1All dates tentative until practicum is scheduled. FACILITATING LEARNING IN EARLY CHILDHOOD PROGRAMS ELE3250 Fall 2007 Tess Bennett, Ph.D. Office: 2213 Buzzard, Phone: 217-581-7881 [email protected] My web site: http://www.ux1.eiu.edu/~cftcb/ Office hours: Before and after class and by appointment **THEME: Educator As Creator of Effective Educational Environments. Catalog Description: Building on the students’ knowledge of human growth and development, this course examines ways to facilitate and encourage that growth and development through carefully structuring the environment, the learning materials and activities, and the psychological climate in which the child spends his/her school-time hours. Course Prerequisite: ELE 2321 Course Rationale: This course is designed specifically to meet Illinois State Board of Education requirements for Early Childhood Certification. This course will orient students to theories, research, and practical ideas that will form the foundation of early childhood education and will also serve as a foundation for higher level methods courses. Learning Model for the course: Developmental This model emphasizes development that occurs as a result of interaction between the individual and the physical and social environment. Learning occurs when individuals assimilate new experience into already existing cognitive structures. The model pays great attention to the individual perspective and shapes education so that students can better understand themselves, take responsibility for their own learning, and go beyond current developments in order to become stronger, more sensitive, and more creative (Joyce, B, Weil, M., & Showers, B. {1992}. Models of Teaching. 4th Edition. Boston: Allyn & Bacon. Outcomes for all ELE Classes: 1. Develop a desire of lifelong learning in students and personally display one’s own desire for lifelong learning, including self-evaluation skills. 2. Demonstrate good communication skills. 3. Demonstrate/exhibit sensitivity to students’ feelings. 4. Design instruction to develop and utilize the cognitive processes by which pupils learn. 5. Demonstrate knowledge of facts, and an understanding of fundamental principles, ideas, and relationships among various knowledge domains. 6. Demonstrate knowledge of past and present developments, issues, research, and social influences in the field of education. Outcomes specific to this course: 1. Design instruction to promote a healthy self-concept in students. 2. Demonstrate alternative methods of achieving similar learning outcomes. 3. Manage the classroom to optimize academically engaged time. 4. Provide for the uniqueness of individuals, recognizing the characteristics of culturally pluralistic and “at risk” populations, and foster appreciation for those differences. 5. Perform successfully within the social and political contexts of schools and community. 6. Model appropriate professional behavior, including ethical, legal, social and moral. 7. Design instruction that is appropriate for the content areas in early childhood classrooms. 8. Demonstrate an understanding of higher level thinking and how to help students use it. 9. Demonstrate an understanding of organizing and preparing the physical arrangement of an early childhood classroom.210. Demonstrate an understanding of the history of developments, and social influences in the field of education. 11. Utilize technology to support teaching and learning. Course Text: Bickart, T. S., Joblon, J. R., & Trister Dodge, D. (2001). Building the Primary Classroom: A complete guide to teaching and learning. Washington, DC: Teaching Strategies, Inc. Supplemental Text: (may be purchased at University Bookstore) Developmentally Appropriate Practices in Early Childhood Programs, revised edition. Bredekamp & Copple. (1997). (referred to as DAP) Articles on reserve (hard copy and electronic copies) through Booth Library. To access the articles electronically, use the password tb3250. These readings are referred to by author and title in the syllabus. **Students who do not successfully complete the required performance assessments on LIVE TEXT (to be discussed in class) will earn less than a C in the course. Live Text is required. Methods of Instruction: lecture, class discussion/participation, field-based experience (concurrent ELE 4000-45 hours) Course Requirements and Evaluation: Participation (20 points) • Read assigned readings in text and Booth articles • Attend and participate in ALL classes. • Listen to your peers with respect and participate in class discussion Oral presentation. Handout= 20 + Activity=30=total points =50 Midterm (50 points) Final (100 points) Learning Center (quality of activities, relationship to IL Early Learning Standards, integration of 2 books into the learning center) (30 points) Learning Center outline (make a copy of your outline for each class member to be handed out before you give your presentation) (10 points) Learning Center Interactive Board (10 points) Total points for the Learning Center (50 points) Six Lesson Plans for Direct Instruction (EIU Model) (8x10=80 points) Project Approach Reaction Paper (50 points) Total= 400 400-380= A 379-352=B 351-320= C 319-280= D Below 279= F Grading Scale: 95% to 100 % = A 88% to 94% = B 80% to 87% = C 70% to 79% = D below 69% = F Note: All test dates subject to change by Instructor Note: This syllabus may be changed at any time by the instructor.3Additional requirements for this course: (l) ITC Proficiency, with packet purchased at ITC. (2) Manuscript/Cursive Handwriting proficiency. Buy packet at Union copy shop for $1.15. The State of Illinois Requires These Proficiencies. Note: When studying for exams, you are responsible for material covered in lectures, discussions, class presentations, class assignments and all readings. Assignment due dates: Five points shall be deducted for each calendar day that a paper or project is late. No work will be accepted after the last class period of the semester. ****If you have a documented disability and wish to receive academic accommodations, please contact Office of Disability Services as soon as possible. EVALUATION: The Student will be evaluated by the following: 1. Class attendance will be monitored. Students are expected to attend all classes. If prevented by an acute illness or an