Revised 08/2010
COLLEGE OF EDUCATION
UNDERGRADUATE DEPARTMENTAL COURSE SYLLABUS
The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/Diversity (CARE). These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow.
1. Course Prefix and Number: EEC 4943 Credit Hours: 3
2. Course Title: Field Experience III
3. Regular Instructor(s): Dr. Sophia Han, Dr. Jolyn Blank, Dr. Ilene Berson
*Adjunct faculty and doctoral students are required to have a Masters Degree in Early Childhood with experience teaching young children.
4. Course Prerequisites (if any): Admission to the Early Childhood program.
5. Course Description: Field placement in first grade- third grade classrooms in which teacher
candidates have opportunities to apply knowledge and skills in authentic situations and become objective observers of primary children. In addition to the field assignment, the teacher candidate will attend and participate in a weekly seminar.
6. Course Goals and Objectives: By the end of the course, teacher candidates will be able to
demonstrate:
1) An understanding of how to design instruction and assessment that supports learning of young children including children with special needs and limited English speakers. (FEAP 1b, 1c, 1d; ESOL 3.2, 4.1; Sect. 53- 1.5; NAEYC 4c, 5a, 5b, 5c; CF 3, 6)
2) An understanding of how to create an environment and experience that meet the needs of a diverse population which include culturally and linguistically diverse children as well as children with disabilities, developmental delays, and special abilities. (FEAP 2d; ESOL 3.2, 4.2; Sect. 53- 1.5; NAEYC 1a, 1c; CF 6)
3) An understanding of how to integrate subject matter with other disciplines (i.e., literacy, math, science, and social studies) and life experiences. (FEAP 3b, 3e; Sect. 53- 1.3, 2.1.9, 3.1.3; NAEYC 4b, 5b; CF 2)
4) An understanding of and uses a variety of strategies and technology to facilitate children's learning, and adapts strategies to meet the specific needs of children with disabilities, developmental delays, special abilities or culture and linguistic diversity. (FEAP 2g, 3g; ESOL 3.3, 4.2; Sect. 53- 1.5; NAEYC 4c; CF 2, 3)
5) An understanding of how to analyze and apply multiple assessments, and modify assessments to accommodate varying learning needs. (FEAP 4a, 4b, 4c, 4d; ESOL 5.2, 5.3; Sect. 53- 1.6; NAEYC 3c; CF 4, 6)
6) An understanding of how to be a reflective practitioner who continually evaluates her/his choices and actions on others (young children, parents, and other professionals), seek opportunities to grow professionally, serve as an advocate on behalf of young children and their families, improve quality of programs and services for young children, and enhance professional status and working conditions for early childhood educators. (FEAP 6; NAEYC 4d, 6c, 6d, 6e; CF 1, 5)
7) An understanding of the early childhood profession and demonstrates awareness of and commitment to the profession's code of ethics. (FEAP 6; NAEYC 6a, 6b; CF 5)
· *FEAP – Florida Educator Accomplished Practices; ESOL – Florida Teacher Standards for ESOL Endorsement; Sect. 53 – Florida Subject area Teacher Competencies (Prekindergarten/Primary); NAEYC – National Association for the Education of Young Children Program Standards; CF – College of Education Conceptual Framework.
7. Content Outline:
Date / Course Content / Reading /Assignments Due1 / 8/27 / · Course Introduction and Level 3 Overview
· Field Placement Details and Professionalism
2 / 9/3 / · NO SEMINAR MEETING – LABOR DAY
3 / 9/10 / · Revisiting Lesson Plans
· Introducing New Forms
· Observation Feedback/Coaching Tool
· Final Evaluation
4 / 9/17 / · Level 3 Critical Tasks
· Integrated Inquiry Project
· EC Program Portfolio
· ESOL Portfolio
5 / 9/24 / · What to expect of primary students?
· What to expect in a Title 1 school and Charter school?
