The byproduct of sericulture in different industries.pptx
Eced 116 syllabus copy
1. University of San Carlos
College of Education
TEACHER EDUCATION DEPARTMENT
SYLLABUS
Course No. : ECED 116
Course Title : Directed Study
Course Credit : 5 units (lecture / lab – research-based)
Course Pre-Requisites : ECED 100 & 102
Course Description
Three units of this course will be devoted to the teaching-learning process in the classroom, while one unit will be spent in guided research. The other one unit is allotted
to review hands-on at the Montessori Laboratory of the Teacher Education Department in order to gain mastery in preparation for Internship. It is hoped that through this study,
Montessori Majors will acquire adequate knowledge, skills and values that will make them competent professionals whose mission is to journey with the child as he unfolds his
potentials and successfully become the father of the man.
Course Objectives:
1. know and understand the nature and process of directed study
2. learn how to apply new methods of gathering / collecting data, analyzing and interpreting them
3. articulate steps in doing a directed child study
4. develop skills necessary in undertaking a research project
5. acquire competencies required in carrying out multi-tasks: academic work, case study, mastery demo
6. design an intervention matrix according to research findings
2. Course Requirements: Grading System
Regular Attendance Baby Thesis 30% class standing 20% term tests
Passing grades Portfolio of Sources 40% final paper 10% deportment
3. PRE-MIDTERM
Delivery Modes/
Specific Objectives Content Coverage Learning Activities/Resources Assessment Schemes
1. participate in interaction on the course I. Orientation:
2. give a brief description of the subject 1. Overview of Course class interaction group / individual input
keyword analysis on terms class participation
3. share reactions on prerequisites of the a. Description / Objectives comment exchange quality contribution
course b. Requirements
4. comment of the grading system c. Grading System
1. watch powerpoint on scope and sequence 2. Course Coverage
a. span / range of topics powerpoint presentations presentations
research findings
2. define new terms based on readings b. logical flow & Limitations reflections on readings
class interaction group output
c. directed study particulars formulations
3. explain the research process in APA style 3. Ground rules guideline formulation
a. interactive session
4. discuss the need for ground rules in class b. suggestions gallery
1. perform the actions asked for on do-strips 4. Teambuilding
2. execute group dynamics for leaderships skills a. organization of learning teams
3. complete the Vision-Mission matrix for ethical simulation games class involvement
and value implications b. clarification of purposes/goals paper work
4. formulate one’s own vision-mission in life group task
c. tasking matrix-making write-ups
5. USC Vision – Mission
4. implications / applications vision-mission writing
1. present vision-mission formulation 6. Learning Experiences
2. post research findings on interactive strategies
3. interact on strategies a. presentations poster presentation posters
4. compare and contrast teaching approaches presentations
5. classify direct teaching from indirect teaching b. interactive strategies quality insights
6. give samples of each interaction on research findings information delivery
c. hands-on (research-based) learning style sheets
d. research findings critiquing teaching-learning styles glossary
e. reflective learning styles
f. experiential-discovery models
1. share readings on research formats 7. Contracting research format showcase exhibits
2. formulate criteria for proposals per APA form APA criteria – analysis argument
3. comment on individual project proposals a. research format comment-sharing quality comments
4. make a Gantt Chart schedule-tracing individual work
5. trace schedule on chart b. research project proposals summative evaluation
c. programming (personal)
d. initiation phase
5. MIDTERM
Delivery Modes/
Specific Objectives Content Coverage Learning Activities/Resources Assessment Schemes
1. present a matrix on differences between II. Review Unit group / individual output
traditional & Montessori system of educ. quality reasoning
2. comment on E.M. Standing’s 12 points 1. The Montessori System of comparison chart HOTS responses
3. recall and share answers to criticisms against Education comment strips matching concepts
Montessori Education informal debate correct answers
2. Components / Elements of the
Montessori System of Educ.
