Eastern Connecticut State University
Fall 2013 Course Syllabus
*Syllabus is subject to minor changes
Department: Education
Course Title: Classroom Environments in Early Childhood Education II
Course Number: ECE 345
Class Meeting: Tuesday/Thursday, 11:00-12:50 ***6 Clinical Experience Visits on Scheduled Thursday mornings (8:00-12:00); no class on Tuesday of those weeks.
Credit Hours: 4
Instructor: Dr. Theresa Bouley
Office Hours: Eastern Hall # 3
Monday 12:00-3:00
Tuesday 3-4
Thursday 2-3
Email/Phone: ; 860-465-0069
Catalog Description: Focuses on the design of physical classroom space, and the development of learning centers and materials including the anti-bias curriculum. This course emphasizes appreciation of and sensitivity to diversity in ability, age, learning style, ethnicity, and gender.
Course Prerequisite: Admission to the teacher preparation program.
Purpose of the Course: To help pre-service early childhood education candidates
learn to plan, arrange, construct, and equip primary classroom environments to promote the learning of young children in all content areas.
Texts:
Gestwicki, C. (2010). Developmentally appropriate practice: Curriculum and development in early education. Clifton Park, NY: Thomson Delmar Learning.
Additional Readings/References:
Bickart,T., Jablon, J., & Trister Dodge, D. (1999). Building the primary classroom.
Washington, DC: Teaching Strategies.
Copple, C. & Bredekamp, S. (Eds.) (2009). Developmentally appropriate practice in early childhood programs revised edition. Washington, DC: NAEYC.
Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.
Johnson, D., Johnson, R., & Holubec, E. (1994). The new circles of learning: Cooperation in the classroom and school. Alexandria, VA: ASCD
Course Outline:
1. Developmentally appropriate practice in the primary grades.
2. Overview of principles of spatial arrangement, learning centers and materials, grouping, and scheduling.
3. Initiations and group lessons: Principles for conducting constructivist whole-class activities.
4. Teaching behaviors to support optimal learning.
5. Use of interactive bulletin boards and other visuals to support learning and independence.
6. Review the anti-bias curriculum and the creation of anti-bias classroom environments and materials.
7. Learning centers: Principles for planning and implementation.
8. Effective classroom management and fostering a community of learners.
9. Cooperative learning groups: Principles for planning and implementation.
10. Methods of authentic and formal assessment in constructivist classrooms.
National, State and Education Unit Standards: KEYEastern
Candidate
Proficiencies
(CF) / Pre-service
Teacher
Competencies
(PSC) / CT. Common
Core of
Teaching
(CCCT) / National
Association for
the Education of Young Children (NAEYC) / Council for Exceptional Children
(CEC)
1: Content Knowledge (CNK)
2: Pedagogical Knowledge (PDK)
3: Integration of Knowledge (INT)
4: Tool to Teach (TTT)
5: Diversity (DIV)
6: Professionalism
(PRF) / 1: Development and Characteristics of Learners
2: Evidence-based/Standards-based Instruction
3: Evidence-based Classroom and Behavior Management
4: Assessment
5: Professional Behaviors and Responsibilities / Domain 1:
Content and Essential Skills
Domain 2:
Classroom Environment, Student Engagement, and Commitment to Learning
Domain 3: Planning for Active Learning
Domain 4:
Instruction for Active Learning
Domain 5:
Assessment for Learning
Domain 6:
Professional Responsibilities and Teacher Leadership / Standard 1:
Promoting Child Development and Learning
Standard 2:
Building Family and Community Relationships
Standard 3:
Observing, Documenting, and Assessing to Support Young Children and Families
Standard 4:
Using Developmentally Effective Approaches to Connect with Children and Families
Standard 5:
Using Content Knowledge to Build Meaningful Curriculum
Standard 6:
Becoming a Professional / Standard 1:
Foundations
Standard 2:
Development and Characteristics of Learners
Standard 3:
Individual Learning Differences
Standard 4:
Instructional Strategies
Standard 5:
Learning Environments and Social Interactions
Standard 6:
Language
Standard 7:
Instructional Planning
Standard 8:
Assessment
Standard 9:
Professional and Ethical Practice
Standard 10:
Collaboration
Course Alignment to Standards:
Student Outcomes / CF/PSC/CCCT/NAEYC/CEC Standards / Key Experiences
1. Understand the influence of developmental stages, individual characteristics and culture on children’s learning during the primary years. / CF 5
PSC 1
CCCT Domain 2: 2.1, 2.5
Domain 6: 6.6
NAEYC Standard 1: 2a, 4a
CEC Standards 2 & 3 / Clinical Observation
Journal Notes: Individual Reflection
Readings, Class Discussions and Cooperative Activities
2. Understand the importance of establishing a structure for the classroom and know how to organize the environment and establish consistent schedules and routines to maximize learning. / CF 3 & 4
PSC 3
CCCT Domain 2: 2.3, 2.5
Domain 4: 4.4
NAEYC Standard 1: 1b, 1c
