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EDC 363 Integrating the Curriculum:PreK
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 363 Integrating the Curriculum:PreK

Semester

FA 2010 HO

Faculty

Wolf, Amy

Title

Assistant Professor and School for Chair of Early Childhood Education

Degrees/Certificates

Interdisciplinary Ph.D. Early Childhood Education and Sociology
M.A. Human Development and Family Studies: Emphasis Early Childhood Education, Higher Education and Administration
B.S. Human Development and Family Studies; Emphasis: Children in Group Settings

Office Location

Copley 320

Office Hours

CST: Tuesdays 10 a.m.-2 p.m. and 9:15 p.m.-10:15 p.m. (virtual only); Thursdays 11 a.m.- 2 p.m. Please call or text mobile phone for urgent inquiries!

Daytime Phone

816-590-8282 (mobile)

Other Phone

913-432-7803 (home) and  816-584-6303  (office)

E-Mail

amy.wolf@park.edu

Semester Dates

August 18-December 8

Class Days

---W---

Class Time

5:30 - 8:00 PM

Prerequisites

Admission to the School for Education. Co-requisites: EDC 355 and EDC 354

Credit Hours

3


Textbook:
Copple, C. and Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs, 3rd edition. Washington, DC: National Association for the Education of Young Children. (ISBN: 978-1-928896-64-7).

Hill, L., Stremmel, A., and Fu, V. (2005). Teaching as inquiry: Rethinking curriculum in early childhood education. Boston: Pearson Allyn & Bacon. ((ISBN: 0-205-41264-5)


Koralek, D., ed. Spotlight on young children-Expanded 5-book curriculum set. Washington, DC: National Association for the Education of Young Children. (Stock No. 2800)
 

DOWNLOAD FROM E-companion

  • The thought that sustains education speech by Carla Rinaldi
  • Creating Amiable Environments
  • Values
  • Asking Children Good Questions
  • Foreman’s Mindsets
  • PowerPoint Presentations from each team presenting
 Download from internet:

 

All students seeking a degree in Education must purchase Foliotek as a required text. Contact carol.williams@park.edu to purchase. Students seeking Missouri Teacher Certification must purchase the MO-STEP portfolio. Students who are seekingEarly Childhood Teaching Young Children and Early Childhood Education and Leadership will need to purchase the NAEYC portfolio. All work must be saved for input. 

 

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:
EDC363 Integrating the Cirriculum:PreK; A course designed for students to plan, implement and evaluate developmentally appropriate materials, activities and strategies in a Pre-primary setting. ECE Certification and ECE Teaching Young Children students must be concurrently enrolled in EDC372.Early Childhood Education and Leadership students must be concurrently enrolled in EDC382. Prerequisites: Admission to the School for Education. 3:0:3

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.  

Class Assessment:

A project packet with complete descriptions and scoring guides will be distributed the first day of class.
 

  

Project 1: The Environment

 

Project 1a: A View of the Environment and Plan for Learning Center         

45

Project 1b: The Environment Plan-mentor/practicum instructor approval form       

10

Project 1c: Evaluations of The Environment Implementation

25

Project 1d:   The Environment Analysis

35

Project 2: Presentation

 

Project 2: Group Presentation and Activity 

35

Project 3: Expanded Activity Plan with Documentation

 

*Project 3a: Expanded Activity Plan with Documentation: Plan

25

*Project 3b: Expanded Activity Plan with Documentation: Mentor and Practicum Instructor Feedback/approval           

10

*Project 3c: Mentor and Practicum Instructor Evaluations of Expanded Activity Plan with Documentation

25

*Project 3d : Documentation Panel of Expanded Activity Plan with Documentation                                      

30

Project 4: Mini Activity

 

Project 4a: Mini Activity Plan outline

10

Project 4b: Mini Activity mentor/practicum instructor approval form       

5

Project 4c: Mentor and Practicum Instructor Evaluations of Mini Activity

15

Project 4d:  Reflection of Mini Activity: Video Viewing Guide             

30

Project 5: Philosophy of Pre-primary Education

 

Project 5a: Image of Teacher, Child and Family                                       

15

Project 5b: Philosophy of pre-primary education                                         

30

Participation

Participation

155

* Core Assessment

 BONUS OPPORTUNITIES

Attend a professional meeting and submit notes (Reggio Collaborative, MNEA, School Board, etc.) (5 points)    

Grading:
 

405-450   A

360-404   B

315-359   C

270-314   D

0-269      F

Late Submission of Course Materials:
 

Teacher candidates 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. It is the teacher candidate’s responsibility to contact the professor prior to due date if he/she does not understand the criteria for the assignments as explained.

Classroom Rules of Conduct:
 Reading/Class Participation

Candidates are required to read the textbook chapters and special readings in order to participate in class dialogue and small group activities.  Small group work and on-line discussion board includes dialogue and problem solving throughout the semester. Individual teacher candidates will receive partial points for class participation and interaction. The class projects are based on contents covered in the text and class dialogue. When engaging in on-line discussion board, you must enter responses on-time. Critical thinking is required.