6 / 10/1 / · Smartboard Training
7 / 10/8 / · On-school site Seminar #1 / · Two (2) Lesson Observations & Reflection
8 / 10/15 / · On-school site Seminar #1
9 / 10/22 / · On-school site Seminar #2
10 / 10/29 / · On-school site Seminar #2
11 / 11/5 / · NO SEMINAR MEETING – NAEYC Conference & ECE WORK WEEK
12 / 11/12 / · NO SEMINAR MEETING – VETERANS DAY
13 / 11/19 / · Reflection: Lessons learned & Challenges faced in Level III
14 / 11/26 / · School-Wide Positive Behavior Support
15 / 12/3 / · Level 3 Critical Tasks – Work Session / · EC Program Portfolio
16 / 12/10
12/11 / · Level 3 Critical Task “Integrated Inquiry Project” Presentation
· (9:00-12:00 Room TBA) / ·
* The instructor reserves the right to modify the course schedule and/or assign additional readings with adequate notice based on the rate of progress, student needs, and/or other unforeseen events.
8. Evaluation of Student Outcomes: Level 3 explores the over-arching question, “How can innovative technology integration enhance teaching and learning?” Courses draw from research in the field of Early Childhood Education to engage pre-service teachers in (a) capitalizing on the diversity and natural interests of students in the world around them, (b) building on students’ skills and experiences to promote mastery of concepts, and (c) designing learning events that challenge students to make meaningful connections and expand their knowledge and viewpoints. In order to provide challenging and substantive teaching and learning experiences, Level 3 courses make purposeful connections across and between coursework and the Level 3 internship. Fostering multi-literacies through the active and appropriate use of technology and interactive media provides the foundation for the coursework, with particular focus on content-based literacy; culturally responsive teaching; data driven inquiry; and the integrated study of science, mathematics, social studies, humanities and arts. Level 3 coursework is embedded within a primary grade internship, providing pre-service teachers with the opportunity to situate teaching and learning within diverse school contexts.
Pre-service teachers in the Early Childhood Education program are required to demonstrate competency in the Florida teacher preparation standards. The Level 3 courses are intentional about addressing and documenting the following FEAPS:
1. Instructional design and planning: Applying concepts from human development and learning theories, the effective educator consistently:
b. Sequences lessons and concepts to ensure coherence and required prior knowledge.
c. Designs instruction for students to achieve mastery.
d. Selects appropriate formative assessments to monitor learning.
2. The learning environment: To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:
d. Respects students’ cultural linguistic and family background.
g. Integrates current information and communication technologies.
3. Instructional delivery and facilitation: The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:
b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter.
e. Relate and integrate the subject matter with other disciplines and life experiences.
g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction and to teach for student understanding.
4. Assessment: The effective educator consistently:
a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process.
b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery.
c. Uses a variety of assessment tools to monitor student progress, achievement, and learning gains.
d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge.
Assignment Standards Met
-Integrated Lesson Planning Project FEAP- 1b, 1c, 1d, 2d, 2g, 3b, 3e, 3g, 4a, 4b, 4c, 4d, 6; ESOL- 3.2, 3.3, 4.1, 4.2, 5.2, 5.3; Sect. 53- 1.3, 1.5, 1.6, 2.1.9, 3.1.3; NAEYC- 1a, 1c, 3c, 4b, 4c, 4d, 5a, 5b, 5c, 6a, 6b, 6c, 6d, 6e; CF- 1, 2, 3, 4, 5, 6
-Successful Completion of Level III FEAP- 6; NAEYC- 7b; CF- 5
Internship
-Participation & Professionalism FEAP- 6; NAEYC- 6b, 6e; CF- 5
9. Grading Criteria:
A. Level 3 Critical Task: Integrated Inquiry Project
Pre-service teachers in the Early Childhood Education program are required to successfully complete Critical Tasks in program courses to document meeting State of Florida teacher preparation standards. Level 3 Critical Task is the “Integrated Inquiry Project”. This critical task requires pre-service teachers to integrate knowledge and experiences across Level 3 coursework. Components of the task will be completed across coursework as follows:
1) Social Studies at the Center Integrated Lesson Plan and Reflective Teacher Inquiry (EEC 4212)
2) Math at the Center Integrated Lesson Planning Project (EEC 4219)
3) Science Connections Lesson Planning Project (EEC 4211)
4) Child Case Study Assessment (EDG 4909)
5) Final Integrated Inquiry Project Documentation*
The purpose of this “Final Integrated Inquiry Project Documentation” is for you to tell the story of your professional learning and growth over the course of the semester. The presentation will blend your learning from all of the fall courses by charting your evolving understandings of the connections between differentiated teaching and data-based instruction within the content areas of literacy, social studies, and mathematics. As evidence of your professional development, you will need to engage in ongoing critical reflection of your learning and teaching practice throughout the semester.
