ECAE_ 2004 Spring 2014 (2)

Brooklyn CollegeCity University of New York

School of EducationECAE 2004 – TQ2 & TQ5

Foundations of Early Childhood EducationSpring 2014

Course Instructor: Charlene Kohler-Britton, MS Ed Office: TBA Email: [email protected] hours: Tuesdays, 10:00 AM – 12:00 PM

Meeting Times: Section TQ2: Tuesdays, 2:15 – 3:55 PM Room 2615J Section TQ5: Tuesdays, 5:05 – 6:45 PM Room 0416J

Course DescriptionThis course provides an overview of the social, historical and philosophical foundations of early childhood education (ECE), including early childhood special education and bilingual education. With an emphasis on young children (birth to 8 years of age) and families from racially, ethnically, culturally, linguistically, and socio-economically diverse backgrounds, including recent immigrants, students will learn about implementing high quality early childhood education, including developmentally appropriate practices; importance of parent involvement and social justice; changing views in ECE curriculum and pedagogy; integrated co-teaching and collaboration with peers, families and communities; role of play, creativity and aesthetic education, and reflective practice in early learning. Current issues in ECE will be addressed. Students will be responsible for 30 hours of required supervised fieldwork in early childhood and early childhood special education settings.

School of Education Mission StatementThe content of this course as well as methodologies used are consistent with the mission of the School Education. “The School of Education at Brooklyn College prepares teachers, administrators, counselors, and school psychologists to serve, lead and thrive in the schools and agencies of this city and beyond. Through collaborative action, teaching and research, we develop our students' capacities to create socially just, intellectually vital, aesthetically rich and compassionate communities that value equity and excellence, access and rigor. We design our programs in cooperation with Liberal Arts and Sciences faculties and in consultation with local schools in order to provide our students with the opportunity to develop the knowledge, proficiencies and understandings needed to work with New York City's racially, ethnically and linguistically diverse populations. We believe that teaching is an art that incorporates critical self-reflection, openness to new ideas, practices and technologies, and that focuses on the individual learner's needs and promotes growth. Our collective work is shaped by scholarship and is animated by a commitment to educate our students to the highest standards of professional competence.”

Tk20 Online Student Information System:As documented on the School of Education (SOE) website, Tk20 is an online student information system that all students in the SOE at Brooklyn College are required to purchase and post key assignments from their courses. In the Early Childhood/Art Education department, Tk20 serves four main purposes.

First, it allows our students to begin to develop an electronic portfolio that documents their work throughout their tenure at BC, which can be used to submit to potential employers. Second, it is the platform used for students to apply for student-teaching and to obtain access to the material needed to prepare for the Teacher Performance Assessment (EdTPA), one of New York State’s certification exams. Third, it allows

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our students to submit their completed EdTPA assessment to NYS for evaluation, which includes video clips of teaching, lesson plans, and other assessment material. Fourth, it allows our department to collect data on key student assignments for program improvements and to maintain national accreditation. The purchase price is $103.00, and it is purchased through Brooklyn College Web Central under the Academics tab. If you have any difficulties with the purchase of your account please contact [email protected]. Also, students have continual access to this electronic portfolio system for 10 years after the initial date of purchase.

Required Field Experience (30 hours)This course requires 30 hours of field experience in an early childhood, early childhood special education, and/or early childhood bilingual classroom at a school or center. Students will practice observing the classroom environment, the role of the teacher, teacher-child interactions, peer-peer interactions, and the expectations for the children. Interacting with and assisting the children under the guidance of the classroom teachers will be expected. Students are encouraged to keep a small pad to jot down key observations, descriptions and actual quotes of children’s comments, questions and conversations that take place in the classroom. A thoughtful and reflective discussion of what was observed and how it relates to our studies in this class should follow, based on those observations. All field notes should be neatly typed using proper grammar and spelling. Each must be dated, with time frames noted. Each must include the student’s name and placement for that observation. Students will keep a signed, official log of the hours spent at the field site, which they will submit at the end of semester with their final Field Work Journal.

Course GoalsThe goals of this course are to address the social, historical and philosophical foundations of early childhood education (ECE), including early childhood special education and bilingual education. This course will allow ECE students to learn about implementing high quality early childhood education, including developmentally appropriate practices, importance of parent involvement, social justice and integrated co-teaching as well as the role of play, the arts, and reflective practice in early learning. ECE students will increase their knowledge and understanding of teaching young children (birth to 8 years of age) from diverse racial, ethnic, cultural, linguistic backgrounds and diverse learning needs, and working with these students’ families and communities. These course goals have been articulated by the national early childhood professional organization—the National Association for the Education of Young Children (NAEYC).

