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EDC 359C Intergrating the Curriculum: K-3
Wolf, Amy


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDC 359 Intergrating the Curriculum: K-3

Semester

FA 2007 HO

Faculty

Wolf, Amy

Title

Assistant Professor and Chair of Early Childhood Education

Degrees/Certificates

Interdisciplinary Ph.D. in Early Childhood Education and Sociology
MA Human Development and Family Studies
BS Human Development and Family Studies

Office Location

Copley 320

Office Hours

Tuesdays 1:30-3:30 and Thursdays 1:30-4:30; other times by appointment

Daytime Phone

816-584-6303

Other Phone

Mobile 816-590-8282

E-Mail

amy.wolf@park.edu

Class Days

--T-R--

Class Time

12:00 - 1:15 PM

Prerequisites

Admittance to the School for Education, Criminal Background Check

Credit Hours

3


Textbook:

Gullo, D. ed. (2006). K today: Teaching and learning in the kindergarten year. Washington, DC: National Association for the Education of Young Children.
 
Richels, D. (2003). Going to kindergarten. Lanham, MD: Scarecrow Press, Inc.
 
Waite-Stupiansky, S. (1997). Building understanding together: A constructivist approach to early childhood education. Albany, NY: Delmar.

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
Students will plan, implement and evaluate developmentally appropriate materials, activities and strategies in a primary setting, grades K-3. ECE Certification students must be concurrently enrolled in EDC360C K-3 Practicum for ECE Certification. Prerequisite: Admission to the School of Education.

Educational Philosophy:

The professor draws from Howard Gardner's theory of multiple intelligences, in that it is important to allow for diverse learning styles in all classrooms. Further, she believes in the fact that individuals learn through collaboration and construction of their own knowledge. In other words the professor draws heavily from theorists such as Dewey, Vygotsky, Piaget, Bruner to name a few. The professor provides time to share personal experiences and ideas to understand multiple perspectives.

The class is organized in the style of a seminar including techniques such as: in-class dialogue, demonstration, discussion board, observation, library/internet research, collaborative group projects and oral presentations.  

Learning Outcomes:
  Core Learning Outcomes

  1. Analyze and evaluate early child settings based upon the criterion of providing healthy, respectful, supportive, and challenging learning environments, materials, resources, and activities appropriate for young children, birth through age 2, appropriate to the developmental, individual, and cultural characteristics of the particular children in the group. (MoSTEP 1.2.1, 1.2.2, 1.2.3 EC 2.3 NAEYC 1c)
  2. Plan, implement, and evaluate integrated learning experiences that support and extend children's exploration of social studies content. (MoSTEP 1.2.1 EC 5.7, 6.1, 6.2, 6.3, 6.4 6.6 NAEYC 4c)
  3. Develop and evaluate opportunities to use technology as a teaching and learning tool. (MoSTEP 1.2.11 EC 6.5 NAEYC 4b)
  4. Employ learning experiences that allow children to strengthen cultural identity, explore their environments, and develop skills for representing their understandings through a variety of forms, including drawing, music, creative movement, reading, writing, and conversation. (MoSTEP 1.2.1, 1.2.7 EC 5.1, 5.3 NAEYC 4c)
  5. Demonstrates and evaluates strategies for supporting children in the development of social skills, including problem-solving, decision-making, and respect for other children and adults (MoSTEP 1.2.6, EC 6.4 6.6, 6.7, 6.8, 6.9 NAEYC 4a, 4b)
  6. Formulate and apply an educationally sound philosophy of early childhood education as a basis for making professional decisions when working with children and their families. (MoStep 1.2.9 EC 1.4 NAEYC 5d)


Core Assessment:
Plans with Self-Evaluation

Class Assessment:

