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Eastern Connecticut State University

ECE 415: Math and Science Curricula in Early Childhood Education

Fall 2013

Instructor: Sudha Swaminathan

Phone: 860-465-4535

Office Hours: CECE 218

Tuesdays: 12:00 P.M — 2:00 P.M.

Wednesdays: 1:00 P.M — 3:00 P.M.

Thursdays: 11:00 P.M.—12:00 Noon

Other times by appointment.

Class location: CECE 175

Email: [email protected]

Catalog Description: Examines teaching and learning of mathematics and science within the Early Childhood classroom. A focus will be on the integrated curriculum and the active construction of physical and logico-mathematical knowledge. The role of technology within this curriculum will be actively studied. Guided experience in the classroom including interaction with children required.

Course Prerequisites: Admission to the ECE teacher preparation program.

Purpose of the Course: To help preservice teachers’ gain in-depth understanding of young children’s mathematical and scientific growth; to engage in curriculum development and assessment; and to integrate technology to help enrich children’s learning.

Required Texts: 1. Fraser-Abder, P. (2011). Teaching Emerging Scientists: Fostering Scientific Inquiry with Diverse Learners in Grades K-2. New York, NY: Pearson.

2. Copley, J. V. (2010) The young child and mathematics (2 nd edition) . Washington, D. C.: NAEYC Press.

Recommended Resources: 1. NCTM at http://www.nctm.org

2. NSTA at http://www.nsta.org

3. Common Core State Standards Initiative: http://www.corestandards.org

4. Next Generation Science Standards: http://www.nextgenscience.org

5. CT Content Standards: http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&Q=320954&sdePNavCtr=|#45443

Swaminathan, ECE 415 1

http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&Q=320954&sdePNavCtr=%7C#45443

http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&Q=320954&sdePNavCtr=%7C#45443

http://www.nextgenscience.org/

http://www.corestandards.org/

http://www.nsta.org/

http://www.nctm.org/

mailto:[email protected]

Course Outcomes Aligned with the Education Department's Performance Expectations, CT SDE Pre-service Competencies, NAEYC, CEC and CCCT Standards, and with Related Key Experiences

All course outcomes are interconnected with the Education Unit’s Conceptual Framework (CF), Connecticut Preservice Competencies (PSC), Connecticut Common Core of Teaching (CCCT), the professional standards of NAEYC and CEC and the Common Core State Standards (CCSS). The following table outlines the elements of CF, PSC, and CCCT.Education Unit’s Conceptual Framework (CF)

Connecticut Preservice Competencies (PSC)

Connecticut Common Core of Teaching (CCCT)

1. Content Knowledge (CNK)2. Pedagogical Knowledge (PDK)3. Integration of Knowledge (INT)4. Technology as a Tool to Teach (TTT)5. Diversity (DIV)6. Professionalism (PRF)

Domain 1: Development and Characteristics of LearnersDomain 2: Evidence-based/Standards-based InstructionDomain 3: Evidence-based Classroom and Behavior ManagementDomain 4: AssessmentDomain 5: Professional Behaviors and Responsibilities

Domain 1: Content and Essential SkillsDomain 2: Classroom Environment, and Commitment to LearningDomain 3: Planning for Active LearningDomain 4: Instruction for Active LearningDomain 5: Assessment for LearningDomain 6: Professional Responsibilities and Teacher Leadership

OutcomesPerformance Expectations

NAEYC/CCCT/PSC/CEC/CCCS

Standards

Key Experiences

1. Articulate the instructional implications of Math and Science Education Standards (from NCTM and NSTA, respectively), and the Common core standards (Math) for the Early Childhood classroom.

1.12.13.2

NAEYC: 5, 6.CCCT: 1, 2, 3PSC: 2CEC: 1CCCS: All Domains and Mathematical Practices

DBDM: Math Assessments

Math Unit Plan Science

Exploration Center

Teaching with Science Trade Books

Class discussions Class activities

2. Apply the Common Core standards in selecting materials and planning for an integrated math and science curriculum.

2.12.2

NAEYC: 5CCCT: 3, 4, 5PSC: 2, 4CEC: 4CCCS: All Domains



Exploration


and Mathematical Practices

Center Teaching with

Science Trade Books


3. Know the developmental progression of young children’s mathematical abilities; use this knowledge to plan lessons, units, learning centers, and other developmentally appropriate math experiences for young children.

2.12.22.32.43.15.1

NAEYC: 1CCCT: 1, 2, 3PSC: 1, 2, 3, 4CEC: 2CCCS: All Domains and Mathematical Practices


Math Unit Plan Class discussions Class activities

4. Understand the nature and development of complex science process skills pertinent to the growth of scientific reasoning within young children; use this knowledge to plan lessons, units, learning centers, and other developmentally appropriate math experiences for young children.

2.12.22.32.43.15.1

NAEYC: 1CCCT: 1, 2, 3PSC: 1, 2, 3, 4CEC: 2

Science Exploration Center



5. Implement socio-linguistic and constructivist ways of enriching children’s math and science experiences, including inquiry-based problem solving.

1.12.22.3

NAEYC: 2, 4, 5CCCT: 2, 3, 4PSC: 1, 2, 3CEC: 4, 5, 6CCCS: All Domains and Mathematical Practices


Exploration Center



6. Understand the curricular adaptations necessary for children with special needs and be able to plan and

2.12.22.35.1

NAEYC: 1, 3, 4, 5CCCT: 4, 5PSC: 2, 4CEC: 7



Exploration Swaminathan, ECE 415 3

implement an integrated unit.

Center Teaching with

Science Trade Books


7. Critically evaluate the instructional value of technological mediums available for young children.

4.1 NAEYC: 3, 5CCCT: 2, 3PSC: 1CEC: 5

Math Unit Plan Teaching with

Science Trade Books


8. Develop lesson plans that integrate technology within the math and science curriculum, in alignment with the Common Core standards.

4.13.1

NAEYC: 5CCCT: 3, 4PSC: 2CEC: 5CCCS: All Domains and Mathematical Practices


Science Trade Books


9. Develop curricular materials that involve the child's family in math and science home explorations that support classroom initiatives.