Writing Assignments

Scoring guides that include format for written assignments are provided for the course. Candidates should attend the writing center to ensure that papers do not bear any technical writing and typological errors. Candidates must cite references using APA style within the contents of the paper. Candidates 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 candidates to explain their ideas and understanding of content to the professor. Furthermore, this form will better enable candidates to explain ideas to family members of children with whom they will work in the future. All written papers should be saved for the purpose of revision.  Candidates are allowed to make one revision for each written project if the grade is less than ninety 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 candidates must have a mobile phone for emergencies, they 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.

Visiting Programs
When visiting early childhood programs for observations it is essential that candidates always remember that they are representatives of Park University. Professional dress and behaviors are required during all observations.

Course Topic/Dates/Assignments:
 

Week

Topic

DUE THIS WEEK

Homework for the following Week:

Week 1

August 18

Overview, initial thoughts, presentation team formation (Project 2)

E-companion Discussion Board: The invitation to life: The art of teaching

How you teach is who you are (Chapters 1 & 2: Hill, Stremmel and Fu)

       Go into E-companion and create a home-page

       Write a letter of introduction to the Families

       Watch Commercial TV and come with ideas to “write a commercial” to introduce yourself to your mentor teacher

       E-companion Discussion board

      Read Chapter 6 (Hill, Stremmel, Fu)

Week 2

August 25

Introduction to Practicum

 

Dialogue: Creating an environment for children to be known and valued: Educational caring spaces (Chapter 6 Hill, Stremmel, Fu)

       Home-page

       Letter of introduction

       TV Commercial ideas

       E-companion Discussion board and responses.

      Draft of 1a: Environment observation During Practicum: Observe the environment by completing first part of Project 1a (Create a diagram of the classroom environment, making note of learning centers and taking photos of contents. Observe the classroom environment during 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. Carefully observe a center that may relate to your content area. How is it currently utilized?) Use Project 1 from EDC 355 to help you determine popular and unpopular areas. Bring outline of this to class.

       Read Chapter 3 (Hill, Stremmel, Fu) and The thought that sustains education by Carla Rinaldi (under doc sharing)

Week 3

September 1

First Day of Practicum

Dialogue: The teacher as researcher: Asking questions, discovering answers (Chapter 3 Hill, Stremmel, Fu) (we can move this online if  wish)

 

Work with team on presentation

       Outline of Project 1A: Environment Project (observation notes to be used in discussion-(we can move as a discussion board if wish)

       Talk with Practicum Mentor to discuss ideas for Project 1: Environment project and receive preliminary approval.

       Project 2: Team presentation due FRIDAY, SEPTEMBER 3 at noon in DROP BOX! (both students set up a dropbox)

       Read Chapter 5 (Hill, Stremmel, Fu) and Helping children ask good questions by George Foreman (under doc sharing)

Week 4

September 8

On-line Dialogue: The child as cultural invention: Reconstructing images of the child (Chapter 5 Hill, Stremmel, Fu) (On-line initial posting due by 8 p.m. 9/8; Responses to peers due by 11 a.m. 9/10.)

       Project 1a: The Environment (in digital dropbox)

       Revise presentation as appropriate and post in Doc Sharing under Project 2: Presentations.

       Read Presentation outlines/Power Points from Language and Literacy Team in Doc Sharing under Project 2: Presentations

Week

Topic

DUE THIS WEEK

Homework for the following Week:

Week 5

September 15

Dialogue:

       Project 2: Group Presentation: Language and Literacy

       Discuss questions regarding Project 1: Environment Project

    Revise and send Project 1a: Environment project to mentor teacher and practicum instructor (electronically) to review (once you have received Wolf’s feedback). Provide them with Project 1b: Approval forms from the Project Packet.

    Read Presentation outlines/Power Points from Math and Science Teams in Doc Sharing under Project 2: Presentations

Week 6

September 22

Dialogue:

Project 2: Group Presentations: Math and Science

    Revised Project 1a: Environment Project sent to mentor teacher and practicum instructor (electronically) to review. Provide them with Project 1b: Approval forms from the Project Packet.

    Prepare materials for Environment Implementation. Provide mentor teacher and practicum instructor with Project 1c: Evaluation forms.

    Read Presentation outlines/Power Points from Creative Arts and Social Studies Teams in Doc Sharing under Project 2: Presentations

Week 7

September 29

Dialogue:

Project 2: Group Presentations: Creative Arts and Social Studies

 

    Scan or submit Project 1b: Mentor teacher and practicum instructor approval form.

   Project 1c:Set-up Environment for 2 Weeks (Provide Mentor teacher and Practicum Instructor with Project 1c: Evaluation forms)

    Read Chapters 9 & 11 (Hill, Stremmel, Fu)

    Observe environment change and consider changes to improve. Maintain or replace materials as needed for the upcoming week.

