HDEV 0010. Practicum Experience in Early Childhood Education
Units: 3
Prerequisite: Completion of HDEV 3 and 5 with grades of "C" or better
Corequisite: Concurrent enrollment in HDEV 10L
Advisory: Completion of HDEV 25 with grade of "C" or better
Hours: 54 lecture
Focuses on child centered, play-oriented approaches to teaching, learning, and assessment. Knowledge of developmentally appropriate curriculum content areas will also be emphasized as students design and evaluate experiences that promote development and learning for all young children. Students must co-enroll in HDEV 10L to secure their practicum/student teaching space in a local high quality child development program. (combined with HDEV 0010L C-ID ECE 210) (CSU)
HDEV 0010 - Practicum Experience in Early Childhood Education
http://catalog.sierracollege.edu/course-outlines/hdev-0010/
Catalog Description DESCRIPTION IS HERE: Prerequisite: Completion of HDEV 3 and 5 with grades of "C" or better Corequisite: Concurrent enrollment in HDEV 10L Advisory: Completion of HDEV 25 with grade of "C" or better Hours: 54 lecture Description: Focuses on child centered, play-oriented approaches to teaching, learning, and assessment. Knowledge of developmentally appropriate curriculum content areas will also be emphasized as students design and evaluate experiences that promote development and learning for all young children. Students must co-enroll in HDEV 10L to secure their practicum/student teaching space in a local high quality child development program. (combined with HDEV 0010L C-ID ECE 210) (CSU) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Plan, implement, and evaluate curriculum using various techniques and teaching strategies based on the needs and interests of young children. Analyze classroom space and daily routines and their effect on behavior and interactions of children and teachers. Describe various family involvement strategies. Analyze student teaching experiences to inform and guide future teaching and collaborative practices. Course Content Outline I. Theory to practice a. Developmentally, culturally, and linguistically appropriate practices b. Current research c. State and national standards II. Curriculum a. Written lesson plans b. Adaptations for multiple reasons such as children with diverse abilities, learning styles, and temperaments, and teachable moments c. Ongoing curriculum development cycle i. Observation ii. Planning iii. Implementation iv. Evaluation v. Documentation d. Authentic assessment and documentation i. Common tools ii. State and federal requirements iii. California Preschool Learning Foundations iv. California Preschool Curriculum Frameworks e. Content areas i. Language ii. Literacy iii. Math iv. Science v. Social Studies vi. Visual and performing arts vii. Integration of content areas across curriculum with teaching team f. Environment for teaching and learning i. Physical environment ii. Routine and schedule iii. Material selection iv. Positive interactions with children and adults v. Instructional support according to CLASS g. Family involvement in early childhood programs III. Typical teaching and non-teaching activities in early childhood settings IV. Professional and ethical teaching a. Student teaching b. Team teaching c. Self-reflection and self-assessment d. Advocacy e. Qualifications for teachers in California i. Career Ladder ii. Professional development Course Objectives Course Objectives 1. Plan, implement, and evaluate curriculum using various techniques and teaching strategies based on the needs and interests of young children. 2. Analyze classroom space and daily routines and their effect on behavior and interactions of children and teachers. 3. Describe various family involvement strategies. 4. Analyze student teaching experiences to inform and guide future teaching and collaborative practices. 5. Utilize the California Preschool Learning Foundations and Curriculum Frameworks to create curriculum. 6. Analyze instructional support using the CLASS assessment tool. Methods of Evaluation Classroom Discussions Essay Examinations Objective Examinations Problem Solving Examinations Projects Reports Reading Assignments 1. Read professional articles on the classroom responsibilities of a lead teacher (parent-teacher relationships, lapses in supervision, coordinating classroom events), list the top 5 responsibilities and be prepared to discuss in class. 2. Read text material on reflective practices in teaching and prepare a summary of the material. Writing, Problem Solving or Performance 1. Utilize developmentally appropriate curriculum models in planning for children. 2. Develop a personalized teaching philosophy to add to professional portfolio. Other (Term projects, research papers, portfolios, etc.) 1. Update and revise career portfolio 2. Complete California Preschool Learning Foundations and Curriculum Frameworks CECO Modules Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course. Bullard, J. Creating Environments for Children (carryover from HDEV 5) Class booklet
Human Development and Family
http://catalog.sierracollege.edu/departments/human-development-family/
The Human Development and Family degree program provides students with the necessary education for work in child development programs at various levels: assistant teacher, associate teacher, teacher, master teacher, site supervisor and director. It also includes instruction in infant care, preschool, school-age care, and children’s advocacy. Course work prepares students who wish to go into the field of teaching, as well as work with families and social services.
