University of San Carlos

College of Education

TEACHER EDUCATION DEPARTMENT

SYLLABUS

Course No. : ECED 116

Course Title : Directed Study

Course Credit : 5 units (lecture / lab – research-based)

Course Pre-Requisites : ECED 100 & 102

Course Description

Three units of this course will be devoted to the teaching-learning process in the classroom, while one unit will be spent in guided research. The other one unit is allotted to review hands-on at the Montessori Laboratory of the Teacher Education Department in order to gain mastery in preparation for Internship. It is hoped that through this study, Montessori Majors will acquire adequate knowledge, skills and values that will make them competent professionals whose mission is to journey with the child as he unfolds his potentials and successfully become the father of the man.

Course Objectives:

1. know and understand the nature and process of directed study2. learn how to apply new methods of gathering / collecting data, analyzing and interpreting them3. articulate steps in doing a directed child study4. develop skills necessary in undertaking a research project5. acquire competencies required in carrying out multi-tasks: academic work, case study, mastery demo6. design an intervention matrix according to research findings

Course Requirements: Grading System

Regular Attendance Baby Thesis 30% class standing 20% term tests

Passing grades Portfolio of Sources 40% final paper 10% deportment

PRE-MIDTERM

Specific Objectives Content Coverage

Delivery Modes/

Learning Activities/Resources Assessment Schemes

1. participate in interaction on the course

2. give a brief description of the subject

3. share reactions on prerequisites of the

course

4. comment of the grading system

I. Orientation:

1. Overview of Course

a. Description / Objectives

b. Requirements

c. Grading System

class interaction keyword analysis on terms comment exchange

group / individual input class participation quality contribution

1. watch powerpoint on scope and sequence

2. define new terms based on readings

3. explain the research process in APA style

4. discuss the need for ground rules in class

2. Course Coverage

a. span / range of topics

b. logical flow & Limitations

c. directed study particulars

3. Ground rules

a. interactive session

b. suggestions gallery

powerpoint presentations

class interaction

guideline formulation

presentations research findings reflections on readings group output formulations

1. perform the actions asked for on do-strips 2. execute group dynamics for leaderships

skills3. complete the Vision-Mission matrix for

ethical and value implications4. formulate one’s own vision-mission in life

4. Teambuilding a. organization of learning teams

b. clarification of purposes/goals

c. tasking

simulation games

matrix-making

class involvement paper work group task write-ups

5. USC Vision – Mission implications / applications

vision-mission writing1. present vision-mission formulation2. post research findings on interactive

strategies3. interact on strategies4. compare and contrast teaching approaches5. classify direct teaching from indirect

teaching6. give samples of each

6. Learning Experiences

a. presentations

b. interactive strategies

c. hands-on (research-based)

d. research findings critiquing

e. reflective learning styles

f. experiential-discovery models

poster presentation

interaction on research findings

teaching-learning styles glossary

posters presentations quality insights information delivery learning style sheets

1. share readings on research formats2. formulate criteria for proposals per APA

form3. comment on individual project proposals4. make a Gantt Chart5. trace schedule on chart

7. Contracting

a. research format

b. research project proposals

c. programming (personal)

d. initiation phase

research format showcase APA criteria – analysis comment-sharing schedule-tracing

exhibits argument quality comments individual work summative evaluation

MIDTERM

Specific Objectives Content Coverage

Delivery Modes/

Learning Activities/Resources Assessment Schemes

1. present a matrix on differences between traditional & Montessori system of educ.

2. comment on E.M. Standing’s 12 points3. recall and share answers to criticisms

against Montessori Education

II. Review Unit

1. The Montessori System of Education

2. Components / Elements of the Montessori System of Educ.

comparison chart comment strips informal debate

group / individual output quality reasoning HOTS responses matching concepts correct answers

4. discuss what authorities say about Montessori as it is today & programs too

3. Montessori Today

4. Dimensions of ECED Program

summary of research findings Montessori update: readings

creative synthesis logical relationships

5. share research findings on teaching models in early childhood education

6. list recent issues and trends in ECED7. write learning statements on discussion8. make a reflection paper on developments

5. Instructional Models for ECED

6. Controversies / Influences

7. Other Developments

8. Current Issues

9. Recent Trends

drawing connections news clip – sharing question – answer gallery learning statement – formulation reflection - writing

reasonable connections quality presentations individual work complied assigned task write-ups

1. explain the nature of directed study2. describe the research process in ECED3. interact on the pros and cons of the