5.16.13.1

NAEYC: 2, 4, 5CCCT: 2, 3PSC: 1CEC 9CCCS: All Domains and Mathematical Practices


Science Trade Books


10. Assess children's performances in various structured and non-structured tasks; evaluate curricula; and modify activities to suit the needs of various children, aligned with the smarter balanced assessment approaches.

2.43.15.1

NAEYC 3, 5, 6CCCT: 5PSC: 4CEC: 8CCCS: All Domains and Mathematical Practices


Science Exploration Center


Disability Statement: If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact the Office of AccessAbility Services at (860) 465-0189. To avoid any delay in the receipt of accommodations, you should contact the Office of AccessAbility Services as soon as possible. Please note that accommodations are not retroactive, and that I cannot provide accommodations based upon disability until I have received an accommodation letter from the Office of AccessAbility Services. Your cooperation is appreciated.

Academic Services Center: Students are encouraged to use the support offered by the Academic Services Center located on the ground floor of the Library. Tutoring, Math, Writing, and supplemental Advising Services are available for students in the Center at the following times: Sun. 2-9; M.-Th. 9-9, Fri. 9-5. (Closed Sat.) For further information call 465-4272 or check the ASC website at http://www.easternct.edu/asc/Swaminathan, ECE 415 4

https://webmail.easternct.edu/owa/redir.aspx?C=25cb7c67e9d44ad7b84138536a8ec2d5&URL=http%3A%2F%2Fwww.easternct.edu%2Fasc%2F

Academic Misconduct: Students should read and understand Eastern's Academic Misconduct Policy. All violations will be handled under the procedures established in this policy. The policy can be found in the student handbook or at: http://www.easternct.edu/judicialaffairs/academicmisconduct/

Electronic communication: Effective August 1, 2009, Eastern email will become an official form of correspondence within Connecticut State University System (CSUS). Therefore, it is expected that communications to students sent via email will be received and read in a timely fashion. It is expected that students check their university email at least as often as their class meets, in recognition that certain communications may be time-critical. Students should not assume that email sent from outside providers will be received by their professor.

ECE Attendance Policy

In-class discussions and activities are a fundamental part of all early childhood education courses. Participation in such class experiences is as critical for learning as outside-of-class readings and assignments. For this reason, a new attendance policy was reviewed and approved by the early childhood faculty in March 2004. This new policy will take effect in Summer 2004 for all courses in the program:

1. Students are expected to attend all class sessions for all courses in the ECE program. To be counted as present, students must attend the full class session; arriving exceedingly late or leaving early from class may be considered an absence.

2. Only documented health, family, or other emergencies will be considered valid excuses for absence. Evidence of an emergency must be submitted to the course instructor in order for an absence to be excused. Elective absences–avoidable, non-emergency or non-health absences that are chosen by the student–will be considered unexcused absences.

3. In the event a class must be missed, the student should make every effort to inform the faculty member before class. If this is impossible, the student must contact the instructor within two days of the absence, to explain the reasons for missing (including documentation of an emergency) and to review the class that was missed. Failure to do this will result in the absence being considered unexcused.

4. Students may be asked by the instructor to do additional reading or work related to a missed class. All missed field experiences and practicum sessions must be made up in a timely fashion. Failure to complete additional work or make-up hours will result in the absence being considered unexcused.

5. Absences may result in a lower grade in the class. Individual faculty members will set their own policies on how missed classes will affect final grades. However, the following rules apply to all courses in the program:

a. Students who miss the equivalent of two weeks of a course due to unexcused absences will automatically have their final grade reduced by one full grade level. (Note that this is the equivalent of missing two weekly classes or four bi-weekly classes for non-emergency reasons.)

a. Students who miss three or more weeks of a class for any reason–excused or unexcused–cannot complete the course and must withdraw. They must complete the course again on the next semester that it is offered, before moving on to the next core of the program. (Note: Even if the three weeks of absences are excused, the student must still withdraw from the course, since the ECE faculty would be unable to assure the State Department of Education that the student had acquired the knowledge and skills that the course is intended to address.)


https://email.easternct.edu/exchweb/bin/redir.asp?URL=http://www.easternct.edu/judicialaffairs/academicmisconduct/

ECE 415: Key ExperiencesWe have come together in a joint learning experience. We therefore owe it to ourselves and to

our classmates to attend and participate in class. Please complete reading assignments before the time allotted and come to class prepared to discuss the critical issues. Please refer to the ECE attendance policy for strict guidelines on attendance. I strongly recommend that you form an attendance-alliance with someone in class: Someone who will collect handouts in your absence.

1. DBDM: Math Assessments: 25 points

Candidates will choose three children from their practicum placement and conduct simple pre-determined Counting & Cardinality or Geometry assessments. Candidates will observe the children’s reactions and actions, make mathematical evaluations and scaffold appropriately. Data from each student’s evaluation will be pooled into a class data set to engage in the DBDM processes and instructional planning.

2. Math Unit Plan 25 points

Candidates will develop a complete unit plan for a Math domain for a primary grade. Focus will be on understanding the Common Core standards, integration of the key big ideas, relevant core standards, and SBAC assessment strategies. Critical effective teaching strategies must be explicitly woven into the curricular and assessment framework. Included within this unit plan will be a strong and effective use of educational technology.

3. Science Exploration Center 25 points

Candidates will conduct a simple science exploration-based center activity for a small group of children in their practicum placement. Candidates will be responsible both for developing the activities as well as for conducting them. They will make every effort to integrate these activities within the classroom’s overall curriculum. They will observe the children’s reactions, make assessments of their scientific thinking and plan appropriate intervention. Communication to families must be an integral part.

4. Teaching with Science Trade Books 25 points

Candidates will critically analyze two science trade books that are appropriate for primary grades. They will develop two inquiry-based lesson plans for two different primary grade levels that are based off of these books and that follow the 5E model. Needed within this science inquiry is a strong integration of educational technology

5. Reading Summaries Not graded

Teacher candidates will summarize the key points of the assigned readings, in the assigned blog on Blackboard. Included in this summary must be two key teaching strategies. This must be posted before Tuesday’s class, each week. Failure to complete these on time and as required will result in a course grade of F.

