazzed up opening page to get students excited about the course - if I've overdone it let me know! (It's how I "sell" my classes)
I will send you anything else as I complete it. I forgot to mention that next Saturday morning I am babysitting my granddaughter (2 yrs old) and may be a bit late calling you - My daughter is taking my grandson to a kindergarten orientation from 9:30-11:30. Can I call you at 12 instead of 11? It would be a bit difficult with Gwen here at 11.
I'll be back soon! Take care!
Lynn
Saturday, March 28, 2009
Saturday Afternoon
Hi Lynn,
As always, it was great to talk with you this morning. I truly hope this illness subsides soon and that you get feeling better. Just think, if you eventually decide to leave the high school and teach online full time, you won't be exposed to those germy students any longer! ;) I was never so sick as I was for the first six months of working in the early childhood environment - and to add insult to injury, there was a probational waiting period before my health insurance benefits kicked in. It's a wonder I lived through it!
Below you will find the slightly revised Preliminary Syllabus, a Methods and Materials blurb (which contains the verbiage about the structure of the week, discussed this morning), my General Instructions I use for all of my classes (most useful for brand-new students).
As always, revise to your heart's content!
Take care,
Suzanne
Methods and Materials
Methods:
Weekly reading assignments from the textbooks and outside reading assignments; Weekly questions to be answered on the Discussion Board (DB), which are reflective of your reading; responses to posts on the Discussion Board.
Course Structure:
For the purpose of this course, our week begins on Tuesday, when the Discussion Board for the week opens. Your post in which you respond to the question(s) is due by midnight on Friday. Your responses to your peers’ posts are due by midnight on Sunday. If you meet these deadlines, you may continue discussion throughout Monday and earn credit for them.
Textbook:
Early Education Curriculum, 4th ed., by Hilda L. Jackman, ISBN 1428322523
(Note: You must use this ISBN because it denotes a bundled set of materials you will need for this course.)
GENERAL INSTRUCTIONS
The format for this class will be as follows:
Important: It is your responsibility to read every post in every Discussion Board.
You will begin each week’s lesson by reading the assigned pages in the textbook, as well as any additional assigned readings. Part of the grading process depends on how you synthesize the readings into your discussion board posts. After reading the assignments, you will compose an essay in response to the Discussion Board Instructions. There will be a separate Discussion Board set up for each week and you will submit all posts to that board. From the menu at the left, click on “Discussion Board.” Scroll to the DB for the current week. Open the DB by clicking on the underlined title. Click “Add a Thread,” and compose your answer in the dialog box. Initial weekly posts should be at least 300 words in length and will be labeled “Chapter __.” Responses to fellow students will be labeled “Response to (student’s name.). Note: All Discussion Board posts and replies must be proofread and spell checked prior to submission.
The Discussion Board will open on Tuesday, and your initial responses to the discussion question will be due by midnight on Friday. Responses to your peers’ posts will be due by midnight on Sunday. Responses to assigned readings must be submitted by Friday at midnight in order to receive credit for the posting. It is your responsibility to read everyone’s posts. This is a critical element of online learning and will require careful time scheduling.
The second part of the week’s assignment will be to respond to other students’ posts. These must be posted by midnight on Sunday. Again, it is your responsibility to read these posts as well. Of course it is fine for you to use the syllabus to see what the next week’s assignment will be, but please do not submit posts in advance of the opening date for each week’s discussion board. The discussion board is your virtual classroom, and it doesn’t make sense for you to speak to an empty room. It is also important to remember that may be changes to the syllabus, or additional outside reading or research that should be reflected in your weekly posts.
I hope these general guidelines are helpful to you. Let us know if you need clarification on anything throughout the semester.
Curriculum Development for Early Childhood Education
Preliminary Syllabus
(Note: This syllabus is subject to change prior to the first class. Please see the Discussion Board Instructions for changes.)
The structure of this course will include weekly reading assignments in the textbook and from other sources, weekly submission of homework assignments to the discussion board, and substantial participation in asynchronous discussion on the discussion board every week. Grading will be judged based on quality of your submissions, depth of your contributions to discussions, and evidence of critical thinking as you relate what you are learning to what you know, and how you will use what you are learning.
In this course, learners develop an understanding of the philosophical principles, societal expectations, and practical demands of building curriculum for early childhood education. Emphasis is on developing a child-centered, integrated, and developmentally appropriate curriculum for the early years from infancy to age 8. A variety of curricular approaches will be modeled and assessed.
