Fall 2013 EED 371-04 Developmentally Appropriate sites. 371-04 Developmentally Appropriate Practices, Childhood ... practices to lesson plan development ... case study of a behavior management episode that you ...

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  • State University of New York at New Paltz Department of Elementary Education

    Fall 2013 EED 371-04

    Developmentally Appropriate Practices, Childhood

    Dr. Lindsey Russo OMB 238

    Office: OMB 222 Thursday 4:307:10 Office Hour: By appointment and

    Monday: 12:30-1:30 Tuesday: 3:00-4:00

    Thursday: 2:00-4:00

    (845) 257-3116 russol@newpaltz.edu

    Catalog Description: Participants will consider the cognitive and social development of children pre-school

    through 6th grade, the implications for curriculum development, classroom management, and organization. Students will develop competence in observing and

    assessing childrens developmental competence and participation in appropriate classroom situations.

    Course Objectives: This course focuses upon the whole child and is designed to provide supportive information to the other courses taken during the professional semester preceding Student Teaching by focusing upon younger children. Candidates will:

    Interpret and apply theories of development to meet the individual and cultural needs of each child. (Professional Sk ills and Disposition, Democratic Citizenship and Student Advocacy)

    Demonstrate knowledge of developmentally appropriate practices to meet the

    individual and cultural needs of each child (Culturally Responsive Practice and Social Justice Education, Democratic Citizenship and Student Advocacy)

    Work collaboratively with other students in class and on assignments . (Professional Sk ills and Disposition, Democratic Citizenship and Student Advocacy)

    Use technology to facilitate the completion of course assignments . (Critical Inquiry and Intellectual Development)

    Apply knowledge of developmentally appropriate practices to lesson plan development and teaching. (Critical Inquiry and Intellectual Development, Professional Sk ills and Disposition)

    Assess child development and learning through observation documentation and participation in classroom during field experience. (Critical Inquiry and Intellectual Development, Culturally Responsive Practice and Social Justice Education)

    mailto:russol@newpaltz.edu

  • Course Evaluation: Attendance in class is expected. Fieldwork, reading, completed assignments, class

    attendance, as well as participation are the ways your knowledge will be enhanced. Readings for this course are from the required text listed below and from articles and other resources posted on Blackboard. You will be expected to come to class prepared to discuss and reflect upon the readings each week. We will also review together and recommend appropriate texts for your professional library. ALL written assignments, except for the final integrated unit are to be submitted

    during class as a hard copy or electronically to my New Paltz email account by 12:00 a.m. on their due date.

    ASSIGNMENTS

    Social-Emotional Developmental Profile

    Identify specific age range from Birth--6th grade. Using our class discussions, PowerPoints, text-books and any other resources you identify independently, outline a

    social-emotional development profile for a child in this age range who would be identified as on target. This can be presented in bullet form. Design one activity to scaffold a child who needs support in an area of his/her social-emotional development

    where he/she may not be on target. List your resources in APA style. 10 pts. (Critical Inquiry and Intellectual Development)

    Cognitive Developmental Profile: Identify specific age range from Birth--6th grade. Using our class discussions,

    PowerPoints, text-books and any other resources you identify independently, outline a cognitive development profile for a child in this age range who would be identified as on target. This can be presented in bullet form. Design one activity to scaffold a child who needs support in an area of his/her cognitive development where he/she may not be on target. List your resources in APA style. 10 pts. (Critical Inquiry and Intellectual Development) Physical Developmental profile: Identify specific age range from Birth--6th grade. Using our class discussions, PowerPoints, text-books and any other resources you identify independently, outline a

    physical development profile for a child in this age range who would be identified as on target. This can be presented in bullet form. Design one activity to scaffold a child who

    needs support in an area of his/her physical development where he/she may not be on target. List your resources in APA style.

    10 pts. (Critical Inquiry and Intellectual Development)

  • Teaching Philosophy: Develop a well thought out teaching philosophy for future use in your professional teaching portfolio. This is to be your own personalized philosophy of education and

    should include what you believe about:

    Learning and how it takes placedevelopmental and educational theories e.g. behaviorism, constructivism etc.