Overall Course Objectives Ensure that students master the course subject Develop student ability to use course concepts in thinking, reflection and problem solving Prepare students to understand the importance of supporting children to be life-long

learners by reflecting that importance in this class Develop students’ interpersonal and team interaction skills Have students enjoy the course

Conceptual Framework Theme Addressed By CourseThis course addresses the four areas described in the Brooklyn College School of Education’s

conceptual Framework (http://depthome.brooklyn.cuny.edu/schooled/), as follows:

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http://depthome.brooklyn.cuny.edu/schooled/)

mailto:[email protected]

Collaboration: Through the readings, class discussions, assignments and field placements, early childhood teacher candidates are prepared to involve themselves in children’s’ lives through collaboration with families, teachers, administrators, and colleagues..

Critical Self-Reflection and Reflective Practice: Early childhood teacher candidates are expected to critically reflect on readings, class discussions and assignments. Over the course of the semester, students will reflect on their assumptions about education, families, children and communities and their own dispositions.

Social Justice: Early childhood teacher candidates will develop a deeper understanding of the quest for social justice. They will develop strategies that create access to knowledge for all children and educational settings that support inclusiveness. They will understand the benefits and importance of being caring advocates and change agents for all children and families.

Diversity: Early childhood teacher candidates will demonstrate a capacity to understand diverse cultures and families and use this information as a basis for connecting their practice to children’s educational’ experiences.

Course Learning OutcomesStudents completing this course will be able to:

1. Demonstrate knowledge of what a welcoming early childhood classroom atmosphere and environment feels and looks like for all members of its community. Dispositions, barriers and effective methods and strategies for achieving this will be examined.Assessed: Application Activities Text Response

Exams, including RATs Reflective Field Notes2. Demonstrate knowledge of the social, historical and philosophical foundations and

contemporary views of Early Childhood Education (ECE), including Early Childhood Special Education and Bilingual EducationAssessed: Application Activities Text Response

Exams, including RATs Reflective Field Notes3. Demonstrate an understanding of theoretical ECE models, curriculum and

developmentally appropriate practice (DAP) with relation to developmental level and specific needs of diverse children, including children with special needs and English language learnersAssessed: Application Activities Text Response Key Assignment (Part 1)

Exams, including RATs Reflective Field Notes4. Demonstrate knowledge about and understand integrated co-teaching, collaboration with

peers, family and community, social justice and how to involve parents and families to support children’s relationships, development and learning Assessed: Application Activities Text Response Key Assignment (Part 2, Part 3)

Exams, including RATs Reflective Field Notes5. Demonstrate ability to integrate knowledge, reflection, and critical perspectives of early

childhood education and formulate a personal Early Childhood Education philosophy and demonstrate improved ability to work productively in a teamAssessed: Application Activities Text Response Key Assignment(Tk20Part 1,2,3)

Exams, including RATs Reflective Field Notes Final

This course will be using the Team-Based Learning (TBL) strategy (www.teambasedlearning.org).

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http://www.teambasedlearning.org/

TBL will increase your understanding of course concepts by using them to solve authentic, real-world problems and help you develop your workplace learning skills. The primary course objective shifts from content transmission (lectures) to helping you learn how to use course content to solve significant problems. Most of your class time will be spent solving problems and making decisions . It will be done in a way that will hold teams accountable for using course content to make decisions (solve problems) that will be reported publically and subject to cross-team discussion/critique.

Overview of TBL SequencePhase 1 – Preparation: You will complete specified preparatory materials (readings and assignments) for each unit.Phase 2 – Readiness Assurance Test: At the first class meeting of each unit, you will be given a Readiness Assurance Test (RAT). The RAT measures your comprehension and mastery of the assigned readings and helps you deepen your understanding of the course material needed to begin problem solving in Phase 3. Once the test period is over, the instructor may present a short mini-lecture to clarify concepts that are not well understood as evidenced by test scores. The purpose of Phase 2 is to ensure that you and your teammates have sufficient foundational knowledge to begin learning how to apply and use the course concepts in Phase 3. RATS are closed book and based on the assigned preparatory material (readings and assignments).

Individual RAT (iRAT): You individually complete a multiple-choice test based on the readings. Team RAT (tRAT): Following the iRAT, the same multiple-choice test is re-taken with your team.

These tests use a “scratch and win” type answer card known as an IF-AT. You develop a consensus with our teammates, and then scratch off the opaque coating hoping to reveal a star that indicates a correct answer. Your team is awarded 4 points if you uncover the correct answer on the first scratch, 2 points for the second scratch, and 1 point for the third scratch. If you are incorrect with any scratch, your team needs to reconsider, discuss, and make another decision.