Topics covered in this course include Started the Process; Creating Curriculum; Language and Literacy; Literature; Math; Science; Social Studies; Art; Sensory Centers; Music and Movement; Puppets; Dramatic Play and Creative Dramatics.
Activities and projects shared in this course will include (but are not limited to) essays in response to significant issues in curriculum development; substantial participation in discussions; development of lesson plans and activities related to learning domains, as well as activities for helping students bridge the gaps between learning domains; strategies for making curriculum accessible to diverse classroom populations, including students with different learning styles and special needs; the development, over the course of the semester, of a curriculum for use with a particular age group.
Preliminary Syllabus:
May 26: Chapter 1 – Starting the Process
Reading Assignment: Pg. 2-35
Submission of an introductory essay and your response to the discussion board questions; substantial participation in the discussion is required.
June 2: Chapter 2 – Creating Curriculum
Reading Assignment: Pg. 36-84
Submission of your response to your choice of several discussion board questions; substantial participation in the discussion is required.
June 9: Chapter 3 – Language and Literacy
Reading Assignment: Pg. 86-116
Development of a language activity for a chosen grade level; substantial participation in the discussion is required.
June 16: Chapter 4 – Literature
Reading Assignment: Pg. 117-154
Creation of an annotated bibliography for a selected grade level; substantial participation in the discussion is required.
June 23: Chapter 5 – Math
Reading Assignment: Pg. 155-184
Development of a math activity for young children; Parent involvement activity; substantial participation in the discussion is required.
June 30: Chapter 6 – Science
Reading Assignment: Pg. 185-213
Development of a science activity for young children; substantial participation in the discussion is required.
July 7: Chapter 7 – Social Studies
Reading Assignment: Pg. 214-238
Development of a family survey, which will be used in creating a social studies lesson for young children; substantial participation in the discussion is required.
July 14: Chapter 8 – Art
Reading Assignment: Pg. 239-268
Development of an age appropriate art activity for young children; substantial participation in the discussion is required.
July 21: Chapter 9 – Sensory Centers
Reading Assignment: Pg. 269-298
Development of a multi-cultural cooking activity to be used with young children; substantial participation in the discussion is required.
July 28: Chapter 10 – Music and Movement
Reading Assignment: Pg. 299-324
Development of a music and movement activity to be used with young children; substantial participation in the discussion is required.
August 4: Chapter 11 – Puppets
Reading Assignment: Pg. 325-349
Development of an activity in which puppets play an important role; substantial participation in the discussion is required.
August 11: Chapter 12 – Dramatic Play and Creative Dramatics
Reading Assignment: Pg. 350-401
Development of an activity for the dramatic play area of the classroom; substantial participation in the discussion is required.
August 17: Presentation of finals, including Culmination Essays
As always, it was great to talk with you this morning. I truly hope this illness subsides soon and that you get feeling better. Just think, if you eventually decide to leave the high school and teach online full time, you won't be exposed to those germy students any longer! ;) I was never so sick as I was for the first six months of working in the early childhood environment - and to add insult to injury, there was a probational waiting period before my health insurance benefits kicked in. It's a wonder I lived through it!
Below you will find the slightly revised Preliminary Syllabus, a Methods and Materials blurb (which contains the verbiage about the structure of the week, discussed this morning), my General Instructions I use for all of my classes (most useful for brand-new students).
As always, revise to your heart's content!
Take care,
Suzanne
Methods and Materials
Methods:
Weekly reading assignments from the textbooks and outside reading assignments; Weekly questions to be answered on the Discussion Board (DB), which are reflective of your reading; responses to posts on the Discussion Board.
Course Structure:
For the purpose of this course, our week begins on Tuesday, when the Discussion Board for the week opens. Your post in which you respond to the question(s) is due by midnight on Friday. Your responses to your peers’ posts are due by midnight on Sunday. If you meet these deadlines, you may continue discussion throughout Monday and earn credit for them.
Textbook:
Early Education Curriculum, 4th ed., by Hilda L. Jackman, ISBN 1428322523
(Note: You must use this ISBN because it denotes a bundled set of materials you will need for this course.)
GENERAL INSTRUCTIONS
The format for this class will be as follows:
Important: It is your responsibility to read every post in every Discussion Board.