6. Exit Entries Not graded

At the end of class, candidates will write a brief paragraph as their exit entry outlining what they have learned and any questions that they may have related to the day’s discussion. These should relate to the topics covered during the entire class.

Other Important InformationSwaminathan, ECE 415 6

Group Projects and Individual Submissions: All graded assignments, where appropriate, may be completed as a team project by a maximum of 3 students. Please ensure that you change the combination of students for each assignment. However, please note that all students will be required to submit their work as individual papers.

Writing Standards: It is expected that all written work will reflect professional standards of communication. Complete sentences, proper punctuation, capitalization and spelling, and generally accepted rules of grammar are the hallmark of educational professionals. Excessive errors will be reflected in reduced assigned points or a failing grade for the course.

Late Submissions: One point will be deducted for every week that an assignment is late. Assignments handed in more than 2 weeks late will not be accepted. Please inform me ahead of time, should there be an emergency.

Revising Assignments: You may re-do any of the assignments during this course. Final grade for that assignment will be the average of the two scores (original + revised). All such revised work must be submitted within two weeks after receiving the original grade. No revised work will be accepted after the last class. If you wish to revise other assignments, you may do so but the grade for the assignments will not be altered.

Submission of Assignments: Assignments should be submitted electronically, preferably via Blackboard Learn or (when needed) in a flash drive. Any hard copies that need to be submitted must have your name clearly labeled and should be dropped off in a timely manner. Please pick up your work from the file cabinet with student work. Please see more details on file naming below.

Report of Grades: Grades for assignments will be posted on Blackboard’s gradebook.

Grading: Final grades in this course will be determined on total points earned out of 100 in the following way:

A 96 and above.A- 92B+ 88B 85B- 82C+ 78

C 75C- 72D+ 68D 65D- 62

ECE Accreditation: Scores from select assignments, as well as specific assignments, may be documented for our continuing NCATE and NAEYC accreditation process.


Electronic Submission of Course Assignments

For this course, you must deliver your assignments electronically: In a flash drive or via BlackBoard assignment drop-box.When you send me your work electronically, please make sure of the following:

a) Your entire assignment is in one single document containing all the relevant pieces (not multiple files such as one with cover page, one with the write up and others with rubric and so on.) All necessary documents must be integrated into one single file.

b) The single file must be saved as your name, the course name and the name of the assignment as the name of the file. For instance Sudha Swaminathan ECE 415 Math Unit Plan. doc is a good title; not Math Unit Plan.doc.

c) All files must be paginated: Word documents must have page numbers and PowerPoint files must have slide numbers.

d) These files must have your name and the name of the assignment imprinted in the header or the footer of each page or slide, thus Swaminathan ECE 415 (for this document).

e) All digital documentations (pictures or video clips) must be renamed with a description of the documentation. For instance, DSC0071 should be renamed as Greg counting pennies.

f) It is your responsibility to ensure that the assignment reaches me and on time.

Assignments that do not satisfy these conditions will not be accepted.


ECE 415: Tentative Schedule for the Semester

Aug. 29 Course Overview; Common Core State Standards (CCSS), Next Gen Science Standards & Connecticut Curricular Area Content Standards

Reading: Fraser-Abder, browse Appendix 1

Copley, Chapter 1

Sept. 3 & 5 Science Standards

Science Processes

Reading: Fraser-Abder, Chapter 5

Sept. 10 & 12 Science Content

Science Teaching Models: Explorations

Science Teaching Models: Experiments and Inquiries

Reading Fraser-Abder, Chapter 4 & browse through Appendix 2

Sept. 17 & 19 Physical Science

Science Teaching Model: 5E Learning Cycle

Reading Fraser-Abder, Chapters 2 & 3

Sept. 24 & 26 Life Science

Science Teaching Models: Constructivist & BIG IDEAS

Technology: Proscopes

Reading Fraser-Abder, Chapter 6

Oct. 1 & 3

Reading

Science Teaching Models: Using Literature, Skills-based Activities

Technology: Applets

Fraser-Abder, Chapter 7

Oct. 8 & 10

Reading

Assignment

Earth & Space Science

Technology: Virtual field trips

Fraser-Abder, Chapter 8

Science Explorations Center-Based Activity Due on Oct. 10

Oct. 15 & 17 Visit to the Connecticut Science Center OR Standards-Based Instructional Planning, Teaching and Assessment


Oct. 22 & 24 CCSS: Counting & Cardinality

CCSS, MP 6

Technology: Calculators

Reading

Assignment

Copley, Chapter 4 (pp 48-61)

Copley, Chapter 3 (pp.37-39)

Teaching Through Science Trade Books Due on Oct. 24

Oct. 29 & 31 CCSS: Geometry

CCSS, MP 4, Model with Math

Technology: Logo

Reading

Assignment

Copley, Chapter 6

Copley, Chapter 3 (pp.42-44)

In class: Planning DBDM Assessment

Nov. 5 & 7 CCSS: Operations & Algebraic Thinking

CCSS, MP 7

Copley, Chapter 5

Copley, Chapter 3 (pp. 39-41)

Nov. 12 & 14

Reading

CCSS: Number and Operations, Base Ten

CCSS, MP 1, MP 2

Technology: Math Apps



Nov. 19 & 21

(Online)

Reading

CCSS: Number and Operations, Fractions

CCSS, MP 3

Copley, Chapter 2, Chapter 3 (pp. 33-37), browse Appendix B

In class: Analyzing and sharing data for DBDM Assessment


Nov. 26

Reading

Assignment

CCSS: Measurement

CCSS, MP 5

Copley, Chapter 7

DBDM Math Assessment Paper due on Nov. 26

Dec. 3 & 5

Reading

CCSS: Data

CCSS: MP 8

Copley, Chapter 8

Dec. 12 Finals week: No class

Math Unit Paper Due on Dec. 12


ECE 415: Guidelines and Rubrics for Assignments

a) Science Explorations Center-Based Activity

b) Math Assessment on Number Sense or Geometry

c) Teaching Through Science Trade Books

d) Math Unit Plan

*******************************

Science Explorations Center-Based Activity

Purpose: The purpose of the assignment is to engage the children in an active science exploration center-based activity that will involve the use of their science process skills as well as enhance their content knowledge. It involves planning and implementing an appropriate science activity for the children in your practicum placement. Students may collaborate on the planning of the activity with another student in class but each individual student is responsible for adapting and implementing the activity in their own classroom. Students must make every effort to integrate the activity within the classroom curriculum.