Montessori models of teaching4. discuss the need for paradigm shift in

teaching early childhood education5. show titles of researches on ECED6. complete at least 10 bibliographies

III. Topic Proposal

Directed Study: applied

1. Research in ECED2. Success of Montessori models3. Call for New Paradigms

a. Proposed Topics for

data – sharing concept – mapping truth – hunting: facts on Mont. Ed paradigm shift – analysis research title / topic – review writing bibliographic entries

class participation

research findings

seat work

quality insights

Research Projects

b. Bibliographic Entries bibliographic entries

7. make a poster presentation of topic chosen

8. display research design for critiquing

9. comment on individual designs

10. recommend areas for improvement

11. exhibit final form of research topic in ECED

4. Presentation of Topics

5. Research Designs

a. Critiquing

b. Feed-backing

6. Finalization of Choices

individual topic – presentation research design display roasting session give – and – take (feed-backing) poster talk

finished product group rating on design quality project

6. take notes on significant readings7. sort out pertinent information8. arrange research notes according to APA9. defend introductory part of research work

7. Phase I: organizational format8. Research proper

9. Progress Report

10. Oral Defense of Phase I

note – taking highlighting data sequencing / ranking findings oral recitation

summary of readings personal databank research outline oral defense / evaluation

PRE-FINALS

Specific Objectives Content Coverage

Delivery Modes/

Learning Activities/Resources Assessment Schemes

1. construct a table of specifications for directed study or independent study

2. clarify the need for guidelines in undertaking a research project

3. summarize and collate collective rubrics

4. write on the board individual research proposals for comment sharing

V. Rubric Chart

1. Guidelines for Directed / Independent Study

2. Details of the Process3. Proposals

powerpoint / transparencies of summary of findings

comment-sharing

group dynamics: rubric writing

synthesis

paper work

correct answers

5. elucidate reason for chosen topic of

research

6. cite areas for correction and revision7. offer suggestions on points for improvement

a. justification of entries

b. points for improvement c. reinforcement

brainstorming correction strips posting take-home message-

giving

argument

documentation

valuable recommendation

8. share readings on Frequently Asked Questions about Montessori Education

9. react on how pseudo-Montessorians use the name for profit-making

10. express understanding of disagreements on what is best in early childhood educ.

4. FAQ about Mont. Ed.

5. Malpractices in Montessori

6. On-going Controversies in

early childhood education

sharing session: research notes

booklet- making: 100 Mont. info.

learning corners: + / - of Montessori practice

research work

group / individual output

quality responses

11. define Compensatory Education in ECED12. give good reason for emphasizing social,

emotional and intellectual development in early childhood education

13. explain the rationale for Inclusive Educ.14. make a connection between SPED and

Montessori Education

7. Latest Studies on Montessori Education

8. Compensatory Education

9. Other Developments (SPED)10. Progress Report11. Oral Defense of Part III

Freedom board: word meanings Round table discussion Flashback session Recall – and – share Montessori Moments SPED readings: reporting

individual participation

seatwork

socialized recitation

summative evaluation

FINALS

Specific Objectives Content Coverage

Delivery Modes/

Learning Activities/Resources Assessment Schemes

1. argue on the need for Montessori Education in the Public Schools

2. enumerate the effects of changes in society3. share research findings on ECED today4. interact on the challenges facing Montessori

education in today’s world5. make a schema representing the limitations

of studies in ECED6. recommend better ways of assessing ECED

V. Enrichment

1. Montessori in the Public Schools

2. Socio-cultural Changes3. Readings in ECED4. Challenges in Montessori Educ5. Limitations of Studies on ECED /

Program Assessment

Informal debate

interaction

dyads

schematic diagramming

give-and-take session

argument

class participation

individual performance

schema

mini-poster: suggestions

personal contribution7. discuss class presentation particulars8. formulate rating scale according to APA

rubrics / guidelines9. present final draft of research work10. assign grades to presenters per agreement

6. Final Paper Presentationa. Class protocolb. Rating Scale

7. Class Evaluation

group / individual presentations

project making

feed-backing

group presentations

finished product

ratings11. pick out classmates to compose panel

12. defend last phase of study

13. interact with researcher

8. Oral Defense of Phase IVa. Summary of the Studyb. Methodology / Toolc. Scope & Limitationsd. Significance of the Studye. Related Readingsf. Research Design