4. discuss what authorities say about Montessori 3. Montessori Today summary of research findings creative synthesis
as it is today & programs too Montessori update: readings logical relationships
4. Dimensions of ECED Program
5. share research findings on teaching models in 5. Instructional Models for ECED drawing connections reasonable connections
early childhood education news clip – sharing quality presentations
6. list recent issues and trends in ECED 6. Controversies / Influences question – answer gallery individual work
7. write learning statements on discussion learning statement – formulation complied assigned task
8. make a reflection paper on developments 7. Other Developments reflection - writing write-ups
8. Current Issues
9. Recent Trends
1. explain the nature of directed study III. Topic Proposal class participation
2. describe the research process in ECED
3. interact on the pros and cons of the Montessori Directed Study: applied data – sharing
models of teaching concept – mapping research findings
4. discuss the need for paradigm shift in teaching 1. Research in ECED truth – hunting: facts on Mont. Ed
early childhood education 2. Success of Montessori models paradigm shift – analysis seat work
5. show titles of researches on ECED 3. Call for New Paradigms research title / topic – review
6. complete at least 10 bibliographies a. Proposed Topics for writing bibliographic entries
Research Projects quality insights
6. b. Bibliographic Entries
bibliographic entries
7. make a poster presentation of topic chosen 4. Presentation of Topics individual topic – presentation
research design display
8. display research design for critiquing 5. Research Designs roasting session finished product
give – and – take (feed-backing) group rating on design
9. comment on individual designs a. Critiquing poster talk quality project
10. recommend areas for improvement b. Feed-backing
11. exhibit final form of research topic in ECED 6. Finalization of Choices
6. take notes on significant readings 7. Phase I: organizational format note – taking summary of readings
7. sort out pertinent information 8. Research proper highlighting data personal databank
8. arrange research notes according to APA 9. Progress Report sequencing / ranking findings research outline
9. defend introductory part of research work oral recitation oral defense / evaluation
10. Oral Defense of Phase I
7. PRE-FINALS
Delivery Modes/
Specific Objectives Content Coverage Learning Activities/Resources Assessment Schemes
1. construct a table of specifications for directed V. Rubric Chart
study or independent study
2. clarify the need for guidelines in undertaking a powerpoint / transparencies of synthesis
research project 1. Guidelines for Directed / summary of findings
3. summarize and collate collective rubrics Independent Study
4. write on the board individual research proposals paper work
for comment sharing 2. Details of the Process comment-sharing
3. Proposals correct answers
group dynamics: rubric writing
5. elucidate reason for chosen topic of argument
research a. justification of entries brainstorming
correction strips posting documentation
6. cite areas for correction and revision b. points for improvement take-home message-giving
7. offer suggestions on points for improvement c. reinforcement
valuable recommendation
8. share readings on Frequently Asked
Questions about Montessori Education
4. FAQ about Mont. Ed. sharing session: research notes research work
9. react on how pseudo-Montessorians use the booklet- making: 100 Mont. info.
name for profit-making 5. Malpractices in Montessori learning corners: + / - of Montessori
10. express understanding of disagreements on practice group / individual output
what is best in early childhood educ. 6. On-going Controversies in
early childhood education quality responses
8. 11. define Compensatory Education in ECED
12. give good reason for emphasizing social,
emotional and intellectual development in early 7. Latest Studies on Freedom board: word meanings individual participation
childhood education Montessori Education Round table discussion
13. explain the rationale for Inclusive Educ. Flashback session
8. Compensatory Education Recall – and – share seatwork
14. make a connection between SPED and
Montessori Education Montessori Moments
9. Other Developments (SPED) SPED readings: reporting socialized recitation
10. Progress Report
11. Oral Defense of Part III
summative evaluation
9. FINALS
Delivery Modes/
Specific Objectives Content Coverage Learning Activities/Resources Assessment Schemes
1. argue on the need for Montessori Education in V. Enrichment
the Public Schools
2. enumerate the effects of changes in society Informal debate argument
3. share research findings on ECED today
4. interact on the challenges facing Montessori 1. Montessori in the Public class participation
Schools interaction