During implementation, students will be expected to play an active role in scaffolding their engagement within the activity. They must include developmentally appropriate ways for the children to record their engagement. Students may choose any of the activities discussed in class or in the text but may have to adapt them to meet the children’s needs. Students must run their ideas by their classroom teacher and share their complete lesson plans before implementing them.

During the implementation, students must observe the children’s actions, reactions, gestures and peer and adult interactions very carefully. Plan on using the digital camera to capture and immediately share with the children, both pictures as well as video clips of their actions, discussions or rationalizations.

Project Guidelines:

This assignment, when complete, should have the following:

Lesson plan (using the CT SDE template)

Science content paper : A 2 pages (single spaced) paper outlining your knowledge of the science content, with a glossary of key vocabulary words. It must also include bibliography of resources, including at least 3 reliable web-links, 3 print materials, and 5 children’s books.

Report of the reflective analysis of the science center detailing:

1. Children’s actions and reactions: Clearly and objectively described. Outline your understanding of 3 individual children’s capabilities and knowledge. Show keen observation, with adequate detail, indicative of sound understanding of child development.

2. Teacher’s (your) Scaffolding: Clearly and comprehensively describe your own interaction. Explain how these were logical and appropriate for the objectives of the lesson; and developmentally appropriate for all the children. Describe how your scaffolding helped their understanding of the content.


3. Assessment: Assessment plans should be outlined clearly in the lesson plan. Rubrics for assessing objectives should be provided. Rubric items should focus on the depth of the children’s understanding, use of process skills and the understanding of the content knowledge. Please include a blank original as well as copies of the forms completed for three observed children.

4. Analysis and interpretations: Provide detail about the effectiveness of your activity, including detailed analysis of your interpretation of the children’s engagement and learning within this activity. Your analysis should be couched in our class readings, showing clear and explicit connections to the Fraser-Abder text and the Chaille & Britain handouts.

5. Instructional Implication: Clear, comprehensive and developmentally appropriate implications for children, environment and the curriculum should be outlined. Instructional implications must be based on your assessment of the effectiveness of the activity. These could be suggestions for future activities for the children, environmental changes, extension activities or structured interactions with the children.

6. A supplemental page or descriptive commentary on adaptations you made for children needing differentiated instruction (students with IEPs, gifted and talented children, limited English learners and others of a diverse background.)

o Digital documentation: Must be woven into the write-up, with descriptive picture captions.

o Overall, your report should be clear, logical, and supported by evidence. Links should be made to text readings, Science Standards, child development research and class discussions.

Caption for entry in your portfolio .

Grading Rubric for the Science Center

Science Center Exceptional

3

Adequate

2

Weak

1

Missing

0

Lesson Plan

NAEYC 5c

Lesson plan demonstrates exceptional ability to use own knowledge, early learning standards, content and curricular expectations to design and evaluate a meaningful curricula that is individually and developmentally

Lesson plan demonstrates acceptable ability to use own knowledge, early learning standards, content and curricular expectations to design and evaluate a meaningful curricula that is individually and developmentally

Lesson plan demonstrates unacceptable ability to use own knowledge, early learning standards, content or curricular expectations to design and evaluate a meaningful curricula that is individually and developmentally

Lesson plan does not demonstrate ability to use own knowledge, early learning standards, content or curricular expectations to design or evaluate a meaningful curricula that is individually and developmentally appropriate.


appropriate. Objectives are fully focused on learning outcomes. Links to Standards explained.

appropriate. Objectives are mainly focused on learning outcomes. Links to Standards explained.

appropriate. Objectives are not focused on learning outcomes. Links to Standards explained.

Objectives are not focused on learning outcomes.

Science Content Paper

NAEYC 5a

Content paper demonstrates exceptional understanding of content knowledge. It is clearly presented with sub-topics, many key aspects of content area highlighted, with accurate scientific facts. Bibliography shows evidence of awareness and use of resources in academic disciplines. It includes 3 web, 3 print resources, 5 children’s books and glossary or key vocabulary.

Content paper demonstrates understanding of content knowledge. It is clearly presented without sub-topics, some key aspects of content area highlighted, with accurate scientific facts. Bibliography shows evidence of awareness and use of resources in academic disciplines. It includes 3 web, 3 print resources, 5 children’s books and glossary or key vocabulary.

Content paper demonstrates meager understanding of content knowledge. It is not presented clearly, only a few key aspects of content area highlighted, with accurate scientific facts. Bibliography shows evidence of awareness and use of resources in academic disciplines. It includes 3 web, 3 print resources, 5 children’s books and glossary or key vocabulary.

Content paper does not demonstrate understanding of content knowledge. It is not presented with sub-topics includes inaccurate scientific facts. Bibliography does not show evidence of awareness and use of resources in academic disciplines. It does not include 3 web, 3 print resources, 5 children’s books and glossary or key vocabulary.

Children’s actions and reactions

NAEYC 1b

Clearly and objectively described. Report shows evidence of keen observation, with exceptional detail, indicative of strong knowledge and understanding of the multiple

Clearly and objectively described. Report shows evidence of keen observation, with good detail, indicative of knowledge and understanding of the multiple influences on

Clearly but not very objectively described. Report shows some evidence of knowledge and understanding of the multiple influences on development and learning.

Not described objectively. Poor evidence of keen observation, with little detail, no indications of sound understanding the multiple influences on development and


influences on development and learning.

development and learning. learning.

Teacher’s Scaffolding

NAEYC 4a

Report shows exceptional understanding of the value of positive relationships and supportive interactions. Teaching strategies and scaffolding patterns are logical and appropriate for the objectives of the lesson. Developmentally appropriate for all the children.

Report shows understanding of the value of positive relationships and supportive interactions. Teaching strategies and scaffolding patterns are fairly logical and mostly appropriate for the objectives of the lesson. Developmentally appropriate for most children.