As you plan and deliver your lessons, you will capture video evidence, as well as evidence from your coursework, planning documents, and from students, of your approach to implementing meaningful and effective uses of technology in instruction. By critically analyzing these experiences, you will be able to document your learning over time.
The essential question for this work is: How can innovative technology integration enhance teaching and learning? This question is based on our Fall Semester Educational Goals of:
· Data-driven decision making based on quality formative and summative assessments
· Designing/applying appropriate instruction for individual students
· Powerful and purposeful integration of social studies content and processes
· Methodological approaches to mathematics and scientific inquiry
· Innovative implementation of technology into teaching and learning
· Inclusion and diversity in teaching and learning
As evidence of your professional learning throughout the semester, you will create a video montage representative of your instruction of social studies and mathematics. Each lesson should be accompanied by a reaction or critical reflection of how you integrated the Fall Semester Goals into your teaching, including the use of assessments to help individual learners achieve mastery.
Your final presentation should include these various pieces of evidence in a creative demonstration of the story of your learning. In narrating your story and presenting your evidence, you may choose to draw on multiple media sources including PowerPoint, Prezi, Voicethread, Animoto, Keynote, iMovie, or video-based iPad app. Or you may choose to present your learning through another engaging presentation format. Feel free to get creative and select a presentation approach that allows you to best communicate your professional learning throughout the fall semester. You will present your Story to the Level 3 faculty during the final exam week.
** Each pre-service teacher will submit components to course instructor as required in each course syllabus. At the end of the semester, they will submit the Integrated Inquiry Project as a whole to the Chalk & Wire (CW) online portfolio system under EEC 4943 ‘Level 3 Field Experiences’ course. A detailed description and rubric for the Critical Task as a whole will be provided, and will assess each Level 3 FEAP at the descriptor level.
B. Successful Completion of Level 3 Internship
Each pre-service teacher is required to complete 26 days of Level 3 internship experience: 6 days prior to Week 7, and 20 days during Week 7-10. If any of these hours are missed, it must be made up. Make sure that you complete a log sheet for each visit and receive verification from your collaborating teacher. Attendance Verification Sheet shall be submitted to the instructor by the end of the semester.
Dates / Field Participation ScheduleBetween the weeks of 8/27 - 10/5 / Weekly Internship
· Pick one day a week to participate in your classroom: a total of 6 visits will be required prior to the full immersed internship. Note that leaving before the school ends to return for your college class will be permitted.
· University supervisors will be making visits and conduct observations.
Between the weeks of 10/8 – 11/2 / Full Immersed Internship
· You will be participating in your classroom for full 4 weeks from 7:30 to 3:00.
· All campus courses will be suspended; On-school site seminars will be held.
· University supervisors and other USF instructors will be making visits and conduct observations.
Between the weeks of 11/12 - 12/7 / Post-Internship
· Follow-up participation in your internship classroom is not mandatory.
· There will be opportunities for you to experience other grade levels (details to follow).
B-1: Lesson Planning, Implementation, & Reflection
· Each pre-service teacher is required to plan, implement, and reflect on two (2) official lessons what will be observed and evaluated by the collaborating teacher and university supervisor. These official observations could be from any lesson plan from your Level 3 coursework. At least one of the official lessons has to be a whole group instruction.
· The date/time of lesson implementation shall be scheduled in communication with your collaborating teacher and your university supervisor, and thus will vary individually. It is your responsibility to communicate and confirm the schedule at all times. Upon setting the schedule, you are required to submit a lesson plan at least 2 days prior to your lesson implementation date both to your collaborating teacher and university supervisor for their feedback and/or approval. All suggested changes shall be made in your lesson implementation.
· The first observation will be an in-person observation by the university supervisor, and a goal setting plan will be developed collaboratively with the university supervisor and your collaborating teacher. The second observation could be either an in-person or video-taped observation depending upon pre-service teacher’s choice. For the video-taped observation, you will video record one of your lessons and submit an unedited version of the lesson to your university supervisor. Upon completion of each lesson, you will have a conference with the university supervisor, where you are expected to critically reflect on your lesson. Note that, there is no written reflection required for Level 3 internship, however, you are expected to provide a thorough verbal reflection.