Appeals Process: Once your team has completed the team test, your team has the opportunity to fill out an appeals form. The purpose of the appeals process is to allow your team to identify questions where you disagree with the question wording or ambiguous information in the readings. The instructor will review the appeals outside of class time and report the outcome of your team appeal at the next class meeting. Only teams are allowed to appeal questions (no individual appeals).Impact of appeals on test scores: When an appeal is accepted on a question that a team has missed (no individual appeals will be accepted): 1. It counts. In other words, the points missed will be added to:

a. their team scoreb. the score of any individual in the team who answered the same as the teamc. only those teams that appeal.

2. Team member(s) who had the original correct answer will continue to receive credit on the question.

Feedback and Mini-Lecture: Following the RATs and Appeal Process, the instructor provides a short, clarifying lecture on any difficult or troublesome concepts or asks for further questions to help clarify the material.

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Individual Preparation

Team Discussion

Class Discussion

Impact on Learning

Phase 3 – In-Class Application Activities: You and your team use the foundational knowledge, acquired in the first two phases, to make decisions that will be reported publically and subject to cross-team discussion/critique. We will use a variety of methods to have you report your team’s decision at the end of each activity. Sometimes you will hold up colored cards indicating a specific choice, sometimes you will write your answer, and other times you will complete short worksheets, which will be randomly reported to the rest of the class.

Three Keys to TBL

Key One – Promote Accountability

Promoting Individual AccountabilityThe Readiness Assurance Process is designed to promote individual accountability. The Readiness Assurance Process requires individuals to complete a multiple-choice test covering a set of pre-assigned readings and turn in their answers. Students are individually accountable because the individual scores count as part of the course grade. Next, during the team test (exact same test as individual), each member is invariably asked to voice and defend his or her choice on every question as the teams come to a consensus on their answers. The resulting discussions produce immediate peer dialogue/feedback that provides clear evidence of the quality of individual preparation and the importance of obtaining input from everyone on all important decisions. Third, members who are chronically unprepared almost invariably receive a low peer evaluation score. Promoting Team AccountabilityFostering team accountability is very important. Without team accountability, neither instructor nor students know: 1) if their learning goals have been achieved, or 2) if students are taking teamwork seriously. Teams can be held accountable by carefully managing intra-team and whole-class discussions. The key is the nature of the application activity. First, team assignments must require production of a tangible output. Second, the “product” that teams are asked to create should enable both immediate feedback on the quality of teamwork and the opportunity for direct comparisons from other teams.Accountability matters: If students fail to prepare for teamwork, then better prepared students are likely forced to “carry” their less willing and/or less able peers. Additionally, improperly managed team discussions are likely to degenerate into social events in which little if any learning occurs. Both problems can be avoided almost entirely by establishing accountability practices. The key is using assignments and practices that hold individuals and teams accountable for their contributions and behaviors. Accountability to your team is via immediate peer feedback and direct anonymous assessment in the peer evaluation process.

Key Two – Using Activities that Link and Reinforce

The second key to using groups effectively is making sure that the assignments at each stage of the learning process are linked and mutually reinforcing (individually, team, whole class). When this is done, assignments in the first two stages have a powerful positive effect on the learning that occurs in the last stage.

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1Instructional activity sequences that promote individual and team accountability

2Assignments that link and reinforce the learning of course concepts - individual, team, and whole class

3Publically report decisions and critically examine other positions and defend your own

To obtain the maximum benefits, the 4 S’s should be used to design each activity.Same Problem: Teams work on the same problem, case, or questionSignificant Problem: Teams work on a problem, case, or question demonstrating a concept’s usefulnessSpecific Choice: Teams using course concepts to make a specific choiceSimultaneous Report: Teams reporting choices simultaneously

In-Class Application Activity

Key Three – Adopting Practices that Stimulate Idea Exchange

The degree to which the application activities and reporting discussions expose students to new perspectives from their peers depends on two factors:

1. The degree that assignment design fosters give-and-take individual, team, and whole-class discussion.

2. The degree that assignments require high levels of team interaction.

It is important to foster high levels of interaction. Assignments needs to be designed to be challenging enough that a single team member cannot comprehend them alone. Good assignments engage the diverse talents of the team in generating reasonably defendable decisions and solutions. The most common reason for a low level of group interaction is the use of assignments that are too easy where one member will simply act on behalf of the team or assignments where too much delegation occurs (i.e., long written assignments). It is important to remove barriers to participation. Because members of newly formed teams may be reluctant to speak out, it is important to use an approach with long-term teams as well as assignments, practices, and a grading system that fosters the development of group cohesion (Michaelsen, Black & Fink, 1996). As groups become more cohesive, trust and support typically build to the point that even naturally quiet members are willing to engage in intense give-and-take interactions. Within a cohesive team, members feel little worry about being offensive or misunderstood (Watson, Michaelsen & Sharp, 1991). As team members come to see their own success tied to the success of their team, they are motivated to invest considerable personal energy into doing teamwork.