    The importance/value of education

    Teaching strategies/ methods

    Guidance and discipline

    Diversity as it relates to learning styles, special needs, culture, language, ethnicity etc. and inclusion

    Parent involvement

    Your role as a teacher Your philosophy should be 2/3 pages maximum.

    5 pts.

    (Critical Inquiry and Intellectual Development, Culturally Responsive Practice and Social Justice

    Education, Professional Sk ills and Disposition, Democratic Citizenship and Student Advocacy)

    Case Study Presentation: You will be required to identify an appropriate case study of a behavior management episode that you experience at your placement site. You will present this in class in as a video clip, PowerPoint, slideshow, narrative etc. You will describe the episode including:

    A description of the children involved

    The environment The circumstances leading up to the episode

    How the teacher addressed the behavior outlining classroom behavior management policies if appropriate

    Give an evaluation of the method used

    How would you address the behavior relating it to the development of the children involved and developmentally appropriate practice?

    A more detailed description of the assignment is posted on Bb 20 pts. (Critical Inquiry and Intellectual Development, Culturally Responsive Practice and Social Justice Education, Professional Sk ills and Disposition, Democratic Citizenship and Student Advocacy) Environment Plan:

    Create a developmentally appropriate classroom floor plan for either a Preschool, Kindergarten, 1st/2nd grade or 3rd- 6th grade classroom. 5 pts. (Critical Inquiry and Intellectual Development, Culturally Responsive Practice and Social Justice

    Education)

  • Child Study; You will conduct a child study at our field placement site. Written observations, assessment and analysis will be used to write a developmental profile of the child across

    all developmental domains. You will be required to give your peers written feedback on their presentations. Further, in-depth details of the study will be posted on Bb. 25pts. (Critical Inquiry and Intellectual Development, Culturally Responsive Practice and Social Justice Education, Professional Sk ills and Disposition, Democratic Citizenship and Student Advocacy)

    Final Presentation: You will present to the class your developmental profile using documentation such as

    photos, work samples, videos etc. to support your analysis. While the use of a PowerPoint for this assignment is acceptable please be creative and, if possible, find a

    different medium/method for your presentation. 10 pts. (Critical Inquiry and Intellectual Development, Culturally Responsive Practice and Social Justice Education, Professional Sk ills and Disposition, Democratic Citizenship and Student Advocacy)

    Detailed outlines of assignments and accompanying rubrics are available on Bb Class Participation: 5pts. Participation is expected and class discussion is encouraged. A key part of what you take away from this class is what you add to the discussions. Understanding of a concept is developed when you ask questions. You must be present in class to

    participate therefore each unexcused absence will result in 2 points being deducted from the final course grade. Students who are absent are required to contact the

    instructor before class begins or as soon as possible afterwards via email or phone. (Critical Inquiry and Intellectual Development, Culturally Responsive Practice and Social Justice

    Education, Professional Sk ills and Disposition, Democratic Citizenship and Student Advocacy)

    Grading: Social Emotional Development Profile 10

    Cognitive Development Profile 10 Physical Development Profile 10

    Teaching Philosophy 5 Environment Plan 5

    Case Study Presentation 20 Child Study 25 Child Study Presentation 10 Class participation 5 100 points

    95 100 A 77 79 C+

    90 - 94 A- 74 76 C

    87 89 B+ 70 73 C-

  • 84 86 B Less than 70 D

    80 - 83 B- Less than 65 F

    Remember, its your responsibility to complete the requirements for certification, but help is available from our Certification Assistance Web site, which has detailed guidelines, timelines, and answers to all your questions: www.newpaltz.edu/schoolofed/certification.html

    Accommodations for Individuals with Disabilities; Please see me and/or the Office of Disabled Services if you have a documented disability and require accommodations/modifications for this course. Disability Resource Center (845) 257 3010

    Professionalism: You are expected to maintain high professional standards in this course. These include honesty, integrity, punctuality and attendance. Academic dishonesty (i.e., cheating, forgery, or plagiarism) will not be tolerated and places your standing in this class and as a student in jeopardy. All assignments are to be your original work. Sources of information used in completing assignments are to be fully cited using the American Psychological Association (APA) style, 6th Edition. Please check Blackboard regularly for information regarding class or applicable websites or articles I may come across and wish to share with you.