1.  In Class Activities (9 points)
 
Plan a comprehensive activity for kindergarten, first, second or third grade related to the content area chosen (Language/Literacy, Mathematics, Science, Social Studies, Creative Arts, Physical Education). Implement plan with college classmates.
2.  A view of the Environment (15 points)
Create a diagram of the classroom environment, making note of learning centers. Observe the classroom environment during learning center time. Describe areas that are popular with the children and reasons why they might be popular. Describe areas that are not popular and why they might not be as popular. Choose an area that is not popular with the children and describe some inital ideas you have to change it.
3. Activity Plan 1 (25 points)
 Teacher candidates will design and implement an activity for children in the practicum classroom. The first plan will be planned and implemented and will include a video analysis of teaching. The activities must include: integrated teaching, anti-biased strategies, form of technology with children, assessment before and after the activity, connection to families and individual adaptations. The activity must be unique to this class and be based upon Constructivist/Social Constructivist Theory.  The activity should have a problem in which the children overcome. Through this activity, teacher candidates should be able to document how children think about the world. Connect to the Grade Level Expectations using the Missouri Department of Elementary and Secondary Education’s web-site: http://www.dese.mo.gov/divimprove/curriculum/GLE/  and any Benchmarks from the school (as appropriate)Teacher candidates should work with the mentor teacher in order to develop the plan. Submit entire plan for professor, practicum instructor and mentor teacher feedback prior to implementation. No plans may be implemented until you have received written feedback from both parties. If a teacher candidate implements a plan without feedback from both parties, they will not receive a score for that activity. Upon feedback from the professor and mentor teacher, teach the activity with the children. During the first plan, teacher candidates will video tape teaching to help with self-reflection and self-evaluation.
4. Plan for the Environment (43 points)
  Teacher candidates will develop a plan for the new environment/learning center. The format of this plan is as follows: a. Take and include photographs of your area prior to making any changes. b.  Discuss the positives of this area. What is working well in this area? Why do you think that the children are engaged with these materials? What are the children learning while in this area? (Cite class notes and readings.)c.  Make suggestions for improvement for the environment. What will you change? Why do you think it is important to make the changes? Using class notes and readings, justify your changes. How will the children benefit? Make sure that you base your ideas on Constructivist Theory, developmentally appropriate practice and the school’s philosophy statement. (Relate/cite to class dialogue and readings.) d. Describe the materials and equipment that you plan to add to the environment. Be specific. e. Describe how you plan to actually incorporate family involvement into the learning center. How will families come to know and be a part of the environment? How does the environment reflect the families and children enrolled in the school? Make sure you not only focus on connecting school to home, but also focus upon the connection of home to school. f. How does the environment take into account the varying needs of children enrolled in the classroom?
 
*Environment should be age/developmentally/ and culturally appropriate; hands-on, interesting to the children, creative, be well organized, maintain the children’s attention, demonstrate integration of content areas, include any directions, incorporate ideas for children with varying needs, and be integrated across the curriculum. Please do not confuse activities with designing the environment.
 
Teacher candidates will submit one copy of the plan to the professor and include scoring guide. Teacher candidates will submit a second copy of the plan to the practicum instructor and mentor teacher. Once the teacher candidate receives feedback from the practicum instructor and mentor teacher, she will need to submit it to the professor along with the appropriate scoring guide for the project.
 
Remember that plans must include the interests and talents of the children. Often times teacher candidates may not have to make humongous changes! Make sure to build upon the experiences and knowledge of the children enrolled in the classrooms. Teacher candidates should not take on too much!!
 
5. Implementation of Activity 1 (25 points)
Implement the approved plan for Activity 1. Provide mentor teacher and practicum instructor with the evaluation forms. Submit forms to professor.

6. Reflection of Activity 1 (25 points)
Upon feedback from the professor and mentor teacher, teach the activity with the children. During the first plan, teacher candidates will video tape teaching to help with self-reflection and self-evaluation. Review the video using the outlined questions to help self-reflect and self-evaluate teaching.
 
7.  Activity Plan 2 (25 points)
Teacher candidates will design and implement an activity for children in the practicum classroom. The second plan will be planned and implemented and will include a video documentation. The activities must include: integrated teaching, anti-biased strategies, form of technology with children, assessment before and after the activity, connection to families and individual adaptations. The activity must be unique to this class and be based upon Constructivist/Social Constructivist Theory.  The activity should have a problem in which the children overcome. Through this activity, teacher candidates should be able to document how children think about the world. Connect to the Grade Level Expectations using the Missouri Department of Elementary and Secondary Education’s web-site: http://www.dese.mo.gov/divimprove/curriculum/GLE/  and any Benchmarks from the school (as appropriate)Teacher candidates should work with the mentor teacher in order to develop the plan. Submit entire plan for professor, practicum instructor and mentor teacher feedback prior to implementation. No plans may be implemented until you have received written feedback from both parties. If a teacher candidate implements a plan without feedback from both parties, they will not receive a score for that activity. Upon feedback from the professor and mentor teacher, teach the activity with the children. During the first plan, teacher candidates will video tape teaching to help with self-reflection and self-evaluation
 
8.  Implementation of Planned Environment (25 points)
Set up the environment. The environment should be left up for a minimum of two weeks in order to evaluate the usage. (Begin on assigned dates and upon feedback from professor, practicum instructor and mentor teacher.)
 