(Information about TBL adapted from Three Keys to Using Learning Groups Effectively by Larry Michaelsen; Student Orientation Materials by Dean Parmelee; and The Essential Elements of Team-Based Learning by Michaelsen & Sweet.)

Course Requirements

1. Class attendance and participation : Students are required to keep up-to-date on class readings and assignments. Students are also expected to be active team members. If you miss a class, you miss whatever your team did. Most teams, in real life and here, will forgive a single absence for which you have a really good reason, and be less forgiving of multiple or casual absences. More than one absence and/or tardiness, including scheduled field placement commitments, will affect course grade (two points per absence and one point for lateness). Attendance is taken at the beginning of class and it is expected that all students will be present at the start of class.

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Significant Problem

Same Problem

Specific Choice

Simultaneous Reporting

Maximum Impact on Learning

2. Field Placements: Each student is required to secure and complete a total of 30 hours of Field Placement in an approved early childhood setting. More than one absence and/or tardiness, at your scheduled field placement commitments, will affect course grade (two points per absence and one point for lateness).

3. Text Response : (2 points each = 20 total) Students must submit 10 separate Text Respons e (TR) papers, (typically limited to one page, unless more space is needed), based on one of the assigned readings for each specified date. One of the goals of a Text Response is to create a dialogue with the text, a conversation with the ideas and their author. To this end you should select a passage from one of the readings that resonates with you in some way. You might share strong agreement with the author or you might strongly disagree with an argument or concept raised. You might ask questions of the author or simply request clarification. You must copy (quote) the passage exactly as it is written You will write a response to the passage in which you do the following:

* Explain the meaning of the passage and explain how the passage relates to the rest of the reading assigned for that class session AND .e xplain how the passage resonates with you personally, by connecting the concepts raised with examples from your own life, personal experience, etc.* Extend the ideas raised by the author by starting with where the passage begins and connect with new/other ideas

4. Individual Project – Early Childhood Education Advocacy Paper (25 points total)This Key Assignment must be posted directly on your TK20 account by 04/29/14. This assignment will only be graded directly on your TK20 account based on the rubric provided below. Your TK20 account allows you to put together a professional electronic portfolio in which you are able to easily include all assignments you have posted to the account. Note: Students who do not submit their key assignment for this course on TK20 by the deadline will receive an incomplete for the course until the assignment has been successfully uploaded and gradedYou will write a 9 to 12-page paper that centers on an issue in Early Childhood Education. The paper will consist of three sections; each section will be approximately three pages in length. For this assignment, you will:Part 1: Define and describe fully the advocacy issue you selected within the larger context of early childhood education. Place the early childhood advocacy issue in a New York City context, if possible. How does the issue play out in the field sites where you observed? What did you learn about the issue from your field observations, if relevant? Part 2: Provide summaries of three relevant articles – from education journals (from databases Eric or J-Stor) and newspapers (from The New York Times, Daily News, New York Post, Education Week). Explain why you selected the articles and how they serve to illuminate your topic.Part 3: Present a realistic and effective reform proposal. Explain how different stakeholders (teachers, school leaders, parents, children, other community members) will play a role.

Possible topics:Advocacy Issues in Early Childhood Education Cont.Parental involvementGrandparents and extended family members involvementTeacher shortagesMinority teachersDe facto segregation of/in schoolsDual language programs/Teaching English to speakers of other languagesEarly Intervention/Early Childhood Special Education/InclusionCulturally relevant pedagogyFunding for Early Childhood Centers/Schools

Lack of funding in Arts/Physical EducationIntegrating the Arts and Play in the early childhood classroomMulticultural curriculumLGBT students/families and schoolingLatino children and their families in relation to schoolingAfrican American children and their families in relation to schoolingAsian American children and their families in relation to schoolingArab American children and their families in relation to

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Daycares/Early Head Start/Head StartRoom arrangement/physical space of the classroomCharter schoolsCo-teaching

schoolingGender roles or gender identity and schoolingTeacher certificationMerit pay for teachersClass sizeHome visits/Home visiting programs

NAEYC Standards addressed: Standard 6. Becoming a Professional 6a: Identifying and involving oneself with the early childhood field6d: Integrating knowledgeable, reflective, and critical perspectives on early education6e: Engaging in informed advocacy for young children and the early childhood professionEarly Childhood Advocacy Paper Rubric ( 24 points_(+1 if all areas exceed expectations = 25 total)

I. Definition/Context of Issue: Issue is clearly defined and explained. The context is provided including how the issue pertains to teaching, learning, teachers, students and families. Perspectives that provide further context and insight on the issue are also provided, including examples from field observations. 0-6 points

II. Article Summaries: Three articles (from journals and/or newspapers) were selected and described. The researcher was able to effectively summarize and contextualize the articles, providing further insight on the issue in early childhood education.

