Fitchburg State University
EDUCATOR Programs
Comprehensive Syllabus
Spatiotemporal Development: Framework for Understanding Developmental Needs of Young Blind/Visually Impaired Children: O&M Focus
Day(s) and time of classes – July 31-August 1, 2014; Pre/Post Activities Online
Instructor: Mary Tellefson, M.A., M.S., TVI, COMS
Telephone: 608-516-4948
E-mail:
COURSE DESCRIPTION:
A dynamic framework based on levels of spatiotemporal development lays the foundation within which to evaluate needs and instructional strategies appropriate for babies and developmentally young children who are blind or visually impaired, including those with multiple disabilities. These levels are: Body Space in the Present Moment, Reach Space in Proximal Time, Moving through Proximal Space and Time, and Moving through Cognitive Space in Extended Time. The focus of this workshop will be skills and concepts related to early orientation and mobility skills.
The workshop aligns what we know about the role of vision in development with the stages of spatiotemporal development, focusing on visual and non-visual strategies that facilitate age/stage development in the absence of vision or in the presence of reduced vision. This interactive workshop draws on the expertise of the participants thereby building an end document that reflects the needs of the group and can be used to guide assessment and practice. In particular, the framework helps orientation and mobility specialists and others understand the foundational skills related to the eventual acquisition of formal O&M skills and the interconnectedness of all developmental domains.
If you plan onmatriculating intoa graduate program at Fitchburg State University, please be aware that twelve semester hours of Fitchburg State University credit taken within a year prior to the student’s admission may be applied to the degree program with the approval of the program chairperson. Anything over 12 credits prior tomatriculation willNOT beacceptedtowards the degree.
TEXTS:
Fitchburg State University Teacher Preparation Programs. (2012). Conceptual framework. Fitchburg, MA: Author. [Online] Available: http://www.fitchburgstate.edu/academics/academic-departments/education-unit/conceptual-framework/
Massachusetts Department of Elementary and Secondary Education. (1999-2011). Curriculum frameworks. Malden, MA: Author. [Online] Available: http://www.doe.mass.edu/frameworks/current.html
Independent Movement and Travel in Blind Children: A Promotion Model, Joseph Cutter, 2007, Information Age Publishing, Charlotte, NC.
Massachusetts Early Learning Standards, downloadable from:
http://www.eec.state.ma.us/docs1/Workforce_Dev/Layout.pdf
Fitchburg State University Teacher Education Conceptual Framework
LEARNING OUTCOMES / OBJECTIVES:
State precisely what the students will learn by taking this course. In later sections the syllabus should clearly indicate how course assignments and your assessment of them are linked to these course goals. In this section highlight both the Professional Association Goals for this course and specific State Licensure and Professional Standards for Teachers and label with an agreed format., if applicable.
This course will address the dispositions of the Conceptual Framework in the following way(s):
Knowledge: As a result of the learning experiences in the course, you will become more cognizant of:
1. Using the four levels of spatiotemporal development to analyze, evaluate and determine appropriate intervention and teaching strategies.
2. Understanding the development of spatial relationships related to “orientation skills” and the influence of the environment in hindering or facilitating development.
Skill: As a result of the learning experiences in the course, you will become better able to:
1. Apply principles of movement and sensory-motor development to instructional strategies and approaches to learning.
2. Apply principles of environmental adaptations to instructional strategies and approaches to learning.
3. Use the spatiotemporal development framework for evaluation/analysis and for determining scope and sequence related to skill and concept development.
Caring: As a result of the learning experiences in the course, you will become more competent in your ability to:
1. Understand and apply principles of teaching and learning to current roles with vision impaired children, through self-analysis.
Ethical: As a result of the learning experiences in the course, you will become more competent in your ability to:
1. Understand the interplay between the spatiotemporal development framework and the Massachusetts Early Learning Standards.
INSTRUCTIONAL STRATEGIES
x Lecture Data Collection and Analysis
x Discussion/Questioning Pre-Practicum
Laboratory Role Playing/Simulation
x Problem Finding/Solving x Independent Learning
Discovery Field Trips
Interviewing Computer Applications
x Collaborative Learning Groups Viewing or Listening to Followed by
Reflective Responses x Discussing
Creating Visual Illustrations of Concepts Other______
Technology Initiatives:
Users of the Fitchburg State University computer systems are subject to all applicable federal, state, and international computer laws. Questions regarding regulations may be directed to the office of Information Technology Systems.