Report shows some understanding of the value of positive relationships and supportive interactions. Teaching strategies and scaffolding patterns are somewhat logical but mostly appropriate for the objectives of the lesson. Developmentally appropriate only for some children.

Report shows poor understanding of the value of positive relationships and supportive interactions. Teaching strategies and scaffolding patterns are not logical or appropriate for the objectives of the lesson. Developmentally appropriate for only a few children.

Effective Teaching Strategies

NAEYC 4b

Report demonstrates exceptionally strong and clear identification, and knowledge of effective teaching strategies and tools; includes reflection demonstrating understanding of their effectiveness.

Report demonstrates clear identification, and knowledge of effective teaching strategies and tools; includes some reflection demonstrating understanding of their effectiveness.

Report demonstrates some identification, and knowledge of a few effective teaching strategies and tools; includes poor reflection demonstrating understanding of their effectiveness.

Report does not demonstrate knowledge of effective teaching strategies or tools; does not include reflection demonstrating understanding of their effectiveness.

Assessment

NAEYC 3c

Assessment plans demonstrate exceptional

Assessment plans demonstrate some

Assessment plans demonstrate some

Assessment plans do not demonstrate


understanding of responsible assessment and are aimed on promoting positive outcomes for each child. Rubrics for assessing objectives are provided. Rubrics focus on and differentiate levels within the depth of the children’s understanding, use of process skills and the understanding of the content knowledge.

understanding of responsible assessment and are aimed on promoting positive outcomes for each child. Rubrics for assessing objectives are provided. Some rubric items focus on and differentiate levels within the depth of the children’s understanding, use of process skills or the understanding of the content knowledge.

understanding of responsible assessment and are fairly aimed on promoting positive outcomes for each child. Rubrics for assessing objectives are provided. Only a few rubric items focus on and differentiate levels within the depth of the children’s understanding, use of process skills or the understanding of the content knowledge.

understanding of responsible assessment or promoting positive outcomes for each child. Rubrics are not provided. Rubric items do not focus on or differentiate levels within the depth of the children’s understanding, use of process skills and the understanding of the content knowledge.

Analysis and interpretations

NAEYC 3a

Clear, logical and supported by evidence. Analysis shows exceptional understanding of the goals, benefits and uses of assessment, and is couched within theories of child development. Strong links to class discussions and readings.

Clear, logical and supported by evidence. Analysis shows some understanding of the goals, benefits and uses of assessment, and is couched within theories of child development. A few links to class discussions and readings.

Clear, but not always supported by evidence. Analysis shows poor understanding of the goals, benefits and uses of assessment, and is couched within a few theories of child development. A few links to class discussions and readings.

Not supported by evidence. Analysis does not show understanding of the goals, benefits and uses of assessment, and is not couched within theories of child development. No links to class discussions and readings.

Instructional Implications

Clear, comprehensive and

Clear and fairly developmentally appropriate.

Fairly developmentally appropriate.

Not developmentally appropriate.


NAEYC 5b developmentally appropriate. Implications for children, environment and curriculum demonstrate knowledge and application of the central concepts, inquiry tools and structures of content areas, and are outlined with exceptional individual, cultural and developmental sensitivity.

Implications for children, environment and curriculum demonstrate knowledge and application of the central concepts, inquiry tools and structures of content areas, and are outlined with some individual, cultural and developmental sensitivity.

Implications for children, environment and curriculum demonstrate meager knowledge and application of the central concepts, inquiry tools and structures of content areas, and are outlined without individual, cultural and developmental sensitivity.

Implications for children, environment or curriculum not outlined or show knowledge and application of the central concepts, inquiry tools and structures of content areas. Shows no evidence of individual, cultural and developmental sensitivity.

Caption Caption clearly described the artifact and provides a strong reflection of your own professional growth, with clear alignments to relevant NAEYC and CEC standards.

Caption not provided.

*******************************

Math Assessment on Counting & Cardinality or Geometry

Purpose: The primary purpose of the activity is to engage in an assessment/teaching process similar to the SRBI model. To that effect, students will a) determine effective formative assessments to evaluate the math abilities and skills of a specific domain, b) evaluate three children using this assessment, d) engage in a large group discussion of the results of these assessments and d) determine effective teaching strategies for enhancing children’s abilities.

Specifically, students will be grouped by grade levels and will engage in a DBDM process involving one of these domains:

Counting & Cardinality : Students will choose three children from their practicum placement and conduct simple pre-determined Counting & Cardinality assessments. They will observe the


children’s reactions and actions, make mathematical evaluations and scaffold appropriately. Data from these evaluations will be pooled into a class data set to engage in a whole group DBDM process and instructional planning. OR

Geometry Assessment : Students will choose three children from their practicum placement and conduct simple pre-determined Geometry assessments. They will observe the children’s reactions and actions, make mathematical evaluations and scaffold appropriately. Data from these evaluations will be pooled into a class data set to engage in a whole group DBDM process and instructional planning.

During the assessments, students will be expected to collect work samples of children’s work as well as digital evidence of their work in the classroom. These may include digital photographs and/or digital video clips. For this assignment, it is sufficient to observe and assess three children. However, please plan on including all children in the activity and provide enough materials for the entire class. Also students must pay particular attention to children’s actions, words, pauses, hand gestures and peer and adult interactions during the assessments. They should plan on performing an active role during this activity: Scaffolding children’s interactions with careful questions and statements.

After the assessments, students will be guided to participate in a data team with their group mates where they will share their assessment data and determine appropriate teaching strategies for individual children as well as the entire class set. Evaluation of the children’s work must include clear and explicit reference to the numerical skills development hand-out given in class or the van Hiele geometric levels, and other relevant class readings, in order to make an instructional standards-based assessment of each child’s numerical or geometric capabilities.

Please discuss this project with your practicum classroom teacher before planning, designing or implementing this project. While these are specific guidelines, I am willing to adapt the guidelines to accommodate for the classroom curriculum, the children’s needs and the requirements of ECE 405 projects. Please discuss these modifications with your classroom teacher and myself before proceeding on with your assignment.

