DEPARTMENT: Department of Teacher Education SEMESTER: Spring, 2000
COURSE DESIGNATOR & NUMBER: CIEE 504 SEMESTER HOURS: 3
CATALOG DESCRIPTION
Existing and emerging theory and
practice relating to experiential education. Focus on direct, active
involvement of learners in developing their educational environment and
outcomes.
COURSE OBJECTIVES
On completion of the course, the
student is expected to…
1. Develop a sound, basic understanding of experience-based learning; that is, goal setting, planning, project development, site analysis for experience-based learning, integration and basic processes, especially process for social interaction and communication.
2. Develop an understanding of the philosophical and theoretical rationale for experience-based learning.
3. Develop an awareness of existing instructional models for experience-based learning.
4. Develop strategies and experience-based instructional methods appropriate for culturally diverse students and those with special needs.
5. Develop strategies for using experiential learning in teaching about cultural pluralism.
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
18
Course description and details
“The Social and Psychological Dimensions of Educational Change”
WEEK 2: JANUARY
25
Kuroyanagi: Totto-Chan: The Little Girl at the Window
“Understanding the Long-Term Impact of Schools”
WEEK 3: FEBRUARY
1
Ayers: Introduction and Part I
DUE: Curriculum Resource File
WEEK 4: FEBRUARY
8
Ayers: Part II
Wassermann: Part I
WEEK 5: FEBRUARY
15
Ayers: Part III
Wassermann: Chapters 6, 12, 13
WEEK 6: FEBRUARY
22
Ayers: Chapters 15-16, Conclusion, Appendix A
Wassermann: to be announced
WEEK 7: FEBRUARY
29
DUE: Primary Teacher Interviews
WEEK 8: MARCH
7
Wolfinger: Part I
WEEK 9: MARCH 14– NO CLASS (SPRING BREAK)
WEEK 10: MARCH
21
Wolfinger: Chapters 5 & 6
McCracken: Part I
WEEK 11: MARCH
28
Wolfinger: Chapters 7 & 8
McCracken: Part II
WEEK 12: APRIL
4
DUE: Learning Centers
WEEK 13:
APRIL 11
Wolfinger: Part III
Ladson-Billings: Chapters 1 & 2
WEEK 14: APRIL
18
Wolfinger, Part IV
Ladson-Billings: Chapters 3-5
WEEK 15: APRIL 25 – GUEST SPEAKER
WEEK 16: MAY
2
Ladson-Billings: Chapters 6 & 7
WEEK 17: MAY
9 (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 three 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 develop an integrated
thematic unit. Projects will be shared in class during finals week.
Complete instructions will be provided.