HDEV 0010L - Practicum Experience in Early Childhood Education Lab
http://catalog.sierracollege.edu/course-outlines/hdev-0010l/
Catalog Description DESCRIPTION IS HERE: Prerequisite: Completion of HDEV 3 and 5 with grades of "C" or better Corequisite: Concurrent enrollment in HDEV 10 Advisory: Completion of HDEV 25 with grade of "C" or better Hours: 90 laboratory Description: Ninety hours of student teaching experience will be required for this course, in addition to enrollment in the lecture portion of HDEV 10. Students will be placed in pre-selected local classroom settings within district boundaries. Please see class schedule for student teaching placement meeting information, as well as immunization requirements. (combined with HDEV 0010 C-ID ECE 210) (CSU) Units 1.5 Lecture-Discussion Laboratory 90 By Arrangement Contact Hours 90 Outside of Class Hours Course Student Learning Outcomes Apply a variety of effective approaches, strategies, and techniques for teaching in an early childhood classroom in a lab setting. Implement and evaluate curriculum and environments based on observation and assessment of young children in a lab setting. Course Content Outline In the lab setting students will: 1. Assume teaching and non teaching responsibilities and demonstrate developmentally appropriate practices in an early childhood classroom and develop the persona of a professional. 2. Use knowledge and understanding of development to create healthy, respectful, supportive, and stimulating learning environments for all children; applying understanding of the multiple influences on development and learning. 3. Use and articulate current research and understanding of development and learning theories to select effective learning materials and experiences for all young children. 4. Analyze classroom space in terms of its effect on the behavior and interactions of children and teachers. 5. Plan, present and evaluate a variety of developmentally, culturally and linguistically appropriate, play-based curriculum. 6. Model and facilitate appropriate language and social behavior with children and adults including problem solving and conflict resolution. 7. Critically assess personal experiences to inform and guide future teaching and collaborative practices. 8. Utilize anecdotal record keeping in order to plan appropriate activities for children. Course Objectives Course Objectives 1. Apply understanding of current research and developmental theories to planning experiences for young children. 2. Demonstrate developmentally appropriate practices in supervised early childhood classrooms. 3. Perform teaching and non-teaching responsibilities. 4. Demonstrate professional and ethical behaviors. 5. Model and facilitate appropriate problem solving, conflict resolution strategies, and social behavior. 6. Utilize effective record keeping systems to document, assess, and track children’s progress. Methods of Evaluation Skill Demonstrations Reading Assignments 1. Review files of children enrolled in lab settings. 2. Review curriculum materials for choosing developmentally appropriate activities. Writing, Problem Solving or Performance 1. Perform teacher duties in the lab setting (planning and implementation of curriculum, child guidance, supervision, etc). 2. Complete lesson plans and reflections of those lessons. Other (Term projects, research papers, portfolios, etc.) 1. Attend IEP meetings or parent teacher conferences as appropriate. 2. Attend on site activities or field trips as scheduled by assigned site. 3. Participate in team planning with lab staff. Methods of Instruction Laboratory Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course. Materials to implement activities with children in various areas (math, science, literacy, puppetry, music, movement). Emphasis will be on low cost/free and found materials. Students will have access to lab materials as well when planning activities.
EDU 0010 - Introduction to Elementary Education with Field Experience
http://catalog.sierracollege.edu/course-outlines/edu-0010/
Catalog Description DESCRIPTION IS HERE: Advisory: Completion of HDEV 1 with grade of "C" or better; eligibility for ENGL 1A Hours: 90 (36 lecture, 54 laboratory) Description: Introduction to the concepts and issues related to teaching diverse learners in contemporary K-12 schools. Topics include teaching as a profession and career, historical and philosophical foundations of the American education system, contemporary educational issues, California's content standards and frameworks, and teacher performance standards. In addition to class time, requires a minimum of 45 hours of structured field work in public school elementary classroom that represent California's diverse student population. Fulfills one of the early field experiences for the CSUS Liberal Studies major. Negative TB test and fingerprint screening required. (C-ID EDUC 200) (CSU, UC) Units 3 Lecture-Discussion 36 Laboratory 54 By Arrangement Contact Hours 90 Outside of Class Hours Course Student Learning Outcomes Explain the role and function of the teacher in the public elementary school setting and the requirements and experiences needed to obtain a teaching credential. Apply principles that underlie effective relationships with other teachers, students, and families and examine and assess issues concerning culture and diversity. Demonstrate and apply basic observation tools and design basic lesson plans in content areas. Interpret and apply theories related to child development and learning in a field placement setting. Course Content Outline I. The profession and culture of teaching A. History, governance and finance of public schooling B. Overview of academic requirements and qualifications C. Careers and opportunities D. Workplace socialization/professionalism and protocols for visiting schools and entering classrooms E. Organization of schools, including roles and functions