Project Guidelines:

This final paper should have the following information:

1. Formative Assessment of mathematical thinking . Describe the formative assessment/activity and describe how you adapted it to suit the needs of your classroom and children. Be sure to include clear and strong reference to the Common Core standards.

2. Description of the implementation : A reflective analysis of the implementation of the assessment and observation of the children’s participation. Include within this: a) an introductory overview of the setting, b) descriptions of how the activity merges with or complements the classroom math curriculum, and d) description of any adaptations.

3. Children’s Work: Provide detailed analysis of each selected child’s interactions and your interpretations of the child’s abilities, based heavily on class discussions. Your role in scaffolding the children, their actions and reactions, including words and gestures should be clearly delineated.

4. Analysis of Children’s abilities : Provide an individual analysis of each child’s ability. Also include group analyses of all the children in your data set. Analysis of must show clear and explicit


reference to the Math numerical skills handout or the van Hiele Geometry levels of thinking shared and discussed in class.

5. Teaching Strategies: Discuss effective teaching strategies based on your observation and analysis. These should also focus on your role as a teacher. Specifically, you must address the following questions: How would you structure your environment to have more productive mathematical experiences for the children? How would you plan your lesson procedures such that each child ‘s learning needs and styles are considered? How would you scaffold children better to ensure that they benefit from this math experience?

6. Caption for entry in your portfolio.

Grading Rubric

DBDM, Counting & Cardinality OR Geometry

Exceptional

3

Adequate

2

Weak

1

Missing

0

Formative Assessment

The purpose and structure of the chosen formative assessment are outlined exceptionally and described with strong connections to class readings/discussions. Clear evidence of adapting the assessment to suit individual children’s needs is embedded.

The purpose and structure of the chosen formative assessment are outlined and described fairly with a few connections to class readings/discussions. Some evidence of adapting the assessment to suit individual children’s needs is embedded.

The purpose and structure of the chosen formative assessment are not outlined adequately, with only a few connections to class readings/discussions. A few evidence of adapting the assessment to suit individual children’s needs is embedded.

The purpose or structure of the chosen formative assessment are not outlined, with few connections to class readings/discussions. No evidence of adapting the assessment to suit individual children’s needs is embedded.

Common Core State Standards

Description of the formative assessment makes explicit reference to all standards of the chosen CCSS domain, class readings and discussions. Assessment shows strong content validity.

Description of the formative assessment makes explicit reference to some of the standards of the chosen CCSS domain, class readings and discussions. Assessment shows some content validity.

Description of the formative assessment does not make explicit reference to the standards of the chosen CCSS domain, class readings and discussions. Assessment shows weak content validity.

Description of the formative assessment does not make explicit reference to the standards of the chosen CCSS domain, class readings and discussions. Assessment shows no content validity.


Implementation Clearly and with documentation, outlines the implementation of the assessment, including descriptions of the settings, and curricular integration. Clearly describes with strong rationale all spontaneous adaptations to meet individual children’s needs.

Clearly and with documentation, outlines the implementation of the assessment, including descriptions of the settings, and curricular integration. Describes without rationale all spontaneous adaptations to meet individual children’s needs.

Clearly and with documentation, outlines the implementation of the assessment, including descriptions of the settings, but not the curricular integration. Describes without rationale spontaneous adaptations to meet individual children’s needs.

No documentation provided. No clear outline of the implementation of the assessment. No curricular integration seen. No description of spontaneous adaptations to meet individual children’s needs.

Children’s Work Exceptionally detailed descriptions of each child’s actions, words, gestures and other interactions both with yourself and other peers. Presented with keen observation and objectivity.

Adequate descriptions of each child’s actions, words, gestures or other interactions both with yourself and other peers. Presented with sound observation and objectivity.

Poor descriptions of each child’s actions, words, gestures or other interactions either with yourself or with other peers. Presented with poor observation and weak objectivity.

Missing descriptions of each child’s actions, words, gestures or other interactions either with yourself or with other peers. Presented with poor observation and subjectively.

Teacher’s scaffolding

Strong and clear identification and description of effective teacher-child interactions, including scaffolding patterns. Report shows strong reflection on the effectiveness of your scaffolding.

Good identification and description of effective teacher-child interactions, including scaffolding patterns. Report shows some reflection on the effectiveness of your scaffolding.

Fair identification and fair description of teacher-child interactions, including scaffolding patterns. Report shows poor reflection on the effectiveness of your scaffolding.

No clear identification or description of teacher-child interactions, or scaffolding patterns. Report shows no reflection on the effectiveness of your scaffolding.

Analyses of individual children’s work

Analyses of individual children’s data shows exceptional

Analyses of individual children’s data shows good evaluation, clearly

Analyses of individual children’s data misses some children; only

Analyses of individual children’s data misses some children; does not


evaluation, clearly outlining each child’s capability and potential, with explicit connections to class readings/discussions.

outlining each child’s capability or potential, with explicit connections to class readings/discussions.

outlines children’s capability or potential, with some connections to class readings/discussions.

outline children’s capability or potential, with no connections to class readings/discussions.

Analyses of group data

Analyses of group data show significant thought and intentional planning in the distribution of the children into the three tiers for instructional intervention. Each tier is rationalized with reference to both the children’s abilities and the content.

Analyses of group data show some thought and intentional planning in the distribution of the children into the three tiers for instructional intervention. Each tier is rationalized with some reference to the children’s abilities and the content.

Analyses of group data show some thought and intentional planning in the distribution of the children into the three tiers for instructional intervention. Each tier is rationalized with a few reference to the children’s abilities or the content.

Analyses of group data show little thought or intentional planning in the distribution of the children into the three tiers for instructional intervention. Each tier is rationalized with few reference to the children’s abilities or the content.

Teaching Strategies

Exceptional discussion of relevant teaching strategies focused on further enhancing children’s development. Shows connections to assessment data.

Good discussion of relevant teaching strategies to further enhance children’s development. Shows clear connections to assessment data.

Fair discussion of relevant teaching strategies to further enhance children’s development. Shows no clear connections to assessment data.

No discussion of relevant teaching strategies to further enhance children’s development. Shows no clear connections to assessment data.