III. Reform Proposal: The reform proposal is thoughtful and insightful, demonstrating a deep and clear understanding of the issues at hand. How the proposal might be carried out is explained in detail. All aspects of the proposal are fully developed including how stakeholders such as school administrators, teachers, parents and students will play a role.

IV. Writing/Presentation: The paper is well written and has been edited for clarity and errors. Drafts were presented and author took into account suggestions made and thus improved upon the work.

Early Childhood Advocacy Rubric:Standard Does not yet meet

expectations (0-4)Meets expectations

(5)Exceeds expectations

(6)

Standard 6a. Identifying and involving oneself with the early childhood fieldDefinition/Context of Issue:

The paper shows a lack of understanding of the chosen issue -- either its current or historical context or its significance for the field of early childhood education.The paper is not complete.

The paper shows a fair understanding of the chosen issue -- its current and historical context, and its significance for the field of early childhood education.

The paper shows a deep understanding of the chosen issue -- its current and historical context, and its significance for the field of early childhood education.

Standard 6d. Integrating knowledgeable, reflective, and critical perspectives on early educationArticle Summaries:

The paper shows a lack of understanding of the articles and does not integrate the articles’ content well, and/or there is a lack of understanding of the significance of observations in the field.(The articles have not been approved by the instructor.)

The paper shows a fair understanding of the articles and does integrate the articles’ content to some degree. There is an understanding of the significance of observations in the field and a critical understanding of what has been observed.

The paper shows a deep understanding of the articles and does integrate all three articles’ content well. There is thorough understanding of the significance of observations in the field and a complex critical understanding of what has been observed.

Standard 6e. Engaging in informed advocacy for young children and the early childhood professionReform Proposal:

The reform proposal is not well informed by the articles and/or the field experience, or the proposal is not detailed or addressed to all key stakeholders.

The reform proposal is fairly well informed by the articles and the field experience. The proposal is quite detailed and addresses most key stakeholders.

The reform proposal is well informed by the articles and the field experience. The proposal is sufficiently detailed and addresses all key stakeholders.

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Writing/Presentation:

Repeated grammatical, syntactical and spelling errors

Some grammatical, syntactical and spelling errors

Few or no grammatical, syntactical and spelling errors

6. Reflective Field Notes (1.5 points each =15 points total) Reflective field notes must be descriptive, detailed and include reflection. Examples of student and teacher talk should be included. We will discuss field note writing at length throughout the semester. Notes from no less than ten (10) field visits should be included.

7. Exams : (30 points total) There are five individual RATs (iRat) (10 points) and five team RATS (tRat) (10 points) as well as a Final Exam (10 points)

Final Exam: My Philosophy of Education. For the final exam you will describe your emerging philosophy of education, as it exists after taking this class. You will incorporate into your exam essay: 1) insights gained from field observations, and 2) references to authors we read this semester. (For example, if you agree with Paolo Freire that we must reconsider the role of the teacher in the classroom as one in which the teacher is both a teacher and a learner, then you should refer to his work in your paper. Your essay should reference the guiding questions we explored throughout the semester and further you towards the goals of this course. Your philosophy of education will change as you continue your studies, look for the right teaching position for you and begin to teach.

8. Peer Evaluation : (10 points total) Each individual will evaluate the contributions of all of the other team members by assigning an average of 10 points to the other team members. For example, members of a 6-member team: 1) must assign a total of 50 points to the other 5 members in their team (for a 5-member team it would be 40 points; for 7-member team it would be 60 points, etc.) and must differentiate some in their ratings; and 2) must give at least one score of 11 or higher, with a maximum of 15, and at least one score of 9 or lower. Peer evaluation scores will be the average of the points received and will produce differences in grades only within teams. This means that team members can not help everyone in their team get an A by giving everyone high peer evaluation scores. The only way for everyone in a team to earn an A is by doing an outstanding job on the individual and team exams and projects.

