Revised December 2009/May 2010 1Early Childhood, Elementary and Middle Level Education Department ELE 3250: Facilitating Learning in Early Childhood Programs Instructor: Dana Stodden Office: Buzzard Building 2210 Email: [email protected] Office Hours: Monday/Wednesday 12:30-3:00 p.m. or by appointment Phone: Office: 581-7900 Class Meetings: Monday and Wednesday 10:00- 11:40 a.m. Buzzard Hall Room 2441 Unit Theme: Educator as creator of effective educational environments: integrating diverse students, subjects, strategies, societies, and technologies. Course Description: Nature of learning in the preschool and primary levels. Specialized instruction, learning centers, individualization, educational play, and utilization of media in the curriculum. Field based activities will be provided in conjunction with ELE 4000. Prerequisites & Concurrent Enrollment: ELE 2321, or permission of department chair. University Teacher Education requirements apply and department requirements for enrollment must be met, including an expectation of second semester Junior standing. Course Purpose: The purpose of this course is to provide proven teaching methods coupled with effective instructional theory, best practice to pre-service teachers. 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. Course Textbooks: Essa, E. L. (2007). Introduction to early childhood education (5th ed.). Albany, NY: Thompson Delmar. Supplemental Materials: Live Text Account Professional Portfolio Packet ITC Proficiency Packet Teaching Model: The Social Family Models: Building the Learning Community • When we work together, we generate a collective energy that we call synergy. The social models of teaching are constructed to take advantage of this phenomenon by building learning communities. Essentially, “classroom management” is a matter of developing cooperative relationships in the classroom. The development of positive school cultures is a process of developing integrative and productive ways of interacting and norms that support vigorous learning activity. Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching. (8th ed.). Boston: Pearson. Dispositions: Teacher candidates in the Department of EC/ELE/MLE will exhibit professional ethical practices, effective communication, sensitivity to diversity, and the ability to provide varied teaching practices evidenced in a supportive and encouraging environment. Mandatory Requirements: If the portfolio, PDR, ITC proficiency or Live Text requirements are rated, by the instructor, to have been completed in less than a satisfactory manner then no more than a "D" may be earned in the class regardless of the number of points earned. Standards: Course requirements and demonstrated competencies are aligned with the following standards: • Illinois Professional Teaching Standards (IPTS) http://www.isbe.il.us/profprep/PDFs/ipts.pdf • Association for Childhood Education International (ACEI) http://www.acei.org/Synopsis.htm • National Association for the Education of Young Children (NAEYC) http://www.naeyc.org/accreditation/next_era.asp • Illinois Core Language Arts Standards (ICLAS) http://www.isbe.net/profprep/CASCDvr/pdfs/24110_corelangarts_std.pdf • Illinois Core Technology Standards (ICTS) http://www.isbe.net/profprep/CASCDvr?pdfs/24100_coretechnology.pdfRevised December 2009/May 2010 2 Outcomes specific to ELE 3250: 1. Students will design instruction to promote a healthy self-concept in young children. 2. Students will demonstrate alternative methods of achieving similar learning outcomes. 3. Students will manage the classroom to optimize academically engaged time. 4. Students will provide for the uniqueness of individuals, recognizing the characteristics of culturally pluralistic and “at risk” populations, and foster appreciation for those differences. 5. Students will perform successfully within the social and political contexts of schools and community. 6. Students will model appropriate professional behavior, including ethical, legal, social, and moral. 7. Students will design instruction that is appropriate for the content areas in early childhood classrooms. 8. Students will demonstrate an understanding of higher level thinking order and will help young children develop these skills. 9. Students will demonstrate an understanding of organizing and preparing the physical arrangement of an early childhood classroom. Course Requirements Demonstrated Competencies Aligned Standards Planning/Department Lesson Plan Performance includes written utilization of the department lesson plan and its various formats for each lesson taught, careful formulation of objectives, research, enrichment, manipulatives, assessment of children’s prior knowledge, implementation of cooperative learning, appropriate assessments, and progress monitoring. Focus is on differentiated curriculum, integrated instruction, and children’s academic, behavioral, and cultural diversity. IPTS 1, 2, 3, 4, 6 NAEYC 2.3 ICTS 3A, 3F Dispositions: PTSL, IWS, EC Learning Center Performance includes the design of a learning center for independent student learning in the primary classroom. IPTS: 1,2,3,4,5,6,7 ICTS: 1,2,3,6,7 ICLS: 2, NAEYC: 1,3,4b,4c,5 Dispositions: PTSL, SDE, EC, IWS Journal Article The student will review an article from a professional journal and compose a written review that reflects his/her ability to relate the information to early childhood instruction. IPTS - 1, 2, 3, 4, 6, 7, 10 ICTS – 2, 6, 8 ICLAS – 1, 2, 3 3.3, 3.5, 5.2 NAEYC – 1, 2, 3, 4 Dispositions: EC, PEP, SDE Tests and Examinations Tests and examinations are one of the forms of assessment of students’ content knowledge about facilitating learning in early childhood programs. IPTS:1, 8 ICTS:1, 7 ICLS: 2 NAEYC: 1,3, 4b, 4c, 4d Dispositions: EC Participation Performance includes presence and contribution during class meetings, support of peer classmates, children, and classroom teachers during the practicum. Focus is on responsible, enthusiastic, and effective communication and cooperation with university supervisor, classroom teacher, children,