Caption Caption clearly describes the artifact and provides a strong reflection of your own professional growth, with clear alignments to relevant NAEYC and CEC standards.



Teaching through Science Trade Books

Purpose: The purpose of this project is to develop a 5E model of Science content focused inquiry for a primary grade (grades 1, 2, or 3). You must choose two scientifically strong, accurate and developmentally appropriate trade books, and incorporate them into the lesson development. You should develop a complete lesson plan for the “Explain” part of the 5E Model. You must also include a strong technology component in your 5E.

Please refer to the article shared in class for a sample.

**This assignment is not implemented in your practicum placement.**

Project Guidelines:

This assignment, when complete, should have the following information:

Caption for entry in your portfolio

Topic : A brief description of the science topic, rationale for selecting that topic and overview of your lessons.

Children’s books : At least two deep science content rich books. Include a brief synopsis, evaluation of its content for scientific accuracy and of its presentation for developmental appropriateness. Include complete citation.

Curricular Connections : Detail how your activities are aligned with the state standards.

5E Model of Inquiry :

o Develop a 5E model of inquiry that uses multiple teaching methods and gradually builds children’s content knowledge through explorations and inquiries.

o Clearly state the foci and provide a materials list. Outline clearly all the standards emphasized within your activities and the specific science process skills that each activity exercises.

o With great detail, provide descriptions of how you would conduct each step of the 5E model.

o Provide a detailed lesson plan for the Explain part of the 5E model. This must be designed as an inquiry.

o Show evidence of differentiating instructional methods for varying learning abilities and styles. Please refer to readings and other references from ECE 405.

o Create recording sheets for children to document their work during each 5E Explain.

o Outline how you would involve home participation during this unit. Outline plans for having the family participate at many levels (in class, at home, via mail and so on.)

o Include a strong technology component to your 5E inquiry. Be sure that the technology complements or supplements the inquiry.

Include a review scale for each app/applet utilized.


Include explicit reference to the technology integration model.

Science content paper : A 2 page (single spaced) paper outlining your knowledge of the science content, with a glossary of key vocabulary words. It must also include bibliography of web resources (at least 2) and print materials (at least 4).

Grading Rubric

Teaching Through Trade Books

Exceptional

3

Adequate

2

Weak

1

Missing

0

Scope and sequence of 5E model

The 5E model is developmentally appropriate with goals for each phase laid out so that they build on each other. 5E model is conceptually very strong and includes all relevant CT SDE Science standards.

The 5E model is developmentally appropriate with goals for each phase laid out but do not all build on each other. 5E model is conceptually strong and includes most of the relevant CT SDE Science standards.

The 5E model is not very developmentally appropriate with goals for each phase not laid out logically. 5E model includes a few of the relevant CT SDE Science standards.

The 5E model is not developmentally appropriate with goals for each phase not laid out logically. 5E model includes few of the relevant CT SDE Science standards.

Science Content (based on the content paper)

Content is relevant to the unit. Clearly presented with sub-topics, many key aspects of content area highlighted, with accurate scientific facts. Bibliography includes 3 web, 3 print resources, 5 children’s books and glossary or key vocabulary.

Content is relevant to the unit. Clearly presented without subtopics, some aspects of content area highlighted, with accurate scientific facts. Bibliography includes 3 web, 3 print resources, 5 children’s books and glossary or key vocabulary.

Content is relevant to the unit. Presented without subtopics, a few aspects of content area highlighted, with accurate scientific facts. Bibliography includes 3 web, 3 print resources, 5 children’s books and glossary or key vocabulary.

Content is not relevant to the unit.

Science Concepts and Processes

Science content either being



Science content is not


(based on the 5E inquiry unit and lesson plan of Explain)

introduced or expanded upon within each stage of the 5E are described with detail. These are developmentally appropriate and conceptually valid.

introduced or expanded upon within most of the stages of the 5E are outlined clearly. These are developmentally appropriate and conceptually valid.

introduced or expanded upon within most of the stages of the 5E are outlined clearly. These are not developmentally appropriate or conceptually valid.

developmentally appropriate or conceptually valid.

Lesson Plans for Explain (Inquiry)

Explain stage is designed as an inquiry. It is clearly described within a developmentally appropriate lesson plan. Objectives are focused on learning outcomes. Links to Standards explained.

Explain stage is designed as an inquiry. It is clearly described within a developmentally appropriate lesson plan. Objectives are not all focused on learning outcomes. Links to Standards explained.

Explain stage is designed as an inquiry. It is clearly described within a developmentally appropriate lesson plan. Objectives are not focused on learning outcomes. Links to Standards not explained.

Explain stage is not designed as an inquiry.


Assessment Plans Overall plans for formative and summative assessments are described clearly. Assessment plans are appropriate for the task and the children. Assessment captures both individual children’s growing understanding of the content as well as their math practices skills.

Overall plans for formative and summative assessments are described clearly. Assessment plans are appropriate for the task and the children. Assessment captures either individual children’s understanding of the content or their math practices skills.

Plans for formative and summative assessments are not described clearly. Assessment plans are appropriate for the task and the children. Assessment captures only individual children’s understanding of the content and not their math practices skills.

Plans for formative and summative assessments are not included.

Children’s books Chosen books are reviewed thoroughly. They are relevant to the topic, scientifically accurate and offer a developmentally appropriate presentation.

Chosen books are reviewed. They are mostly relevant to the topic, scientifically accurate and offer a developmentally appropriate presentation.

Chosen books are reviewed. They are not completely relevant to the topic, but are scientifically accurate and offer a developmentally appropriate presentation.

Chosen books are not reviewed.

Family Participation

Family participation is well thought out, integrated within the 5E model and offers multiple avenues for participation. Plan is culturally sensitive and respectful.

Family participation is well thought out, integrated within the 5E model but offers only one avenue for participation. Plan is culturally sensitive and respectful.

Family participation is integrated within the 5E model but offers only one avenue for participation. Plan is not very culturally sensitive or respectful.

Family participation is not integrated.