of teachers and other school personnel, both in general and special education F. Overview of the CSTPs (California Standards for the Teaching Profession) and the TPEs (Teaching Performance Expectations) G. Introduction to California Academic Content and student performance standards II. Observation skills and methods and ethics of conducting and reporting classroom observations A. Objectivity vs. subjectivity B. Description vs. interpretation C. Observation tools such as running record, anecdotal record, and timed samples III. Teaching Strategies A. Introduction to learning theories and learning styles B. Basic curriculum development in the content areas of language arts, math, science, social science, art and music IV. Communication skills A. Interpersonal skills of working with other teachers, students, and parents B. Communication skills such as active listening, developing a rapport, clarity of messages, and questioning techniques V. Review of the school-age child growth and development A. Physical, cognitive, and socio-emotional development B. Review of developmental theorists such as Piaget, Vygotsky, and Erickson VI. Classroom Management A. Creating respectful, positive, and engaging environments B. Use of appropriate methods such as student accountability, limits, and boundaries, rules and regulations, logical consequences, positive and cooperative discipline VII. Diversity Issues A. Interpreting diversity B. Cultural and ethnic differences C. Barriers D. Culturally appropriate learning models E. Special needs students F. Gender bias VIII. Challenges in society A. Responding to at-risk students B. Changes in the family C. Socioeconomic issues D. Community resources Course Objectives Course Objectives Lecture Objectives: 1. Define the role and function of the teacher in the public elementary school setting, and identify personal meanings related to teaching. 2. Articulate basic purposes of schooling and trace the history of the development of public education in the United States. 3. Describe the multiple roles and functions of teachers and other school personnel in meeting the diverse needs of students. 4. Identify academic requirements and experiences needed to obtain a teaching credential. 5. Design basic lesson plans in content areas. 6. Demonstrate knowledge of the impact of cultural contexts on learning. 7. Demonstrate knowledge of professional standards, ethics and professionalism in classroom and school visits. 8. Demonstrate an understanding of educational issues in a global context. 9. Analyze ecological challenges outside the classroom that impact student learning, and identify school and community resources that address these challenges. Laboratory Objectives: 1. Interpret and apply theories related to child development and learning in a field placement setting. 2. Present basic lesson plans in content areas. 3. Relate course content to real classrooms through satisfactory completion of approved field work including structured assignments, observations, and reflections that demonstrate the observers ability to: a. recognize and describe examples of teaching events that implement some elements of the CSTP and TPEs; b. observe the use of state adopted academic content and performance standards; c. compare and contrast classroom environments; d. recognize and describe individual difference among students and identify strategies and accommodations used to address these differences. 4. Demonstrate skill in implementing established protocols for visiting schools and classrooms and in implementing observation protocols. Methods of Evaluation Classroom Discussions Projects Reports Reading Assignments 1. Instructor assigns the textbook's first chapter, "Introduction to Teaching: Becoming a Professional." Students will write a brief reflection in response to the question "What are your motivations for wanting to become a teacher?" 2. Instructor will assign the chapter, "Why Teach?" in the textbook, Introduction to Teaching: Making a Difference in Student Learning. After reading, students will review the reflection they previously wrote along with their teaching experiences to date. Then they will examine these in terms of developing their own philosophy of teaching. Writing, Problem Solving or Performance 1. Students will keep a reflective journal that records their experiences at the elementary school. Students should recognize that journals are not just a chronology of activities, but a place to think and write about the types of interactions they have had, such as questions or concerns about a child, insights or thoughts about their feelings or ideas. Students may also include thoughts about the textbook readings, especially as it applies to field work. 2. Students will write a 2-3 page reflective essay about the classroom experiences at the elementary school. The paper should also include what was learned from the classroom participation and how it may impact career plans. 3. Students will attend a School in Action observation - an activity not part of the school day, such as a school board meeting, staff meeting, curriculum committee meeting, and write a brief reflection about their observations. Other (Term projects, research papers, portfolios, etc.) 1. Service learning project: Students will plan and develop a project, submit project plan in writing, present an oral report about the project. Methods of Instruction Laboratory Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.
Course Identification Numbering System (C-ID)
...120 HDEV 0002 ECE 130 HDEV 0005 ECE 200 HDEV 0003 ECE 210 HDEV 0010...
Humanities
http://catalog.sierracollege.edu/departments/humanities/
...also WMST 0003 ) HUM 0010 World Religions HUM...Children's Literature (also HDEV 0044 ) ENGL 0045...
Sociology
http://catalog.sierracollege.edu/departments/sociology/
...Women's Health SOC 0010 Feminism and Social...0004 The Family (also HDEV 0022 ) SOC 0005...