Week 8

October 6

Online Dialogue:

Negotiating the Curriculum: ‘The long story’

Projects as a key to community building (On-line initial posting due by 8 p.m. 10/6; Responses to peers due by 11 a.m. 10/8.)

    Read Article: http://ecrp.uiuc.edu/v2n1/schuler.html 

   TODAY: Discuss ideas for Project 3: Expanded Activity with Documentation with Mentor Teacher and develop outline of plan (to implement 11/3)

   Prepare: Project 1d: Reflection of Environment

   Prepare: Project 3a: Expanded Activity with Documentation (Documentation section to be completed later)

FALL BREAK

October 13


Week

Topic

DUE THIS WEEK

Homework for the following Week:

Week 9

October 20

Online Dialogue:

Applying State Standards: Project Approach (On-line initial posting due by 8 p.m. 10/20; Responses to peers due by 11 a.m. 23.)

 

    Project 1c: Mentor and Practicum Evaluations of Environment (in Digital Dropbox or instructor’s mailbox)

    Project 1d: Reflection of Environment (in Digital Dropbox)

    Project 3a: Expanded Activity with Documentation in Digital Dropbox

   Read Chapter 10 (Hill, Stremmel, Fu) and excerpts from Making Learning Visible.

   Revise and send Project 3b: Expanded Activity Plan with Documentation to Mentor and Practicum Instructors for approval

Week 10

October 27

Dialogue:

The use of documentation in an inquiry-based classroom

 

    Project 3b: Expanded Activity Plan with Documentation to Mentor and Practicum Instructors for approval

    Read Project work documents in doc sharing.

   TODAY: Discuss plans of Project 4: Mini Activity Plan with mentor teacher (to be implemented 11/10)

   Prepare Project 4a: Mini Activity Plan and 4b: mentor/ practicum instructor approval form

    Prepare materials for Project 3c: to Implement Expanded Activity Plan with Documentation in Practicum and evaluations for mentor and practicum instructor

Week 11

November 3

Online Dialogue:

Dialogue:

Projects at

Work: Investigating the fire truck video

(On-line initial posting due by 8 p.m. 11/3; Responses to peers due by 11 a.m. on 11/5.)

    Project 4a: Mini Activity Plan and 4b: mentor/ practicum instructor approval form in Digital Dropbox

    Project 3c: Implement Expanded Activity Plan with Documentation in Practicum-Take photos for panel: Keep in Mind Declaration of Intent. Provide mentor and instructor with evaluations!

    Read Chapters 7 & 8 (Hill, Stremmel, Fu)

    Secure and Scan Project 3c: Mentor and Practicum Teacher Evaluations of Implementation of Project 3: Expanded Activity

    Prepare materials for Project 4c: Implement Mini Activity. Charge video cameras and ensure that you understand how they operate.


Week

Topic

DUE THIS WEEK

Homework for the following Week:

Week 12

November 10

Dialogue:

A family-centered model: Parent-teacher partnerships

The amiable school: Incorporating everyone into the equation (Chapters 7& 8 Hill, Stremmel, Fu)

    Project 3c: Mentor and Practicum Teacher Evaluations of Implementation of Project 3: Expanded Activity

    Project 4c: Implement Mini Activity in Practicum-VIDEO TAPE TEACHING! Make sure to provide mentor and practicum instructor with evaluations

    Read: The NAEYC Code of Ethics: http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

    Secure Project 4c: Mentor and Practicum Instructor evaluations of Project 4: Mini Activity. Use this feedback to assist you in addition to viewing the video to write your reflection.

    Prepare Project 4d: Video Reflection of Mini Activity

Week 13

November 17

Online

Code of Ethics: Application to experiences (On-line initial posting due by 8 p.m. 11/17; Responses to peers due by 11 a.m. 19.)

    Project 4c: Mentor and Practicum Instructor evaluations of Project 4: Mini Activity

    Project 4d: Video Reflection of Mini Activity

    Philosophy of Education and “Images”

Week 14

November 24

Independent Work Day: Work on Projects

    Project 5: Philosophy of Pre-primary Education, Image of Child, Image of Teacher, Image of Family

    Documentation Panel Ideas

Week 15

December 1

Facilitated WORK DAY: Documentation Panel

Appointments made with Wolf to prepare panel. Post initial panel ideas on E-companion for feedback.

    Documentation Panel

Week 16

December 8

FINAL Celebration and Panel Exhibit! 5:30-8 p.m.

Documentation Panel: Bring Scoring Guides and Team Evaluation forms.

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

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. from Park University 2010-2011 Undergraduate Catalog Page 92-93

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, but unexcused absences may carry further penalties.
  3. 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".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. 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.
  6. 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 2010-2011 Undergraduate Catalog Page 95-96
Participation points are awarded for participation in class dialogue (both online and face to face). Attendance of class does not ensure participation points.

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 .

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Last Updated:8/10/2010 4:28:12 PM