Candidates will utilize technology as:
· to access the course
· a communication method (email)
· a research method
COURSE REQUIREMENTS:
The required assignments for this course are as follows:
1. Complete the pre-workshop activity prior to the first workshop date:
a. Read Chapter 5
b. Pre-test
c. Respond to discussion forum
2. Complete study guide readings (Independent Movement and Travel in Blind Children by Joseph Cutter) and assignment prior to the first workshop date.
3. Attend two-day class for the complete amount of time and take part in discussion, and complete all in-class projects with team/table members (Lab Rotation Stations).
4. Complete the post-workshop activity:
a. Complete the post-test
b. Submit assignment (choose one):
- 3-5 page paper describing an instructional strategy in terms of how it relates to and facilitates development within the spatiotemporal development framework.
- Design an instructional/informational brochure
- Design an in-service based on some aspect of spatiotemporal development
- Take an issue or topic and discuss it in terms of the spatiotemporal development framework, resulting in a best practice recommendation for facilitating development
- Align current program activities to SptD framework and WMELS Benchmarks
c. Participate in final discussion forum.
Discussion Forums: There will be a discussion forum as part of this workshop. Each participant is required to contribute to each forum using information and knowledge gathered from the class lecture, assigned reading, website visits, etc. Participation in the discussion forums is critical for maximizing your learning experiences in this course. You are required to be part of an online community who interact, through discussion to enhance and support the professional development of the group. Part of the assessment criteria for the course includes assessing the quality and quantity of your participation in the discussion forum.
Some characteristics that are considered to be part of excellent discussion contributions are outlined below.
· A minimum of two posts are required. You should submit your initial post early in the session, and your subsequent responses to the posts of other participants at timely intervals within the duration of the session. Keep in mind that the goal is to have a dynamic discussion that lasts throughout the entire session.
· Your posts and responses should be thorough and thoughtful. Just posting an “I agree” or “Good ideas” will not be considered adequate. Support your statements with examples, experiences, or references. You are, however, encouraged to be brief – keep each post and response to one or two short paragraphs. Keep in mind that your fellow participants will be reading and responding to you, too.
· Make certain to address the discussion prompt(s). This does not mean you should not extend the topic, but do not stray from the topic.
· Discussions occur when there is dialogue. Build upon the posts and responses of other learners to create discussion threads. Make sure you revisit the discussion forum and respond (if necessary) to what other participants have posted to your initial responses.
· When relevant, add to the discussion by including prior knowledge, work experiences, references, web sites, resources, etc. (giving credit when appropriate).
· Your contributions to the discussions should be complete and free of grammatical or structural errors.
The rubric point scale will be used to assess your work based on a 5 point scale.
Two discussion forums are required at 5 points possible for each = 10 possible points. Rubric =
· 1 pt. possible for appropriate incorporation of and reference to the readings
· 2 pts. possible for the appropriate number of responses (two responses per discussion – one to the question and one to another participant’s post)
· 2 pts. possible for quality response (well-written, appropriate response to the question/topic).
Discussion Forum Rubric / 2 points / 1 point / 0 pointsIncorporation of and reference to the readings in discussion responses
Max pts: 1 / Max pts: 1 / Responses include reference to the readings assigned for the week. / Responses do not include any reference to the readings for the week.
Quality, well-written response
Max pts: 2 / Responses clearly address the discussion topic including student’s own thoughts as well as the responses posted by others. / Responses address the discussion topic but do not respond to responses posted by others. / Responses do not address the discussion topic.
Appropriate number of responses
Max pts: 2 / A minimum of two responses are posted. / Only one response is posted / No responses are posted.
Study Guide Assignment:
The Study Guide assignment is required at 100 possible points. Rubric =
· 75 pts. possible for appropriate incorporation of and reference to the readings
· 25 pts. possible for quality response (well-written, appropriate response to the question/topic).