CEC Standard 5 / Clinical Observation
Journal Notes: Individual Reflection
Class Discussions and Activities
3. Understand principles in planning and conducting group lessons-including the development of play-based initiation and closure activities. / CF 1,2, &3
PSC 2 & 3
CCCT Domain 3: 3.1
Domain 4: 4.6
NAEYC Standard 4: 4b
CEC Standard 7 / Creating and Implementing Lesson Plans
Class Discussions
Learning Center Project
Cooperative Learning Project
Class Role Playing and Cooperative Learning Activities
4. Identify important teaching behaviors in group lessons, including question asking, rule constructing, scaffolding, and conflict resolution strategies. / CF 2
PSC 2
CCCT Domain 2: 2.2, 2.4
Domain 3: 3.5, 3.8
Domain 4: 4.1, 4.5,
4.6, 4.7
NAEYC Standard 4: 4c
CEC Standards 4 & 7 / Class Discussions
Learning Center Project
Bulletin Board
Class Role Playing and Cooperative Learning Activities
5. Understand principles in designing interactive and constructivist materials and activities. / CF 1,2 & 5
PSC 3
CCCT Domain 2: 2.2, 2.5,
Domain 3: 3.2, 3.5, 3.6,
3.9
Domain 4: 4.4
NAEYC Standard 5: 5b, 5c
CEC Standards 4 & 5 / Bulletin Board
Creating Learning Center Materials
Class Discussions and Activities
Clinical Experience
6. Understand principles in planning and implementing cooperative learning activities. / CF 1,2,3,4& 5
PSC 1,2 & 3
CCCT Domain 3: 3.5, 3.6
Domain 4: 4.5
Domain 6: 6.1
NAEYC Standard 5: 5a, 5b, 5c
CEC Standard 7 / Cooperative Learning Project
Class Discussions and Activities
Clinical Experience
7. Describe the key features of an anti-bias and an anti-bullying curriculum and environment. / CF 1 & 5
PSC 3
CCCT Domain 6: 6.6
NAEYC Standard 4: 4a, 4d
CEC Standards 3 & 9 / Clinical Experience
MC Classroom Checklist and Action Plan
Class Discussions and Activities
8. Design and administer formal and informal assessments of children’s learning and development, including anecdotal records, work sampling, video with captions, still photos and other standards-based evaluation methods. / CF 3, 4, & 6
PSC 4
CCCT Domain 3: 3.4
Domain 5
NAEYC Standard 3: 3a, 3b, 3c
CEC Standard 8 / Clinical Experience
Facilitating Small Groups
Cooperative Learning Project
Class Discussions and Activities
Creating Rubrics
9. Maximize student learning by demonstrating professionalism and collaboration with others. / CF 6
PSC 5
CCCT Domain 6: 6.1, 6.3, 6.8
6.11
NAEYC Standard 6: 6a, 6b,
6c, 6d
CEC Standards 9 & 10 / Clinical Experience
Class Discussions
Key Experiences:
1. Interactive Bulletin Board
Candidates will create a lesson plan for, and construct an interactive, child-centered bulletin board that includes opportunities for learning. They will either:
· Identify a daily routine or task that children should complete independently, and then create the board to accomplish that goal,
Or
· Plan a board that provides children with an opportunity to practice a concept or skill that they are learning about in their classroom.
Regardless of the option chosen, links will be made to the reading language/arts curriculum and the CFRT. The student should take one RLA/CFRT strand such as structural analysis, phonics generalizations, content area reading, comprehension strategies, etc. and develop a board that allows students to interact, use and develop skills in that area. Candidates may create the board in their placement classroom or school building (with classroom teacher permission) or construct a portable example of one, or complete a detailed rendering. The project will be shared with the class. Either the board or visual will be brought in or photos will be taken of the completed board at the clinical experience site (along with a brief electronic presentation). 15 %
2. Multicultural Classroom Checklist and Reflection
Checklist developed by Dr. CARMEN SANCHEZ SADEK (http://www.educationalquestions.com/qa4a.htm)
Candidates will complete the checklist to assess if or how the primary classroom environment embodies elements of multiculturalism. Students will first use the checklist to evaluate the environment and then they will discuss the checklist with their classroom teacher to further their understanding of what it means to teach multiculturally. Students will then write a reflection including an action plan to address the areas that they would improve upon if it were their own classroom. Students will demonstrate their understanding of culturally responsive teaching and be sure to define and discuss relevant CFRT terms related to English Language Learners. 15 %
3. Plan and Develop Materials for a Content Area Reading Learning Center
A team of 2 candidates will plan and develop a total of three highly engaging, constructivist activities that focus on content area reading and comprehension and address a minimum of 3 CCC Standards. The center will include a choice of at least three different kinds of activities:
· A convergent material/activity (i.e., timeline, sequencing, mapping, matching, categorizing, graphing, content/fact-based problem solving….)