education in today’s world
5. make a schema representing the limitations of
studies in ECED 2. Socio-cultural Changes dyads individual performance
6. recommend better ways of assessing ECED 3. Readings in ECED
4. Challenges in Montessori Educ
5. Limitations of Studies on ECED / schematic diagramming schema
Program Assessment mini-poster: suggestions
give-and-take session
personal contribution
7. discuss class presentation particulars group presentations
8. formulate rating scale according to APA
rubrics / guidelines 6. Final Paper Presentation group / individual presentations
9. present final draft of research work a. Class protocol finished product
10. assign grades to presenters per agreement b. Rating Scale project making
7. Class Evaluation
ratings
feed-backing
11. pick out classmates to compose panel 8. Oral Defense of Phase IV
a. Summary of the Study
b. Methodology / Tool panel selection justifications
12. defend last phase of study c. Scope & Limitations
d. Significance of the Study interaction
e. Related Readings documentation
13. interact with researcher f. Research Design
9. Presentation of the Topic consultation
10. Analysis & Interpretation interaction
10. 14. confer with panelists 11. Conclusion
12. Summary of Findings
13. Recommendations conference / critiquing remarks
15. point out sections for improvement
suggestion gallery
argument
16. finalize paper for final defense of entire oral defense
research work
open forum final exams
11. BIBLIOGRAPHY
Airasian, Peter W. Classroom Assessment: Concepts and Applications. Boston: McGraw-Hill. 2008 (371.260973/Ai72)
Desai, Vandana (editor). The Companion to Development Studies. London: Hodder Education. 2008 (338.9/ C73)
Di Giulio, Robert C. Positive Classroom Management: A Step-By-Step Guide to Helping Students Succeed. Thousand Oaks, CA: Corwin. 2007
(371.1024/D56)
Driscoll, Amy. Early Childhood Education, Birth 8: The World of Children, Families, and Educators. Boston, Mass.: Pearson / Allyn & Bacon. 2007
(372.21/D83)
Gordon, Ann Miles. Beginning Essentials in Early Childhood Education. Australia: Thomson Learning. 2007 (372.21/G65)
Kaufman, Roger. Practical Evaluation for Educators: Finding What Works and What Doesn’t. Thousand Oaks, CA: Corwin. 2006 (379.158/K16)
Lerner, Janet W. Learning Disabilities and Related Disorders. Boston: Houghton Mifflin. 2006 (371.9/L56)
Marsh, Colin J. Curriculum: Alternative Approaches, Ongoing Issues. New Jersey: Pearson Education. 2007 (375.001/M35)
McInerney, Dennis M. (editor). Standards in Education. Charlotte, NC: IAP / Information Age Pub. 2007 (379.158/St24)
Morrison, George S. Early Childhood Education Today New Jersey: Pearson Education. 2007 (372.21/M83)
Riley, Jeni. Learning in the Early Years 3-7. Los Angeles: Sage. 2007 (372.21/L45)
Salend, Spencer J. Creating Inclusive Classrooms: Effective and Reflective Practices. Upper Saddle River, N.J.: Pearson / Merrill / Prentice Hall. 2008
(371.9046/Sa32)
Tauber, Robert T. Classroom Management: Sound Theory and Effective Practice. Westport, Connecticut: Praeger. 2007 (371.1024/T19)
Tanner, Daniel. Curriculum Development: Theory Into Practice. New Jersey: Pearson Education. 2007. (375.001/T15 c.2)
Soderman, Anne K. Creating Literacy- Rich Preschools and Kindergartens. Boston, MA: Pearson / A & B. 2008 (372.6/So16)
12. Starbuck, David. Creative Teaching: Getting It Right. London: Continuum. 2006 (371.102/St28)
Willan, Jenny (editor). Early Childhood Studies: An Introduction to the Study of Children’s Worlds and Children’s Lives. Exeter: Learning Matters. (2007)
(305.231/ Ea75)
Wilmore, Elaine L. Teacher Leadership: Improving Teaching and Learning from Inside the Classroom. Thousand Oaks, CA: Corwin. 2007
(371.100941/W68)
Directed Studies – Early Childhood www.education.pitt.edu/people/PatriciaCrawford/index.aspx?page=instruction
Directed study in early childhood education www-online.shef.ac.uk:3001/pls/live/web_cal.cal_unit_detail?unit_code=EDU7080&ctype=GRAD
Directed Study: Early Childhood Education www.bridgew.edu/Catalog/0607/ECED.pdf
Early Childhood Education Studies www.bcu.ac.uk/courses/education/early-childhood-topup.html
Early Childhood Education Studies www.ed.uce.ac.uk/education/courses/BA_earlyChild.asp
Early Childhood Studies www.jiscpas.ac.uk/documents/ohara_directedtasks.pdf
Education Early Childhood Education Study wapirc.org/index.php?option=com_content&view=article&id=47&Itemid=37
Field Studies in Early Childhood Education www.ed.uab.edu/earlychildhoodeducation/ececourses.htm
Studies: Early Childhood Education catalog.unco.edu/2008-9HTML/CourseDescriptions.13.28.html#1516303
Studies; Early Childhood Education me.rrc.mb.ca/Catalogue/CoursesByTerm.aspx?ProgCode=EARCP-DP&RegionCode=WPG
Studies; Early Childhood Education me.rrc.mb.ca/Catalogue/Course.aspx?RegionCode=WPG&ProgCode=EARCP-DP&CourseCode=ECED-3023
Prepared by: Sister M. Agnes Lentejas, OSF