DEPARTMENT: Department of Teacher Education SEMESTER: Spring, 2000
COURSE DESIGNATOR & NUMBER: CICE 403 SEMESTER HOURS: 3
CATALOG DESCRIPTION
An examination of the procedures
for planning, organizing, implementing, and interpreting the learning,
curriculum, and materials for young children in primary grade classrooms.
COURSE OBJECTIVES
On completion of the course, the
student is expected to…
1. Identify and implement developmentally appropriate activities for primary classrooms.
2. Integrate and plan for individual differences in the primary classroom, including integrating special needs, gifted, and culturally diverse students and families.
3. Identify appropriate primary grade curriculum activities for social, emotional, cognitive, and physical child development.
4. Contrast various philosophies of education and program models and their influence on primary grade classrooms.
5. Compare and contrast the varied physical settings available in primary classrooms.
6. Know the possible staffing patterns and support staff available in primary settings.
7. Plan and implement the integration of learning through play, including: physical fitness, contemporary living, humanities, social thinking, emotional development, language arts, mathematics, visual and performing arts, and manipulative experiences.
8. Understand the many possibilities for parental involvement in primary classrooms, with a focus on multicultural and diverse families.
9. Demonstrate application of interest centers and spatial arrangements for the primary classroom.
10. Apply selected commercially prepared primary curriculum materials and programs.
11. Identify various cognitive and appropriate primary curricular materials.
12. Prepare, implement, and evaluate lesson plans, incorporating the areas of development, transitions, structured and unstructured space and content, child-directed activities, daily schedules, and long-range goals.
13. Utilize selected community resources
in the preparation of materials and activities for the primary classroom.
TEXTS – REQUIRED
Ayers, W. (1995). To
become a teacher. New York: Teachers College Press.
Kuroyanagi, T. (1996). Totto-chan: The little girl at the window. New York: Kodansha International.
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass Publishers.
McCracken, J. B. (1993). Valuing diversity: The primary years. Washington, D.C.: National Association for the Education of Young Children.
Wolfinger, D. M., & Stockard, J. W., Jr. (1997) Elementary methods: An integrated curriculum. New York: Longman.
TEXTS – RECOMMENDED
Kamii, C., ed. (1990). Achievement
testing in the early grades: The games grown-ups play.
Washington, D. C.: National Association for the Education of Young
Children.
Kostelnik, M.J., Soderman, A.K., & Whiren, A.P. (1999). Developmentally appropriate curriculum: Best practices in early childhood education. Upper Saddle River, NJ: Prentice Hall, Inc.
Wasserman, S. (1990). Serious players in the primary classroom. New York: Teachers College Press.
ATTENDANCE AND GRADING
You are allowed one absence--no questions
asked. After that, excused absences are only those accompanied by
a medical excuse signed by a doctor. Showing up more than 10 minutes
late without a signed excuse will be considered an unexcused absence.
100 total points are calculated
as follows:
Grades calculated as follows:
Class Participation (includes attendance)
- 15
A: 91 – 100
Curriculum Resource File - 10
B: 81 - 90
Primary Teacher Interviews - 15
C: 71 - 80
Learning Center - 25
D: 61 - 70
Integrated Thematic Unit - 35
F: less than 61
CALENDAR
WEEK 1: JANUARY
20
Course description and details
“The Social and Psychological Dimensions of Educational Change”
WEEK 2: JANUARY
27
Kuroyanagi: Totto-Chan: The Little Girl at the Window
“Understanding the Long-Term Impact of Schools”
WEEK 3: FEBRUARY
3
Ayers: Introduction and Part I
DUE: Curriculum Resource File
WEEK 4: FEBRUARY
10
Ayers: Part II
Wassermann: Part I
WEEK 5: FEBRUARY
17
Ayers: Part III
Wassermann: Chapters 6, 12, 13
WEEK 6: FEBRUARY
24
Ayers: Chapters 15-16, Conclusion, Appendix A
Wassermann: to be announced
WEEK 7: MARCH 2 – NO CLASS
WEEK 8: MARCH
9
Wolfinger: Part I
DUE: Primary Teacher Interviews
WEEK 9: MARCH 16 – NO CLASS (SPRING BREAK)
WEEK 10: MARCH
23
Wolfinger: Chapters 5 & 6
McCracken: Part I
WEEK 11: MARCH
30
Wolfinger: Chapters 7 & 8
McCracken: Part II
WEEK 12: APRIL
6
DUE: Learning Centers
WEEK 13: APRIL
13
Wolfinger: Part III
Ladson-Billings: Chapters 1 & 2
WEEK 14: APRIL
20
Wolfinger, Part IV
Ladson-Billings: Chapters 3-5
WEEK 15: APRIL 27 – GUEST SPEAKER
WEEK 16: MAY
4
Ladson-Billings: Chapters 6 & 7
WEEK 17: MAY
11 (Finals Week)
In-class presentations of integrated thematic units
ASSIGNMENTS
Class Participation (15 pts.)
Students are expected to complete
all reading assignments and to contribute actively and consistently in
class discussions. Attendance will be factored into your class participation
score.
Curriculum Resource File (10 pts.)
Students will compile an annotated
bibliography of resources in each of the following curricular areas:
music (2), art (2), movement (1), drama (1), diversity and/or multicultural
education (2), other (your choice) (2). At least two resources must
be from the Internet. Each resource will be written up in a ½-page
format and will include the following:
1. Complete bibliographical information.
2. Where did you find this resource?
3. What do you like about this resource?
4. What don’t you like about this
resource?
5. Noteworthy additional information.
Primary Teacher Interviews (15 pts.)
Students will interview two primary-level
teachers (at different schools, teaching different grades, working with
different populations) and write up a summary of the interviews in a 3-4
page, typed, double-spaced essay addressing the following:
1. How much of your curriculum is
dictated by your school or district and how much of your curriculum are
you free to develop as you see fit?
2. In what ways do you implement
developmentally appropriate practice in your classroom? In what ways
is it difficult to implement DAP in your classroom?
3. What advice would you give to
new teachers to ease their first years of teaching?
4. What are two resource books you’d
recommend to beginning teachers?
5. In what ways do you incorporate
art and crafts, music, movement, drama, group games, and multicultural
education into your classroom? (Be specific and go through each area.)
6. 2-3 of your own questions
Learning Center (25 pts.)
Students will prepare a learning
center, using at least two reference books. Projects will be shared
in class. Complete instructions will be provided.
Integrated Thematic Unit (35 pts.)
Students will work in groups of 2-3
to develop an integrated thematic unit. Projects will be shared in
class during finals week. Complete instructions will be provided.