· A divergent material/activity (i.e., solving a problem with multiple solutions, creative writing, art-based construction project; “out of the box” thinking…)
· A creative activity or board game or problem/puzzle to solve related to the center content. 20%
4. Content Area Reading Quiz/Assessment Quiz (CFRT) 5% each
5. Small Group Activity
Candidates will assist the classroom teacher during a clinical visit by facilitating a small group of children engaged in a literacy related learning activity (if possible) preferably a phonics or structural analysis (i.e. spelling, phonics generalization, or word study) lesson. They will reflect on this experience and write a brief paper assessing their effectiveness in scaffolding student learning and making clear connections to CFRT terms in a way that demonstrates understanding. Candidates will assess children’s learning related to the Common Core State Standards. 10%
5. Cooperative Learning Project
Candidates will, in groups, implement a cooperative learning activity within a primary classroom. The project will relate to a concept/ topic or theme under investigation in the classroom and will include multicultural perspectives, multiple modalities and literacy. The project will be designed based on the following concepts emphasized in class: Collaboration, constructivism, balance of materials, and group reporting and accountability. The project will be first be developed and taught in their placement classroom. Candidates will then reflect on the activity, modify it, as well as their teaching, then enhance and extend the content, topic or theme, as they will re-teach the cooperative learning activity in the same classroom in a follow-up visit.
A reflection paper will be written analyzing the project as well as her/his and peer experiences in the cooperative learning project process.
20%
5. Attendance and Active Participation
Candidates will be prepared each week and will be actively engaged during class meetings as well as field experiences. Professionalism and positive dispositions are expected at all times.
A journal will be maintained to record reflections, connections, and/or questions related to the field experiences. Students are asked to discuss the CCCS and SRBI with their teacher and reflect on this discussion in the journal.
Candidates will also support each other and share strategies through discussions and use of social media. 10 %
6. Other Experiences
Philosophy Statement: Candidates will work on and revise their philosophy statement drafts.
Student Teaching Preparation: At the end of the semester, candidates will be informed of necessary preparation for their student teaching application (cover letter, resume and application are due the first full week of the semester before the intended student teaching semester - for the majority of candidates, this would be during the beginning of Core III, unless candidate requests a deferment).
SRBI: Candidates will research and read about “Scientific Research-Based Interventions” (SRBI) and other initiatives that are implemented as programs in public schools.
Assignment of Grades:
Students will be assigned grades based on the quality of their work on all assignments. Grades will be calculated using the following weighting:
Project: / Percentage of Final Grade:Content Area Reading Quiz (CFRT) / 5%
Assessment Quiz (CFRT) / 5%
Content Area Reading Learning Center / 20%
Cooperative Learning Project / 20%
Multicultural Environment Checklist / 15%
Interactive Bulletin Board / 15%
Small Group Activity / 10%
Attendance/Journal: CCCS/SRBI / 10%
Total: / 100%
Grade Calculation:
Scores of individual assignments will be compiled to arrive at a total score for the overall semester. This final score will be converted to a letter grade based on the following scale:
A 95 and above / C+ 78A- 90 / C 75
B+ 88 / C- 72
B 85 / D+ 68
B- 80 / D 65
Rewrites:
I reserve the right to grant students permission to rewrite assigned papers. Rewrites will only be offered to students who pay exceptional attention in class, always come to class prepared, and show evidence of keeping up with course readings. All rewrites must be in within two weeks of the original date and all changes to the paper must be in bold print. In addition, the original paper must be included. The original grade and the new grade will be averaged for the final paper grade.
Readings:
Candidates will read articles and chapters from various sources assigned by the instructor. Assigned readings will be provided to the students each week and must be completed before the following class in which they will be discussed. Many in-class activities require an understanding of assigned materials.
Attendance:
Candidates are expected to attend all classes. If they must miss a class due to an emergency (serious illness, a family crisis, etc.) they must contact the instructor prior to the absence, if possible, but no later than one week after the missed class. If candidates do not contact the instructor within this time period, the absence will be considered not excused. More than one non-excused absence will result in a lower grade in the course. As stated in the attendance policy of the ECSU early childhood unit, candidates who are excessively absent (more than two weeks), for whatever reason, will be unable to finish the course and will be asked to withdraw.
The field experience classes cannot be missed for any reason, except for the most extreme of circumstances. These experiences cannot be made up. Candidates are urged to study the dates of these visits very carefully and to resolve, at the beginning of the semester, any conflicts they might have with these critical class sessions.