You will begin each week’s lesson by reading the assigned pages in the textbook, as well as any additional assigned readings. Part of the grading process depends on how you synthesize the readings into your discussion board posts. After reading the assignments, you will compose an essay in response to the Discussion Board Instructions. There will be a separate Discussion Board set up for each week and you will submit all posts to that board. From the menu at the left, click on “Discussion Board.” Scroll to the DB for the current week. Open the DB by clicking on the underlined title. Click “Add a Thread,” and compose your answer in the dialog box. Initial weekly posts should be at least 300 words in length and will be labeled “Chapter __.” Responses to fellow students will be labeled “Response to (student’s name.). Note: All Discussion Board posts and replies must be proofread and spell checked prior to submission.
The Discussion Board will open on Tuesday, and your initial responses to the discussion question will be due by midnight on Friday. Responses to your peers’ posts will be due by midnight on Sunday. Responses to assigned readings must be submitted by Friday at midnight in order to receive credit for the posting. It is your responsibility to read everyone’s posts. This is a critical element of online learning and will require careful time scheduling.
The second part of the week’s assignment will be to respond to other students’ posts. These must be posted by midnight on Sunday. Again, it is your responsibility to read these posts as well. Of course it is fine for you to use the syllabus to see what the next week’s assignment will be, but please do not submit posts in advance of the opening date for each week’s discussion board. The discussion board is your virtual classroom, and it doesn’t make sense for you to speak to an empty room. It is also important to remember that may be changes to the syllabus, or additional outside reading or research that should be reflected in your weekly posts.
I hope these general guidelines are helpful to you. Let us know if you need clarification on anything throughout the semester.
Curriculum Development for Early Childhood Education
Preliminary Syllabus
(Note: This syllabus is subject to change prior to the first class. Please see the Discussion Board Instructions for changes.)
The structure of this course will include weekly reading assignments in the textbook and from other sources, weekly submission of homework assignments to the discussion board, and substantial participation in asynchronous discussion on the discussion board every week. Grading will be judged based on quality of your submissions, depth of your contributions to discussions, and evidence of critical thinking as you relate what you are learning to what you know, and how you will use what you are learning.
In this course, learners develop an understanding of the philosophical principles, societal expectations, and practical demands of building curriculum for early childhood education. Emphasis is on developing a child-centered, integrated, and developmentally appropriate curriculum for the early years from infancy to age 8. A variety of curricular approaches will be modeled and assessed.
Topics covered in this course include Started the Process; Creating Curriculum; Language and Literacy; Literature; Math; Science; Social Studies; Art; Sensory Centers; Music and Movement; Puppets; Dramatic Play and Creative Dramatics.
Activities and projects shared in this course will include (but are not limited to) essays in response to significant issues in curriculum development; substantial participation in discussions; development of lesson plans and activities related to learning domains, as well as activities for helping students bridge the gaps between learning domains; strategies for making curriculum accessible to diverse classroom populations, including students with different learning styles and special needs; the development, over the course of the semester, of a curriculum for use with a particular age group.
Preliminary Syllabus:
May 26: Chapter 1 – Starting the Process
Reading Assignment: Pg. 2-35
Submission of an introductory essay and your response to the discussion board questions; substantial participation in the discussion is required.
June 2: Chapter 2 – Creating Curriculum
Reading Assignment: Pg. 36-84
Submission of your response to your choice of several discussion board questions; substantial participation in the discussion is required.
June 9: Chapter 3 – Language and Literacy
Reading Assignment: Pg. 86-116
Development of a language activity for a chosen grade level; substantial participation in the discussion is required.
June 16: Chapter 4 – Literature
Reading Assignment: Pg. 117-154
Creation of an annotated bibliography for a selected grade level; substantial participation in the discussion is required.
June 23: Chapter 5 – Math
Reading Assignment: Pg. 155-184
Development of a math activity for young children; Parent involvement activity; substantial participation in the discussion is required.
June 30: Chapter 6 – Science
Reading Assignment: Pg. 185-213
Development of a science activity for young children; substantial participation in the discussion is required.
July 7: Chapter 7 – Social Studies
Reading Assignment: Pg. 214-238
Development of a family survey, which will be used in creating a social studies lesson for young children; substantial participation in the discussion is required.
July 14: Chapter 8 – Art
Reading Assignment: Pg. 239-268
Development of an age appropriate art activity for young children; substantial participation in the discussion is required.
July 21: Chapter 9 – Sensory Centers
Reading Assignment: Pg. 269-298
Development of a multi-cultural cooking activity to be used with young children; substantial participation in the discussion is required.