Rubric for Study GuideAssignment / 75 points / 50 points / 20 points
Study Guide Answers
Max pts: 75 / Study guide answers clearly reflect relevant principles, strategies, and supporting information. Summaries clearly articulate new learning. All required components are included. / Study guide answers demonstrate incomplete or misguided understanding of principles, strategies and important information. Summaries are not clear. Some required components are included. / Study guide answers and summaries demonstrate severe misconceptions. Not all components are included.
Professional Format / 25 points / 15 point / 0 points
Professional Format
Max pts: 25 / Chosen format demonstrates accurate spelling and appropriate use of phrases and bullets to clearly present information, principles, and strategies in abbreviated fashion. / Chosen format does not clearly present information and/or includes spelling errors; and/or presents ideas in disorganized approach. / Format, spelling and organization clearly hinder the reader’s comprehension. Is not college-level work.
Lab Rotation Station:
The Lab Rotation Station assignment is required at 30 possible points. Rubric =
· 30 pts. possible for quality response (well-written, appropriate response to the question/topic).
Rubric for Lab Rotation Station / 30 Points / 24 Points / 18 Points / 6 Points / 0 PointsLab Rotation Station
Max pts.: 30 / Summarizes key points and new learning; includes statements of application or linkage to current role, job, or position in all stations. / Marginally summarizes key points and new learning; and/or include statements of application or linage to current role, job, or position in most stations. / Insufficiently summarizes key points and new learning or include statements of application or linkage to current role, job, or position in most stations. / Fails to summarize key points and new learning; and/or include statements of application or linkage to current role, job, or position. / Appears to have missed the point altogether.
Independent Written Project:
Choose one:
· 3-5 page paper describing an instructional strategy in terms of how it relates to and facilitates development within the spatiotemporal development framework.
· Design an instructional/informational brochure.
· Design an in-service based on some aspect of spatiotemporal development.
· Take an issue or topic and discuss it in terms of the spatiotemporal development framework, relusting in a best practice recommendation for facilitating development.
· Align current program activities to spatiotemporal development framework and state benchmarks.
· Other project as approved by instructor.
The Independent Written Project is required at 100 possible points. Rubric =
· 80 pts. possible for appropriate incorporation of and reference to the readings and understanding of the material.
· 20 pts. possible for quality response (well-written, appropriate response to the question/topic).
Rubric for Independent Written Project / 80 points / 60 points / 40 points / 20 pointsIndependent Written Project
Max pts: 80 / Demonstrates a thorough understanding of the important information; is able to exemplify that information in detail and articulate complex relations and distinctions. All required components are included. Evidence of critical and creative thinking; includes clear linkages to current position or role; usefulness of project is apparent. / Demonstrates an understanding of the important information; is able to exemplify that information in some detail. Embodies some evidence of critical and creative thinking; includes linkages to current position or role; usefulness of project is questionable. / Demonstrates an incomplete understanding of the important information, but does not have severe misconceptions. Embodies very little evidence of critical and creative thinking; lacks linages to current position or role; has no apparent usefulness or application. / Demonstrates an incomplete understanding of the important information along with severe misconceptions. Embodies no evidence of critical and creative thinking; is not linked to current position or role; is not useful.
Professional Format / 20 points / 10 points / 0 points
Professional Format
Max pts: 20 / Chosen format demonstrates accurate spelling and appropriate use of phrases and bullets to clearly present information, principles, and strategies in abbreviated fashion. / Chosen format does not clearly present information and/or includes spelling errors; and/or presents ideas in disorganized approach. / Format, spelling and organization clearly hinder the reader’s comprehension. Is not college-level work.
Pre-test/Post-test:
A pre- and post-test are required for 20 possible points. Rubric =
· 10 possible points for pretest
· 10 possible points for post-test
· 20 total points
Rubric for Pre-and Post-Test / 10 points / 0 pointsPre-test
Max pts: 10 / Pre-test completed / Pre-test not completed
Post-test
Max pts: 10 / Post-test completed / Post-test not completed
In-Class Project Participation:
Four in-class projects are required for a total of 40 participation points. Rubric =
· 10 possible points for Body Space in Present: Brainstorm Strategies
· 10 possible points for Reach Space in Proximal Time: Brainstorm Strategies