    You may submit work to me electronically before its due for my feedback

    If you need help I am always available via e-mail, telephone, during my office hours, by appointment or for discussion after class. (You can also drop by my office at any time to

    see if I am around! Inclement Weather and Emergencies:

    Please sign up for New Paltz alerts that will inform you of any campus closures. Additionally, since I drive an hour and a half to campus there may be occasions where

    I cannot get to class due to road conditions. If this happens or I have an emergency and need to cancel class I will inform everyone before 8 a.m. the day of class. Please

    check your email before coming to campus for any emails of this nature.

    http://www.newpaltz.edu/schoolofed/certification.html

  • CLASS SCHEDULE

    Date

    Topic

    Any additional required readings

    are posted on Bb

    Assignment

    Thursday August 29th

    Introduction and overview of course

    What is DAP?

    Thursday September 5th

    Theories of Development

    Developmentally

    Appropriate Curriculum

    Marotz: Chapter 1 pgs. 1-12

    Chapter 2 pgs. 2-43 Chapter 3 pgs. 47-

    65

    Thursday September 12th

    Social/Emotional Development

    Group Readings will be assigned from Marotz

    Identify Child for Study

    Thursday

    September 19th

    Cognitive Development

    Group Readings

    will be assigned from Marotz

    Due: Social/Emotional

    Development Profile

    Thursday September 26th

    Physical Development

    Group Readings Will be assigned from Marotz

    Due: Cognitive Developmental Profile

    Thursday October 3rd

    Observation and Assessment

    Marotz Chapter 1 pgs. 13-20

    Due: Physical Developmental

    Profile

    Thursday October 10th

    Check-in Child Study Teaching Philosophy and Professionalism

    Thursday October 17th

    Developmentally Appropriate Guidance

    and Behavior Management

    Danforth Chapters 1 and 2

    Case studies will be

    assigned from Danforth for group

    readings and we will be discussing

    them in class

    Due: Teaching Philosophy

  • Thursday

    October 24th

    Case Study

    Presentations Group 1

    Thursday October 31st

    Case Study Presentations Group 2

    Thursday November 7th

    Multiple Intelligences

    Individualized Instruction

    Thursday

    November 14th

    Developmentally

    Appropriate Learning Environments

    Marotz Chapter 10

    Thursday November 21st

    Developmental Delays, Diversity and Family

    Relationships

    Due: Environment Plan

    Child Study Presentation

    Group 1

    Thursday

    November 28th

    NO CLASS

    THANKSGIVING

    Thursday December 5th

    (Last Class)

    Child Study Presentation

    Group 2

    December 19th

    Final Exam 5-7

    Due: Child Study

    Required Texts: Marotz, L.R. & Allen K.E. (2013). Developmental Profiles: Pre-Birth through Adolescence, Cengage Learning. Danforth, S. & Boyle, J.R. (2007). Cases in Behavior Management, Pearson. All readings in addition to those from the required texts and resources are posted on Bb

  • School of Education Conceptual Framework

    Preparing Caring, Critical and Reflective Professionals

    to Maximize Student Success Through coursework, field experiences, and clinical practice, School of

    Education/Professional Education Unit faculty, staff and administrators aim to prepare caring, critical, and reflective professionals who are committed to:

    Critical Inquiry and Intellectual Development Candidates inquire

    and reflect critically on sociological, historical, and other aspects of

    educational practice and policy, engage in data-informed decision-

    making processes, demonstrate the ability to employ evidence-based

    practices, and continually develop disciplinary and pedagogical

    knowledge and skills oriented towards high-quality teaching and

    learning standards.

    Professional Skills and Disposition Candidates develop respectful

    relationships with students, families, communities and colleagues,

    practice an ethically informed philosophy, and participate effectively in

    institutional change.

    Culturally Responsive Practice and Social Justice Education

    Candidates understand and apply practices that promote respect,

    inclusion and equity in teaching, learning, and student development

    based on social identity markers including, but not limited to, race,

    gender, class, sexual orientation, disability, language, religion, culture,

    national origin, epistemology, and family life.

    Democratic Citizenship and Student Advocacy Candidates

    respect education as...

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