July 28: Chapter 10 – Music and Movement
Reading Assignment: Pg. 299-324
Development of a music and movement activity to be used with young children; substantial participation in the discussion is required.
August 4: Chapter 11 – Puppets
Reading Assignment: Pg. 325-349
Development of an activity in which puppets play an important role; substantial participation in the discussion is required.
August 11: Chapter 12 – Dramatic Play and Creative Dramatics
Reading Assignment: Pg. 350-401
Development of an activity for the dramatic play area of the classroom; substantial participation in the discussion is required.
August 17: Presentation of finals, including Culmination Essays
Friday, March 27, 2009
Suzanne,
I've never used the BB tutorial - I'll definitely check it out! It's a consideration!! I've been sick this week - missed school in fact. I haven't done too much with our class I'm afraid but we'll see how today goes. I'm going back to school today - we'll see. We had 112 kids and 32 teachers out this week - something awful going through the school!! High fever, ache all over feeling and now I have a cold from hell with sinus headache and running eyes and nose. But my fever finally broke so I'll take my cold and go to school today. :)
Did you get the email from John about team teaching Fostering Creative Learning? I've taught it and have my curriculum I can share with you if you'd like to see it before responding. Talk to you tomorrow!
Lynn
I've never used the BB tutorial - I'll definitely check it out! It's a consideration!! I've been sick this week - missed school in fact. I haven't done too much with our class I'm afraid but we'll see how today goes. I'm going back to school today - we'll see. We had 112 kids and 32 teachers out this week - something awful going through the school!! High fever, ache all over feeling and now I have a cold from hell with sinus headache and running eyes and nose. But my fever finally broke so I'll take my cold and go to school today. :)
Did you get the email from John about team teaching Fostering Creative Learning? I've taught it and have my curriculum I can share with you if you'd like to see it before responding. Talk to you tomorrow!
Lynn
Wednesday, March 25, 2009
One More Idea:
Lynn,
I forgot to mention in my earlier post that I have started using the Blackboard Tutorial with students, with good results. I use this wording:
Blackboard Tutorial: In the menu on the left, click on Blackboard Tutorial and watch the ten-minute lesson. Even if you have been using Bb for a while, there are some good tips in this tutorial, so I want everyone to watch it. There will be a Blackboard Tutorial thread in this week’s discussion board. Post an idea you learned by watching the tutorial.
Maybe we could use this during the first few weeks to make sure everyone is on the same page.
Just a thought.
Suzanne
I forgot to mention in my earlier post that I have started using the Blackboard Tutorial with students, with good results. I use this wording:
Blackboard Tutorial: In the menu on the left, click on Blackboard Tutorial and watch the ten-minute lesson. Even if you have been using Bb for a while, there are some good tips in this tutorial, so I want everyone to watch it. There will be a Blackboard Tutorial thread in this week’s discussion board. Post an idea you learned by watching the tutorial.
Maybe we could use this during the first few weeks to make sure everyone is on the same page.
Just a thought.
Suzanne
Today's thoughts...
Hello Lynn,
I’m sorry to hear that you are not feeling well, but I have to admit I too have been a bit under the weather myself. I actually made myself take yesterday entirely away from Blackboard, although I certainly had work to do. I had been working every day for weeks and really needed a break. I had thought to take today off too, but wanted to attend to working on this course. Somehow, this seemed like a leisurely activity.
I agree completely with your idea of assigning elements of the final throughout the semester, and having revised versions stand as part of the final. Actually, this meshes nicely with ideas I learned in the Teaching with Writing course I took earlier in this semester; students should be required to do some revising throughout the semester as a way if improving their overall writing skills. I like the idea of using the rubric for the final product.
I am certainly interested in co-teaching with you again in the fall. If you are interested in doing this, let me know and then we can contact John. Since you have a curriculum for that course, it will likely take a lot less time to develop and tweak it for our purposes. Is the text book you used current enough to use again?
I have put together a draft of the syllabus for the course description. I have added very brief descriptions of the chapters we have left to plan, and please feel free to make changes to any wording I have used. I think it will give prospective students a good idea of the overall activities, as well as an inkling of what the final will be like.
I have added the outline of my ideas for the social studies and art chapters. I want to flesh them out a bit, but wanted to share my initial ideas with you. Hopefully I will have time during the next few days to work on the other two chapters. Please feel completely free to share any ideas or feedback on anything I have submitted. We might want to look for ways to connect these various assignments, similar to what I have done with the social studies assignment, and I am open to your ideas.