Technology Technology Technology Technology Technology


Components components are reviewed critically, integrated soundly, used appropriately and enhance the quality and content of learning.

components are reviewed critically, integrated soundly, used appropriately and enhance the quality but not the content of learning.

components are reviewed critically, but not integrated soundly, or used appropriately. They enhance the quality but not the content of learning.

components are not reviewed critically or integrated appropriately.

Caption Caption clearly described the artifact and provides a strong reflection of your own professional growth, with clear alignments to relevant NAEYC and CEC standards.


***************************

Math Unit Plan

Purpose: The purpose of this assignment is to develop a complete unit plan for a Math domain for a primary grade. Focus will be on understanding the Common Core standards, integration of the key big ideas, relevant core standards, and SBAC assessment strategies.

**This project is geared for a primary grade (grades one through three) and is not implemented in the practicum.**

Project Guidelines:

This assignment, when complete, should have the following information:

Caption for entry in your portfolio

Domain and standard : Clear identification of the domain and CCSS standards targeted, rationale for the choice and justification with clear connections to class readings.

Unit Plan : A clear outline of how the various lesson plans address all the required CCSS standards and clusters, including specific district mandated performance expectations.

Lesson Plans : Detailed lesson plans arranged in sequence of implementation to address all the standards in your chosen domain, making sure that they build on each other and that they present a coherent theme.


Effective Teaching Strategies : Show evidence of using a variety of deep, effective, culturally sensitive and individualized teaching strategies. Differentiation of instructional methods for varying learning abilities and styles must be explicitly discussed. Please refer to readings and other references from ECE 405.

Curricular Connections : Detail how your activities show connections to other curricular areas.

Family Participation: Include diverse ways for diverse families to participate in the unit plan, either at school or at home.

Technology : Include strong integration of technology through the use of relevant apps/applets/calculators. Be sure to integrate the technology into the content on the unit plan. Include a review scale for tools utilized.

Math Unit PlanExceptional

3

Adequate

2

Weak

1

Missing

0

Scope and sequence of unit plan

The unit plan is developmentally appropriate with goals for the entire unit laid out logically. Unit is conceptually strong and includes all relevant CCSS clusters.

The unit plan is developmentally appropriate with goals for the entire unit laid out logically. Unit is conceptually strong and includes most of the CCSS clusters.

The unit plan is developmentally appropriate with goals for the entire unit laid out but not logically. Unit is not conceptually strong and includes only a few of the CCSS clusters.

The unit plan is not developmentally appropriate and goals for the entire unit are not laid out. Unit is not conceptually strong and includes few of the CCSS clusters.

Lesson Plans All relevant CCSS standards are covered within the lesson plans, comprehensively and with strong conceptual depth and validity. Objectives are focused on learning outcomes.

All relevant CCSS standards are covered within the lesson plans, comprehensively but lack conceptual depth and validity. Objectives are mostly focused on learning outcomes.

Most of the relevant CCSS standards are covered within the lesson plans. They lack conceptual depth and validity. Objectives are not all focused on learning outcomes.

Only a few of the relevant CCSS standards are covered within the lesson plans. They lack conceptual depth and validity. Objectives are not focused on learning outcomes.

Math Practices Math Practices are relevantly and adequately

Math Practices are interwoven within the unit

Math Practices are added, not interwoven

Math Practices are not included within the unit


interwoven within the unit plan such that they enhance the learning, practice and application of the relevant CCSS standards.

plan but not in a way that clearly enhances the learning, practice or application of the relevant CCSS standards.

within the unit plan and not in a way that clearly enhances the learning, practice or application of the relevant CCSS standards.

plan.

Math Content Math content either being introduced or expanded upon within each lesson plan are outlined explicitly. These are developmentally appropriate and conceptually valid.

Math content either being introduced or expanded upon within each lesson plan are not outlined clearly. These are developmentally appropriate and conceptually valid.

Math content either being introduced or expanded upon within each lesson plan are not outlined. These are developmentally appropriate but not conceptually valid.

Math content are not outlined.

Assessment Plans Overall plans for formative and summative assessments are described clearly. Assessment plans are appropriate for the task and the children. Assessment captures both individual children’s growing understanding of the content as well as their math practices skills.

Overall plans for formative and summative assessments are described clearly. Assessment plans are appropriate for the task and the children. Assessment captures either individual children’s understanding of the content or their math practices skills.

Plans for formative and summative assessments are not described clearly. Assessment plans are appropriate for the task and the children. Assessment captures only individual children’s understanding of the content and not their math practices skills.

Plans for formative and summative assessments are not included.

Effective teaching strategies

Shows evidence of using a variety of deep, effective,

Shows evidence of using a variety of deep, effective,

Shows some evidence of individualized

Shows no evidence of individualized


culturally sensitive and individualized teaching strategies. Differentiation of instructional methods for varying learning abilities and styles are explicitly discussed, with references.

culturally sensitive and individualized teaching strategies. Differentiation of instructional methods for varying learning abilities and styles are not explicitly discussed, with references.

teaching strategies but these are not deep or culturally sensitive. Differentiation of instructional methods for varying learning abilities and styles are not explicitly discussed, with references.

teaching strategies. Differentiation of instructional methods for varying learning abilities and styles are not explicitly discussed, with references.

Family Participation

Family participation is well thought out, integrated within the unit plan and offers multiple avenues for participation. Plan is culturally sensitive and respectful.

Family participation is well thought out, integrated within the unit plan but offers only one avenue for participation. Plan is culturally sensitive and respectful.

Family participation is integrated within the unit plan but offers only one avenue for participation. Plan is not very culturally sensitive or respectful.

Family participation is not integrated within the unit.

Technology Components

Technology components are reviewed critically, integrated soundly, used appropriately and enhance the quality and content of learning.

Technology components are reviewed critically, integrated soundly, used appropriately and enhance the quality but not the content of learning.

Technology components are reviewed critically, but not integrated soundly, or used appropriately. They enhance the quality but not the content of learning.

Technology components are not reviewed critically or integrated appropriately.

Caption: Caption clearly described the artifact and provides a strong reflection of your own professional



growth, with clear alignments to relevant NAEYC and CEC standards.


eastern connecticut state web vieweastern connecticut state university. ... word documents must have...

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