9.  Reflection of Environment (34 points)
Observe how the children utilize the new environment and write a reflection. Take notes and photos of the children using the environment. What is working well in the environment what is not? Why do you think that it was working well? How would you change it in the future? Did you have to make any changes while it was set-up? What changes were they and why did you make them? How did the families respond? What are some important things that you learned from this experience?
 
10. Philosophy of K-3 Education (28 points) 
Teacher candidates will write a personal philosophy statement for primary aged education (K-3). Supporting documentation include: image of the child, image of the teacher, image of the family, theories that support views on children, teaching and family involvement, and journals written in practicum piece. Citing references, especially when addressing theory, is necessary.

11.  Implementation of Activity 2 (25 points)
Upon feedback from the professor and mentor teacher, teach the activity with the children. During the second plan, teacher candidates will video tape children in order to create video documentation.
 
12. Technology Paper (25 points)
Choose 2 computer software programs for Young Children (K-3) and play them with the children. Fully Describe what occurs in the program and how children respond. Analyze the software using articles used in technology e-class.
 
13. Video Documentation (30 points)
 Prepare and present video documentation depicting how the children learned from the team teaching activity. (Expanded instruction provided during class dialogue and website: http://www.videatives.com.
 
 
 

Grading:

In  Class Activities                                         9 points
*A view of the Environment                         15 points
Activity Plan 1                                             25 points
*Plan for the Environment                            43 points
Implementation of Activity 1                         25 points
Reflection of Activity 1                                 25 points
Activity Plan 2                                              25 points
*Implementation of Planned Environment      25 points
*Reflection of Planned Environment              34 points
Philosophy of K-3 Education                       28 points
Implementation of Activity 2                        25 points
Technology Paper                                       25 points
Video documentation                                 30 points
Exam                                                         50 points
E-classes: Going to K-garten                     15 points
E-class: Technology in Education               20 points
Participation Points  (17 x 5)                      85 points
TOTAL                                                      504 points
 
Bonus Opportunities
Attend a professional meeting and submit notes for credit 5 points
Missing 0 classes (10 points)
 
Grading Scale
454-504 A *Depicts exceptional work going beyond the regular requirements
403-453 B
353-402 C
302-352 D
0-301 F
 
 
 
 
 
 

Late Submission of Course Materials:

Scoring guides that include format for written assignments are provided for the course. Students must follow the criteria outlined and abide by the due dates for each project. Late submissions are accepted only with prior approval from the professor. Twenty percent of the total points (for the project) may be deducted if the professor accepts the paper as a late submission. Students may submit papers on time even if absent (via digital drop box, placing in professor’s mailbox, or sending with a friend).   It is the student’s responsibility to contact the professor prior to due date if they do not understand the criteria for the assignments as explained. Students should attend the writing center to ensure that papers do not bear any technical writing and typological errors. Students must cite references using APA style within the contents of the paper. Students should write papers in order to explain all information (assume that the reader does not understand the information presented). This form of writing will enable the students to explain their ideas and understanding of content to the professor. Furthermore, this form will better enable students to explain ideas to family members of children with whom they will work in the future.

Classroom Rules of Conduct:

Reading/class participation

            Students are required to read the textbook chapters in order to participate in class discussions and small group activities.  Small group work includes dialogue and problem solving throughout the semester. Individual students will receive partial points for class participation and interaction. The class projects as well as the tests are based on contents covered in the text and class dialogue.

  Revision of Papers 
      All written papers should be saved for the purpose of revision.  You are allowed to make one revision for each written project if the grade is less than ninety-three percent and submitted on time. The due date for the revised papers is two weeks after they have been returned to students. 
 
Mobile Phones and Messaging:
Participation in class is essential for everyone's learning. If you must have a mobile phone for emergencies, students are required to turn to vibrate. Otherwise, all phones are to be turned off during class time. Text messaging is not permitting during class time.

Course Topic/Dates/Assignments:
 

Sun

Mon

Tue

Wed

Thu

Fri

Sat

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

Introduction to class

Building Community

Homework: Read- Gullo Chapters 1, 2, 3

22

23

Off to Kindergarten

Homework: Read- Gullo Chapters 4

Waite-Stupiansky Chapter 1

24

25

26

27

28

Developing Key Cognitive Skills/Understanding Constructivism: The Big Ideas

Homework: Read- Gullo Chapter 6

Waite-Stupiansky Chapter 4

Due: Activity Ideas for content area

29

30

Play and Learning/Teaching in the Kindergarten Year

Homework: Read- Gullo Chapter 5

Waite-Stupiansky Chapter 3

31

2007

August

 


Sun

Mon

Tue

Wed

Thu

Fri

Sat

1

2

3

Labor Day Holiday Enjoy!