I hope you get some rest and feel better soon. If at any time you need a break from this process, just let me know. We can’t burn out before we even begin the class!
Suzanne
Curriculum Development for Early Childhood Education
Preliminary Syllabus
(Note: This syllabus is subject to change prior to the first class. Please see the Discussion Board Instructions for changes.)
The structure of this course will include weekly reading assignments in the text book and from other sources, weekly submission of homework assignments to the discussion board, and substantial participation in asynchronous discussion on the discussion board every week. Grading will be judged based on quality of your submissions, depth of your contributions to discussions, and evidence of critical thinking as you relate what you are learning to what you know, and how you will use what you are learning.
In this course, learners develop an understanding of the philosophical principles, societal expectations, and practical demands of building curriculum for early childhood education. Emphasis is on developing a child-centered, integrated, and developmentally appropriate curriculum for the early years from infancy to age 8. A variety of curricular approaches will be modeled and assessed.
Topics covered in this course include Started the Process; Creating Curriculum; Language and Literacy; Literature; Math; Science; Social Studies; Art; Sensory Centers; Music and Movement; Puppets; Dramatic Play and Creative Dramatics.
Activities and projects shared in this course will include (but are not limited to) essays in response to significant issues in curriculum development; substantial participation in discussions; development of lesson plans and activities related to learning domains, as well as activities for helping students bridge the gaps between learning domains; strategies for making curriculum accessible to diverse classroom populations, including students with different learning styles and special needs; the development, over the course of the semester, of a curriculum for use with a particular age group.
May 26: Chapter 1 – Starting the Process
Reading Assignment: Pg. 2-35
Submission of an introductory essay and your response to the discussion board questions, substantial participation in the discussion.
June 2: Chapter 2 – Creating Curriculum
Reading Assignment: Pg. 36-84
Submission of your response to your choice of several discussion board questions; substantial participation in the discussion is required.
June 9: Chapter 3 – Language and Literacy
Reading Assignment: Pg. 86-116
Development of a language activity for a chosen grade level, submission of your response to the Discussion Board, substantial participation in the discussion.
June 16: Chapter 4 – Literature
Reading Assignment: Pg. 117-154
Creation of an annotated bibliography for a selected grade level. Submission of your response to the Discussion Board questions; substantial participation in the discussion is required.
June 23: Chapter 5 – Math
Reading Assignment: Pg. 155-184
Development of a math activity for young children; Submission of your response to the Discussion Board questions; Parent involvement activity; substantial participation in the discussion is required.
June 30: Chapter 6 – Science
Reading Assignment: Pg. 185-213
Development of a science activity for young children; Submission of your response to the Discussion Board questions; substantial participation in the discussion is required.
July 7: Chapter 7 – Social Studies
Reading Assignment: Pg. 214-238
Development of a family survey, which will be used in creating a social studies lesson for young children; Submission of your response to the Discussion Board questions; substantial participation in the discussion is required.
July 14: Chapter 8 – Art
Reading Assignment: Pg. 239-268
Development of an age appropriate art activity for young children; Submission of your response to the Discussion Board questions; substantial participation in the discussion is required.
July 21: Chapter 9 – Sensory Centers
Reading Assignment: Pg. 269-298
Development of a multi-cultural cooking activity to be used with young children; Submission of your response to the Discussion Board questions; substantial participation in the discussion is required.
July 28: Chapter 10 – Music and Movement
Reading Assignment: Pg. 299-324
Development of a music and movement activity to be used with young children; Submission of your response to the Discussion Board questions; substantial participation in the discussion is required.
August 4: Chapter 11 – Puppets
Reading Assignment: Pg. 325-349
Development of an activity in which puppets play an important role; Submission of your response to the Discussion Board questions; substantial participation in the discussion is required.
August 11: Chapter 12 – Dramatic Play and Creative Dramatics
Reading Assignment: Pg. 350-401
Development of an activity for the Dramatic play area of the classroom; Submission of your response to the Discussion Board questions; substantial participation in the discussion is required.
August 17: Presentation of finals, including Culmination Essays
---------------------------------------------------------------------
(Lynn, What follows could be used for our narrative evaluations. I have no idea how other teachers approach this task, but I compile a paragraph of general topics covered, a paragraph of activities and projects, and than add a paragraph about the individual student’s progress and contributions. As always, feel free to make changes to this.)