Example: Amy evaluated her team members

1. Amy -- 2. Bob 8 3. Clark 10 4. Denise 10 5. Edward 12 TOTAL: 40

Average: 10 each

Course EvaluationIndividual Performance: 80% of grade

Text Response 20%Individual RATs (5) 10%

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RULES Do not evaluate yourself. Assign an average of 10 points to each of the

other members of the group. There must be some differentiation. Reminder: This is not a time to be “nice” and

give everyone the same grade. It is a time to be honest and identify the people who contributed the most. A. B. C. D. E. Avera Points

Individual Final Exam: Philosophy of Education 10%Advocacy Paper 25%Reflective Field Notes 15%

Team Performance: 20% of gradeTeam RATs (5) 10%Peer Evaluation 10%

All assignments are due on the dates indicated on the course calendar. Grades will be lowered on overdue work. Grades on assignments will be lowered the designated number of points per week/day late, as measured by the beginning of the class period in which the assignment was due.Grading Contract: 100+ A+ 84 – 86 B Below 72 F

94 – 100 A 80 – 83 B-90 – 93 A- 76 – 79 C+87—89 B+ 72 – 75 C

Policy on Late Submissions/IncompletesTimely submission of work is an important professional attribute. Work submitted late will be marked down accordingly at the discretion of the instructor. Faculty Council has determined the following policy for Incomplete Grades: A grade of Incomplete (INC) may be given at the discretion of the instructor when 1) a student has satisfactorily completed most, but not all, course requirements, and 2) a student provides to the instructor evidence documenting the extenuating circumstances that prevent the completion of course requirements by the end of the semester.

Candidates receive grades of incomplete (INC) only when a situation beyond their control prevents them from completing course work. It is important to note that grades of INC will only be given if the instructor determines the grade is appropriate given the unusual extenuating circumstances and such circumstances are documented by the student. An incomplete grade in a course that is a prerequisite for another course must be cleared before the candidate can enter the next course. Final assignments not submitted on the due date at the end of the semester are given a grade of zero.

Course TextbooksRequired Texts

1. BlackBoard Assigned Readings and Multimedia2. Copple, C. & Bredekamp, S. (2009). Developmentally appropriate practice in early

childhood programs: Serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children.

3. Dewey, John. (1938). Experience and Education. New York: Simon and Schuster.4. Paley, Vivian. (1986). Mollie is Three: Growing Up in School. Chicago: University of

Chicago Press.5. (Sandall, S., Hemmeter, M.L., Smith B.J., & McLean, M.E. (Eds.) (2005). DEC

recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education. Missoula, MT: Division for Early

Childhood. Chapters 1-4.)

Additional Readings and Other Relevant MaterialsOn occasion, journal articles, chapters or links to multimedia resources may be assigned on short notice. They will be available on Blackboard. Students will need to be flexible and are expected to complete the readings as assigned.

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Policy on Academic IntegrityAcademic dishonesty of any type, including cheating and plagiarism, is unacceptable at Brooklyn College. Cheating is any misrepresentation in academic work. Plagiarism is the representation of another person’s work, words, or ideas as your own. Students should consult the Brooklyn College Student Handbook for a fuller, more specific discussion of related academic integrity standards. Academic dishonesty is punishable by failure of the “…test, examination, term paper or other assignment on which cheating occurred” (Faculty Council, May 18, 1954). In addition, disciplinary proceedings in cases of academic dishonesty may result in penalties of admonition, warning, censure, disciplinary probation, restitution, suspension, expulsion, complaint to civil authorities, or ejection (Adopted by Policy Council, May 8, 1991). Download the CUNY Policy on Academic Integrity document from Blackboard, located in the “Syllabus” folder of the Course Documents link.Falsifying data on protocols, reports, and other assignments is considered cheating, and is grounds for disciplinary action which may include failure in the assignment, failure in the class and expulsion from the program.

Disability StatementPlease inform the professor if you have a disability or any other situation that may require Section 504/ADA classroom accommodations. The faculty and staff will attempt to work out whatever arrangements are necessary, such as seating, tape recording, writing, testing, or other accommodations. Please see the professor as soon as possible to ensure accommodations are met in a timely fashion.

Quality of WritingThe form as well as the content of your written work will be a part of your evaluation and grade. Correct grammar, punctuation, spelling and organization and clarity of thought will be assessed. Please contact the Brooklyn College Learning Center, 951-5821, located in 1300 Boylan Hall, for assistance with writing. The instructor is also available to consult with you about your writing. There will be no re-writes for any papers.

Classroom DecorumThe following rules are intended to improve the quality of the classroom and enhance learning for all. These are expectations to be adhered to in every class:

o No cell phone calls, call answering, texting in class . Put your phones away; wear a watch to know the time of day. Cell phone use (including internet use) is not allowed during application activities or any other class activity. If you are expecting an URGENT phone call (e.g., significant family crisis or illness), put your phone on vibrate and leave the class to answer the call. DO NOT answer in the classroom. Turn off all ringers prior to entering the classroom, or even better, turn off the phone. If I see you texting or using your phone, your course grade will be lowered.

o When using email to contact the professor, use a professional writing style. Use an appropriate salutation, valediction, and signature line – (since an email address like “[email protected]” does not tell me who you are). Your email is considered professional communication, as it will be in the schools. Do not write an email as if chatting on an instant messenger program!

o Please come to class prepared by completing assigned reading, arriving on time, and following class discussions and activities attentively.