4

Developing Social and Emotional Competence/Children’s Social Understanding

Homework: Read-Gullo Chapter 7

Waite-Stupiansky Chapter 5

5

6

Language and Literacy in Kindergarten/Young Readers and Writers
Due: Implement Language/Literacy Activity

Homework: Read-Gullo Chapter 8

Waite-Stupiansky Chapter 6

7

8

9

10

11

Mathematics in Kindergarten/Making Math Meaningful for Young Children
Due: Implement Math Activity

Homework: Read-Gullo Chapter 9

Waite-Stupiansky Chapter 7

12

Start Practicum

13

Science in Kindergarten/Becoming Scientists
Due: Implement Science Activity
Homework: Read-Gullo Chapter 10

Waite-Stupiansky Chapter 2

14

15

16

17

18

Social Studies in Kindergarten/Children’s Social Understanding
DUE: Implement Social Studies Activity

Homework: Read: Gullo Chapter 11

Waite-Stupiansky Chapter 8

19

20

Creative Expression and Thought in Kindergarten/The Arts-Basic in a Constructivist Curriculum

Homework: Read-Gullo Chapter 12
DUE: Implement Creative Arts Activity

DUE: A view of the Environment

21

22

23

24

25

Physical Education in Kindergarten
Due: Implement Physical Education Activity

Homework: Read-Gullo Chapter 13

Waite-Stupiansky Chapter 9

Activity Plan 1

26

27

Putting it all Together/Assessment in Kindergarten

DUE: Activity Plan 1 (to Prof and Practicum Instructor)

28

29

30

2007

September

 


Sun

Mon

Tue

Wed

Thu

Fri

Sat

1

2

Continuation: Putting it all together

Exam Review

3

Due: Act. Plan 1 to Mentor

4

Field Experience: Work on Environment Plan

5

6

7

8

9

Continuation: Putting it all together

 

Due: Environment Plan

10

Implement Activity Plan 1: Video Tape Self

11

Exam: Early Childhood Education to date

12

13

14

Fall Break

15

Fall Break

16

Fall Break

17

Fall Break

18

Fall Break

19

Fall Break

20

21

22

Spring pre-registration begins

23

Making Learning Visible

24

Environment Implementation

25

Making Learning Visible

DUE: Reflection of Activity 1

26

27

28

29

30

Making Learning Visible

Homework: Richgels Chapters 1-4

DUE: Activity Plan 2 to Prof.

 

31

Environment Implementation

2007

October

 


Sun

Mon

Tue

Wed

Thu

Fri

Sat

1

Field Experience: Reading and Reflection: Going to Kindergarten-E-class initial ideas on becoming a teacher and philosophy of K-3 education

Homework: Richgels Chapters 5-7

2

3

4

5

6

Field Experience: Reading and Reflection: Going to Kindergarten-E-class initial ideas on becoming a teacher and philosophy of K-3 education

Homework: Richgels Chapters 5-7

DUE: Reflection of Environment (electronically)

7

Due: Activity Plan 2 to Mentor and Practicum Instructor

8

Field Experience: Reading and Reflection: Going to Kindergarten-E-class initial ideas on becoming a teacher and philosophy of K-3 education.

9

10

11

12

13

Values and Building a Philosophy

14

Implement Activity 2: Video Documentation

15

Field Experience: Work on Philosophy Statement and Reflection

16

17

18

19

20

E-class: Technology and Education

Due electronically: Philosophy of K-3 education

21

Thanksgiving Holiday for Practicum site

22

Thanksgiving Holiday

23

Thanksgiving Holiday

24

25

26

27

Field Experience: Work on Technology Paper

28

Last Day of Practicum

29

Field Experience: Work on Video Documentation

30

2007

November

 


Sun

Mon

Tue

Wed

Thu

Fri

Sat

1

2

3

4

In Class work day: Video Documentation

Due: Technology Paper

5

6

In Class workday: Video Documentation

7

8

9

10

11

12

13

Final: Celebration and Present Video Documentation 10:10-12:15

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

2007

December

 

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2007-2008 Undergraduate Catalog Page 85-86

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2007-2008 Undergraduate Catalog Page 85

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  7. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2007-2008 Undergraduate Catalog Page 87-88
Students have 2 excused absences without penalty. Students must notify the professor in advance of any/all absences. Students receive participation points for each class attended on time.  Failure to attend course requires students to obtain notes and information from classmates. Content covered in class helps students complete required assignments and in teaching abilities.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:8/19/2007 10:17:27 PM