Narrative Evaluation
In this course, learners develop an understanding of the philosophical principles, societal expectations, and practical demands of building curriculum for early childhood education. Emphasis is on developing a child-centered, integrated, and developmentally appropriate curriculum for the early years from infancy to age 8. A variety of curricular approaches will be modeled and assessed.
Topics covered in this course include Started the Process; Creating Curriculum; Language and Literacy; Literature; Math; Science; Social Studies; Art; Sensory Centers; Music and Movement; Puppets; Dramatic Play and Creative Dramatics.
Activities and projects shared in this course will include (but are not limited to) essays in response to significant issues in curriculum development; substantial participation in discussions; development of lesson plans and activities related to learning domains, as well as activities for helping students bridge the gaps between learning domains; strategies for making curriculum accessible to diverse classroom populations, including students with different learning styles and special needs; the develop, over the course of the semester, a curriculum for use with a particular grade level.
Assignments for Chapters 7 & 8
July 7:
Chapter 7 – Social Studies
Reading Assignment: Pg. 214-238
Discussion Board by midnight on Friday:
After reading the chapter (and other related resources, to be announced)
1. Using information gleaned from your reading, create a family survey to be used to gather information from the families in your classroom. The goal is to gain an understanding of the family culture and genealogical information that might be used to ensure that these elements are addressed in your classroom activities.
2. Using the information from these surveys, as well as the tenets outlined on page 218, create a lesson plan for a particular grade level geared toward helping children understand their role in their family, classroom, community and greater circles of culture. Include the following elements in your plan:
• Identify cultural elements that your lesson addresses
• Identify at least one guest visitor who will help you with this lesson
• Identify at least 3 age-appropriate books to be used in this lesson. Give a brief annotation and your reason for including them in this lesson
• Include at least one idea for each learning center in your classroom that will support and/or expand your lesson
By midnight on Sunday: Respond to at least 3 of your peer’s posts in a substantial way.
July 14: Chapter 8 – Art
Reading Assignment: Pg. 239-268
Discussion Board by midnight on Friday:
Compose a philosophy statement in which you outline what will be the framework for art education in your classroom. Include at least three ideas from the reading assignment and cite them within your statement.
Choose one of the learning domains already studied this semester and create an art activity to support and expand it. How will you incorporate the activity into the lesson? How does your lesson expand and support the other lessons?
By midnight on Sunday: Respond to at least 3 of your peer’s posts in a substantial way.
I’m sorry to hear that you are not feeling well, but I have to admit I too have been a bit under the weather myself. I actually made myself take yesterday entirely away from Blackboard, although I certainly had work to do. I had been working every day for weeks and really needed a break. I had thought to take today off too, but wanted to attend to working on this course. Somehow, this seemed like a leisurely activity.
I agree completely with your idea of assigning elements of the final throughout the semester, and having revised versions stand as part of the final. Actually, this meshes nicely with ideas I learned in the Teaching with Writing course I took earlier in this semester; students should be required to do some revising throughout the semester as a way if improving their overall writing skills. I like the idea of using the rubric for the final product.
I am certainly interested in co-teaching with you again in the fall. If you are interested in doing this, let me know and then we can contact John. Since you have a curriculum for that course, it will likely take a lot less time to develop and tweak it for our purposes. Is the text book you used current enough to use again?
I have put together a draft of the syllabus for the course description. I have added very brief descriptions of the chapters we have left to plan, and please feel free to make changes to any wording I have used. I think it will give prospective students a good idea of the overall activities, as well as an inkling of what the final will be like.
I have added the outline of my ideas for the social studies and art chapters. I want to flesh them out a bit, but wanted to share my initial ideas with you. Hopefully I will have time during the next few days to work on the other two chapters. Please feel completely free to share any ideas or feedback on anything I have submitted. We might want to look for ways to connect these various assignments, similar to what I have done with the social studies assignment, and I am open to your ideas.
I hope you get some rest and feel better soon. If at any time you need a break from this process, just let me know. We can’t burn out before we even begin the class!
Suzanne
Curriculum Development for Early Childhood Education
Preliminary Syllabus
(Note: This syllabus is subject to change prior to the first class. Please see the Discussion Board Instructions for changes.)
The structure of this course will include weekly reading assignments in the text book and from other sources, weekly submission of homework assignments to the discussion board, and substantial participation in asynchronous discussion on the discussion board every week. Grading will be judged based on quality of your submissions, depth of your contributions to discussions, and evidence of critical thinking as you relate what you are learning to what you know, and how you will use what you are learning.