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Course Calendar: Schedule of Readings, Topics, and Assignments

SESSION 1Tuesday Class: 01/28

Introduction to course and requirements ITeam-Based Learning (TBL).Introduction to the Readiness Assurance Process and Application Activities.Class Activities: iRAT/tRAT – Syllabus; Application Activity – Creating Successful Learning Environments

SESSION 2:Tuesday Class: 02/04

UNIT 1: WelcomingPre-Class Preparation: Video: When Learning Comes Naturally

http://www.communityplaythings.com/resources/videos/when-learning-comes-naturally

The View from the Door Fleet & Robertson: Unpacking Educational Environments

Readiness Assurance Process: iRAT/tRAT – Unit 1Application Activities:Components of a welcoming early learning environment.Identifying the stakeholders and considering the needs of the community in creating a welcoming atmosphere in the classroom


UNIT 1: Application Activities:Pre-Class Preparation:

Gilman: Including the Child With Special Needs Parents as Partners

Application Activities: Identifying barriers ,methods and strategies for creating a welcoming atmosphere in the classroomReflection Questions:Due: Text Response


UNIT 2: Social, historical and philosophical foundationsApplication Activities:Pre-Class Preparation: :

PBS: The Story of Public Education United Nations Declarations of the Rights of the Child Brooklyn College’s Conceptual Framework

Reflection Questions:Readiness Assurance Process: iRAT/tRAT – Unit 2Application Activities: How the history of our early childhood education impacts the field todayDue: Text Response

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UNIT 2 :Pre-Class Preparation:

Lorde, : Zami: A New Spelling of my Name. Delpit,: Education in a Multicultural Society..” In Other People’s Children:

Application Activities: Identifying barriers to equal access to learningReflection Questions:

Due: Text ResponseDue: Reflective Field Journal


UNIT 2 : Application Activities: Identifying how culture, language and expectations effect equal access to learningPre-Class Preparation:

Wiley: Accessing Language rights in Education Video: A Trip to the Grocery Store http://www.youtube.com/watch?

v=GTvU7uUgjUI&feature=player_embeddeReflection Questions:Due: Text ResponseDue: Reflective Field Journal


UNIT 3 : Early Childhood Education Models, Curriculum and PracticePre-Class Preparation:

Dewey: Experience in Education Paley: Molly is Three

Readiness Assurance Process: iRAT/tRAT – Unit 3Application Activities: Authentic educationDue: Text ResponseDue: Reflective Field Journal


Unit 3Pre-Class Preparation:

DAP viii-pg.31 Wondering with Children: The Importance of Observation in Early Education

http://ecrp.uiuc.edu/v7n2/forman.htmlApplication Activities: Observing children for understandingReflection Questions:Due: Text ResponseDue: Reflective Field JournalDUE: Individual Project –Early Childhood Education Advocacy Paper(1)


UNIT 3Pre-Class Preparation:

Sandall DEC Chapters 1-4 Emergent Bilinguals Meeting the Needs of English learners

Application Activities: Meeting the needs of diverse learnersReflection Questions:Due: Text ResponseDue: Reflective Field Journal

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http://ecrp.uiuc.edu/v7n2/forman.html

http://www.youtube.com/watch?v=GTvU7uUgjUI&feature=player_embedde

http://www.youtube.com/watch?v=GTvU7uUgjUI&feature=player_embedde


UNIT 3:Pre-Class Preparation:

Bank Street method Dodd-Nufrio: Reggio Emilia, Montessori and Dewey Waldorf Education Project Approach Froebel’s Chief Writing on Education The Montessori Method

Application Activities: Methods and models of curriculum in Early EducationReflection Questions:Due: Text ResponseDue: Reflective Field JournalDUE: Individual Project –Early Childhood Education Advocacy Paper(1&2)


UNIT 4: Co-Teaching, Collaboration, Relationships and Social JusticePre-Class Preparation:

Bruner- A Theory of Instruction Krechevsky: Minds at Work Charney: Teaching Children to Care DAP: To be an Excellent Teacher pgs. 33-50

Readiness Assurance Process: iRAT/tRAT – Unit 4Application Activities: Considering relationships as pedagogyDue: Text ResponseDue: Reflective Field Journal