9. Presentation of the Topic

panel selection

interaction

consultation

justifications

documentation

14. confer with panelists

15. point out sections for improvement

16. finalize paper for final defense of entire research work

10. Analysis & Interpretation11. Conclusion12. Summary of Findings13. Recommendations

conference / critiquing

suggestion gallery

oral defense

open forum

interaction

remarks

argument

final exams

BIBLIOGRAPHY

Airasian, Peter W. Classroom Assessment: Concepts and Applications. Boston: McGraw-Hill. 2008 (371.260973/Ai72)

Desai, Vandana (editor). The Companion to Development Studies. London: Hodder Education. 2008 (338.9/ C73)

Di Giulio, Robert C. Positive Classroom Management: A Step-By-Step Guide to Helping Students Succeed. Thousand Oaks, CA: Corwin. 2007

(371.1024/D56)

Driscoll, Amy. Early Childhood Education, Birth 8: The World of Children, Families, and Educators. Boston, Mass.: Pearson / Allyn & Bacon. 2007 (372.21/D83)

Gordon, Ann Miles. Beginning Essentials in Early Childhood Education. Australia: Thomson Learning. 2007 (372.21/G65)

Kaufman, Roger. Practical Evaluation for Educators: Finding What Works and What Doesn’t. Thousand Oaks, CA: Corwin. 2006 (379.158/K16)

Lerner, Janet W. Learning Disabilities and Related Disorders. Boston: Houghton Mifflin. 2006 (371.9/L56)

Marsh, Colin J. Curriculum: Alternative Approaches, Ongoing Issues. New Jersey: Pearson Education. 2007 (375.001/M35)

McInerney, Dennis M. (editor). Standards in Education. Charlotte, NC: IAP / Information Age Pub. 2007 (379.158/St24)

Morrison, George S. Early Childhood Education Today New Jersey: Pearson Education. 2007 (372.21/M83)

Riley, Jeni. Learning in the Early Years 3-7. Los Angeles: Sage. 2007 (372.21/L45)

Salend, Spencer J. Creating Inclusive Classrooms: Effective and Reflective Practices. Upper Saddle River, N.J.: Pearson / Merrill / Prentice Hall. 2008

(371.9046/Sa32)

Tauber, Robert T. Classroom Management: Sound Theory and Effective Practice. Westport, Connecticut: Praeger. 2007 (371.1024/T19)

Tanner, Daniel. Curriculum Development: Theory Into Practice. New Jersey: Pearson Education. 2007. (375.001/T15 c.2)

Soderman, Anne K. Creating Literacy- Rich Preschools and Kindergartens. Boston, MA: Pearson / A & B. 2008 (372.6/So16)

Starbuck, David. Creative Teaching: Getting It Right. London: Continuum. 2006 (371.102/St28)

Willan, Jenny (editor). Early Childhood Studies: An Introduction to the Study of Children’s Worlds and Children’s Lives. Exeter: Learning Matters. (2007)

(305.231/ Ea75)

Wilmore, Elaine L. Teacher Leadership: Improving Teaching and Learning from Inside the Classroom. Thousand Oaks, CA: Corwin. 2007

(371.100941/W68)

Directed Studies – Early Childhood www.education.pitt.edu/people/PatriciaCrawford/index.aspx?page=instruction

Directed study in early childhood education www-online.shef.ac.uk:3001/pls/live/web_cal.cal_unit_detail?unit_code=EDU7080&ctype=GRAD

Directed Study: Early Childhood Education www.bridgew.edu/Catalog/0607/ECED.pdf

Early Childhood Education Studies www.bcu.ac.uk/courses/education/early-childhood-topup.html

Early Childhood Education Studies www.ed.uce.ac.uk/education/courses/BA_earlyChild.asp

Early Childhood Studies www.jiscpas.ac.uk/documents/ohara_directedtasks.pdf

Education Early Childhood Education Study wapirc.org/index.php?option=com_content&view=article&id=47&Itemid=37

Field Studies in Early Childhood Education www.ed.uab.edu/earlychildhoodeducation/ececourses.htm

Studies: Early Childhood Education catalog.unco.edu/2008-9HTML/CourseDescriptions.13.28.html#1516303

Studies; Early Childhood Education me.rrc.mb.ca/Catalogue/CoursesByTerm.aspx?ProgCode=EARCP-DP&RegionCode=WPG

Studies; Early Childhood Education me.rrc.mb.ca/Catalogue/Course.aspx?RegionCode=WPG&ProgCode=EARCP-DP&CourseCode=ECED-3023

Prepared by: Sister M. Agnes Lentejas, OSF