In this course, learners develop an understanding of the philosophical principles, societal expectations, and practical demands of building curriculum for early childhood education. Emphasis is on developing a child-centered, integrated, and developmentally appropriate curriculum for the early years from infancy to age 8. A variety of curricular approaches will be modeled and assessed.
Topics covered in this course include Started the Process; Creating Curriculum; Language and Literacy; Literature; Math; Science; Social Studies; Art; Sensory Centers; Music and Movement; Puppets; Dramatic Play and Creative Dramatics.
Activities and projects shared in this course will include (but are not limited to) essays in response to significant issues in curriculum development; substantial participation in discussions; development of lesson plans and activities related to learning domains, as well as activities for helping students bridge the gaps between learning domains; strategies for making curriculum accessible to diverse classroom populations, including students with different learning styles and special needs; the development, over the course of the semester, of a curriculum for use with a particular age group.
May 26: Chapter 1 – Starting the Process
Reading Assignment: Pg. 2-35
Submission of an introductory essay and your response to the discussion board questions, substantial participation in the discussion.
June 2: Chapter 2 – Creating Curriculum
Reading Assignment: Pg. 36-84
Submission of your response to your choice of several discussion board questions; substantial participation in the discussion is required.
June 9: Chapter 3 – Language and Literacy
Reading Assignment: Pg. 86-116
Development of a language activity for a chosen grade level, submission of your response to the Discussion Board, substantial participation in the discussion.
June 16: Chapter 4 – Literature
Reading Assignment: Pg. 117-154
Creation of an annotated bibliography for a selected grade level. Submission of your response to the Discussion Board questions; substantial participation in the discussion is required.
June 23: Chapter 5 – Math
Reading Assignment: Pg. 155-184
Development of a math activity for young children; Submission of your response to the Discussion Board questions; Parent involvement activity; substantial participation in the discussion is required.
June 30: Chapter 6 – Science
Reading Assignment: Pg. 185-213
Development of a science activity for young children; Submission of your response to the Discussion Board questions; substantial participation in the discussion is required.
July 7: Chapter 7 – Social Studies
Reading Assignment: Pg. 214-238
Development of a family survey, which will be used in creating a social studies lesson for young children; Submission of your response to the Discussion Board questions; substantial participation in the discussion is required.
July 14: Chapter 8 – Art
Reading Assignment: Pg. 239-268
Development of an age appropriate art activity for young children; Submission of your response to the Discussion Board questions; substantial participation in the discussion is required.
July 21: Chapter 9 – Sensory Centers
Reading Assignment: Pg. 269-298
Development of a multi-cultural cooking activity to be used with young children; Submission of your response to the Discussion Board questions; substantial participation in the discussion is required.
July 28: Chapter 10 – Music and Movement
Reading Assignment: Pg. 299-324
Development of a music and movement activity to be used with young children; Submission of your response to the Discussion Board questions; substantial participation in the discussion is required.
August 4: Chapter 11 – Puppets
Reading Assignment: Pg. 325-349
Development of an activity in which puppets play an important role; Submission of your response to the Discussion Board questions; substantial participation in the discussion is required.
August 11: Chapter 12 – Dramatic Play and Creative Dramatics
Reading Assignment: Pg. 350-401
Development of an activity for the Dramatic play area of the classroom; Submission of your response to the Discussion Board questions; substantial participation in the discussion is required.
August 17: Presentation of finals, including Culmination Essays
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(Lynn, What follows could be used for our narrative evaluations. I have no idea how other teachers approach this task, but I compile a paragraph of general topics covered, a paragraph of activities and projects, and than add a paragraph about the individual student’s progress and contributions. As always, feel free to make changes to this.)
Narrative Evaluation
In this course, learners develop an understanding of the philosophical principles, societal expectations, and practical demands of building curriculum for early childhood education. Emphasis is on developing a child-centered, integrated, and developmentally appropriate curriculum for the early years from infancy to age 8. A variety of curricular approaches will be modeled and assessed.
Topics covered in this course include Started the Process; Creating Curriculum; Language and Literacy; Literature; Math; Science; Social Studies; Art; Sensory Centers; Music and Movement; Puppets; Dramatic Play and Creative Dramatics.
Activities and projects shared in this course will include (but are not limited to) essays in response to significant issues in curriculum development; substantial participation in discussions; development of lesson plans and activities related to learning domains, as well as activities for helping students bridge the gaps between learning domains; strategies for making curriculum accessible to diverse classroom populations, including students with different learning styles and special needs; the develop, over the course of the semester, a curriculum for use with a particular grade level.