UNIT 4Pre-Class Preparation:

Freire: Pedagogy of the Oppressed Ayers: Teaching for Social Justice

Application Activities: Implications of caringReflection Questions:Due: Reflective Field JournalDUE: Individual Project –Early Childhood Education Advocacy Paper(1,2,&3)


UNIT 5: Knowledge, Reflection and PerspectivesPre-Class Preparation:

Conversations With Duckworth Noddings Diane Ravich

Readiness Assurance Process: iRAT/tRAT – Unit 5What type of teacher do you wish to be?: What type of teacher do you wish to be?Due: Text ResponseDue: Reflective Field Journal


UNIT 5Application Activities: Developing a personal philosophy of educationDue: Reflective Field Journal


Final Exam: Philosophy of EducationPeer Evaluation Form DueSigned Field Observation Sheet Due

TBL APPEAL– RE-WRITE OF BAD QUESTION (TEAMS ONLY) – TEAM # ______

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INDIVIDUAL QUESTION # ________ IF-AT QUESTION/LINE #_________

Guidelines for preparing successful appeals:Appeals are granted when they demonstrate that you understood the concept(s) but missed the question anyway or that your confusion was due to inadequacies in either the question or the reading material.For appeals based on AMBUGUITY OF THE QUESTION, you should:1. Identify the source of ambiguity in the question and,2. Offer an alternative wording that would have helped you to avoid the problem.In the space below, re-write the question so that it is a better one:

TBL APPEAL– BASED ON CONTENT ISSUES (TEAMS ONLY) – TEAM # ______

INDIVIDUAL QUESTION # ________ IF-AT QUESTION/LINE #_________

PROPOSED CORRECT ANSWER _______

Guidelines for preparing successful appeals:Appeals are granted when they demonstrate that you understood the concept(s) but missed the question anyway or that your confusion was due to inadequacies in either the question or the reading material.For appeals based on CONTENT, you should:1. State the reason(s) for disagreeing with our answer and,2. Provide specific references from the reading material to support your point of view.In the space below, explain, with references from the readings if possible, why you feel your selected response was the BEST one.

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Peer Evaluation

Name___________________________________________ Team # ______ Please assign scores that reflect how you really feel about the extent to which the other members of your team contributed to your learning and/or your team’s performance. This will be your only opportunity to reward the members of your team who worked hard on your behalf. (Note: If you give everyone pretty much the same score you will be hurting those who did the most and helping those who did the least.) Instructions: In the space below please rate each of the other members of your team. Each member's peer evaluation score will be the average of the points they receive from the other members of the team. To complete the evaluation you should: 1) List the name of each member of your team in the alphabetical order of their last names and, 2) assign an average of ten points to the other members of your team (Thus, for example, you should assign a total of 50 points in a six-member team; 60 points in a seven-member team; etc.) and, 3) differentiate some in your ratings; for example, you must give at least one score of 11 or higher (maximum = 15) and one score of 9 or lower.

Team Members: Scores:

Team Members: Scores:

1) 5)

2) 6)

3) 7)

4) 8)Additional Feedback: In the space below, briefly describe your reasons for your highest and lowest ratings. These comments – but not information about who provided them – will be used to provide feedback to students who would like to receive it. Reason(s) for your highest rating(s). (Use back if necessary.)

Reason(s) for your lowest rating(s). (Use back if necessary.)

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Evaluation of Student FieldworkECAE 2004 Early Childhood Education Foundations

Brooklyn College

Student______________________________________________________________________

Placement Site______________________________________ Age/Grade level____________

Evaluation Completed by__________________________ Title:__________ Date: _________

Please evaluate the student’s performance based on the qualities listed below. Comments for each section are strongly encouraged to provide feedback and reflection for the student.

Scale: 4- Accomplished3- Developing2- Novice1-Unacceptable

NAEYC: Growing as a Professional Rating: Attendance and punctuality Neat, well groomed and appropriately dressed Takes initiative Self-evaluates and benefits from experiences (reflective teaching) Positive attitude with children and families Cooperates and works effectively with staff members Willingly participates in activities with children Shows sensitivity to feelings and needs of others Seeks, accepts and implements suggestions Respects the rights and teaching techniques of the classroom teacher Respects confidentiality Positive attitude with colleagues and administration Collaborative learner and member of teaching team Utilizes reflective perspective and makes adaptations Assumes responsibility when asked Makes informed decisions Aligns participation with NAEYC developmentally appropriate practices

Comments:

Please return this evaluation with the student or by fax to Charlene Kohler-Britton, Brooklyn College, Fax 718 951 4658 or email: [email protected] by May 16, 2014.

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mailto:[email protected]

Thank you

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