Assignments for Chapters 7 & 8
July 7:
Chapter 7 – Social Studies
Reading Assignment: Pg. 214-238
Discussion Board by midnight on Friday:
After reading the chapter (and other related resources, to be announced)
1. Using information gleaned from your reading, create a family survey to be used to gather information from the families in your classroom. The goal is to gain an understanding of the family culture and genealogical information that might be used to ensure that these elements are addressed in your classroom activities.
2. Using the information from these surveys, as well as the tenets outlined on page 218, create a lesson plan for a particular grade level geared toward helping children understand their role in their family, classroom, community and greater circles of culture. Include the following elements in your plan:
• Identify cultural elements that your lesson addresses
• Identify at least one guest visitor who will help you with this lesson
• Identify at least 3 age-appropriate books to be used in this lesson. Give a brief annotation and your reason for including them in this lesson
• Include at least one idea for each learning center in your classroom that will support and/or expand your lesson
By midnight on Sunday: Respond to at least 3 of your peer’s posts in a substantial way.
July 14: Chapter 8 – Art
Reading Assignment: Pg. 239-268
Discussion Board by midnight on Friday:
Compose a philosophy statement in which you outline what will be the framework for art education in your classroom. Include at least three ideas from the reading assignment and cite them within your statement.
Choose one of the learning domains already studied this semester and create an art activity to support and expand it. How will you incorporate the activity into the lesson? How does your lesson expand and support the other lessons?
By midnight on Sunday: Respond to at least 3 of your peer’s posts in a substantial way.
Tuesday, March 24, 2009
Hi Suzanne!
I got home late last night and didn't get on to check your blog until this morning and I am rushed so this will be short. However, here's a thought - if we are going to have them provide "pieces" of their curriculum throughout the semester we will be able to provide feedback as they are submitted so that it could be counted as a rough draft and then by the time they consolidate all their material at the end in their final curriculum it should be in final draft form with feedback and changes done at that point - it might help to hold them accountable in the end for the final project and we can go lighter on the grading of each individual piece throughout the semester - does this make sense to you? I'm not sure I am explaining it correctly. In other words use the rubric or some other rubric - whatever we decide upon - for the final project only - it's a compromise.
I agree - I think we are talking about two syllabi at this point and need an abbreviated one for the course description and a more detailed one for us. If you can put one together that would be great! I won't have the opportunity to work on one until at least Friday - this is a busy week at school and I think I'm coming down with something on top of everything else! UGH!! Like I've got time to be sick! Right! Three people in my work pod are out with pnemonia and I hope to God I'm not going in that direction!! However, that's not an excuse - it doesn't stop me from working but I don't focus well when I don't feel good so my creative juices are not so creative that's all. If you do the abbreviated syllabus I can put it in the CD builder with the course description.
I'll check the blog again tonight - I have another late night - I may not get back to the blog until morning - I have to close my classes tonight for the week too. Talk to you soon!
Lynn
I got home late last night and didn't get on to check your blog until this morning and I am rushed so this will be short. However, here's a thought - if we are going to have them provide "pieces" of their curriculum throughout the semester we will be able to provide feedback as they are submitted so that it could be counted as a rough draft and then by the time they consolidate all their material at the end in their final curriculum it should be in final draft form with feedback and changes done at that point - it might help to hold them accountable in the end for the final project and we can go lighter on the grading of each individual piece throughout the semester - does this make sense to you? I'm not sure I am explaining it correctly. In other words use the rubric or some other rubric - whatever we decide upon - for the final project only - it's a compromise.
I agree - I think we are talking about two syllabi at this point and need an abbreviated one for the course description and a more detailed one for us. If you can put one together that would be great! I won't have the opportunity to work on one until at least Friday - this is a busy week at school and I think I'm coming down with something on top of everything else! UGH!! Like I've got time to be sick! Right! Three people in my work pod are out with pnemonia and I hope to God I'm not going in that direction!! However, that's not an excuse - it doesn't stop me from working but I don't focus well when I don't feel good so my creative juices are not so creative that's all. If you do the abbreviated syllabus I can put it in the CD builder with the course description.
I'll check the blog again tonight - I have another late night - I may not get back to the blog until morning - I have to close my classes tonight for the week too. Talk to you soon!
Lynn
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