Eece 311 syllabus queens college fall 2012 children in cultural context ii learning and teaching
Division of Education
Department of Elementary and Early Childhood Education
Fall 2012 - 3 credits
Seems like this course demands a lot of time...
Course Number: EECE 311
Course Title: Children in Cultural Context II: Learning and Teaching
Instructor: Fathima Humera, Ph. D.
This course is part of semester III in the undergraduate initial
certification sequence in Childhood Education, 1-6. This course will examine the
major learning theories and general principles underlying effective instruction.
Classroom structures and management, intelligence, learning styles, individual
assessment, and the impact of culture and class will be explored. There is an
intensive field component that allows students the opportunity to observe,
teach and then reflects on their experiences with children.
Woolfolk, A. (2011). Educational Psychology: Active Learning Edition (11th
ed.). Boston: Allyn and Bacon.
Journal articles from peer review journals, which publish articles in the fields
of education and/or psychology, will be used in this course.
As a result of this course, students will be able to:
Understand how to teach purposefully and planned outcomes by using
learning theory and applying it to the classroom and to the conjunction of
Be reflective learners, aware of their own biases, prejudices, and
To transcend these attitudes by understanding individual differences
among students with diverse backgrounds. Apply their understanding of
individual, linguistic, and cultural differences to their attitudes about
teaching students from diverse backgrounds.
Articulate differences between typical and atypical behavior and learning
patterns in order to individualize instructional approaches for their
Demonstrate an understanding of the principles and practices of
motivation and communication and their application to promoting student
interest, cooperation, and achievement.
Utilize their understanding of human relationship skills to foster positive
relationships with children, parents, and colleagues.
Conceptual Framework: Queens College Principles for Educator Preparation
Queens College is located in the diverse urban community of Flushing, in
the New York City borough of Queens. This course is aligned with the core
value of the education unit of promoting equity, excellence, and ethics in urban
schools and communities. More specifically, the education unit is committed to
preparing teachers and educational professionals who: a) built inclusive
communities that nurture and challenge all learners; b) demonstrate
professionalism, scholarship, efficacy, evidence-based practice and reflection;
and c) value diversity, democracy, and social justice
This course is being offered by the Elementary and Early Childhood
Education Department, which is part of the education unit at Queens College.
The education unit seeks to promote equity, excellence, and ethics in urban
education and is committed to developing competencies in all teacher
preparation and other education professional candidates that will enable them
1) Hold high expectations for all learners,
2) Work as change agents to promote equity and social justice,
3) Foster nurturing and challenging democratic learning communities, and
4) Respect and honor diversity.
This course is aligned with the education unit’s commitment to preparing
educational professionals to work in diverse urban and suburban communities.
Specifically, the knowledge, skills, and dispositions that candidates will
develop/demonstrate upon the successful completion of this course are directly
linked to the educational unit’s seven principles: 1) Discipline Specific
Competencies, 2) Learning and Development, 3) Families and Urban Communities,
4) Diversity and Inclusion; and Democracy and Social Justice, 5) Language and
Literacy, 6) Curriculum, Instruction and Assessment, and 7) Technology.
The Education Unit’s Core Values
Equity: The Education Unit is committed to preparing teachers and other school
personnel to build inclusive communities that nurture and challenge all learners.
Excellence: The Education Unit is committed to preparing teachers and other
school personnel who demonstrate professionalism, scholarship, efficacy,
evidence-based practice, and reflection.
Ethics: The Education Unit is committed to preparing teachers and other school
personnel who value diversity, democracy, and social justice.
CUNY Policy on Academic Integrity
Academic dishonesty is prohibited in the City University of New York and
is punishable by penalties, including failing grades, suspension, and expulsion has
provided at http://qcpages.qc.cuny.edu/provost/policies/index.html
Students with disabilities needing academic accommodations should: (1)
register by providing the appropriate documentation to the Special Services
Office, Kiely 171; (2) bring a letter to the instructor indicating the need for
accommodation and what type. This should be done during the first week of
class. For more information about services available to Queens College students
contact: Special Services Office, Kiely 171; (718) 997-5870 (8:00AM to
Use of Student Work
All teacher education programs in the state of New York undergo
periodic reviews by accreditation agencies and the state Department of
Education. For these purposes, samples of students’ work are made available to
those professionals conducting the review. Student anonymity is assured under
these circumstances. If you do not wish to have your work made available for
these purposes, please let the professor know before the start of the second
class. Your cooperation is greatly appreciated.
OVERVIW OF ASSIGNMENTS-Detailed guidelines and grading for each
assignment will be given separately)
1. Exams (20%)
There will be TWO examinations; Exam I will be a TAKE HOME EXAM
and Exam II will be an IN CLASS EXAM. The questions on these exams will
comprise of multiple choice and short answers. This will require in-depth
understanding of the material. Be prepared for every class, take notes, and
seek to apply concepts and theories as you work in the field.
2. Class Activities and Homework Assignments (30%)
Each class meeting you will be completing class activities. These activities
will be allotted points. If you miss a class session you will MISS your points; NO
MAKE-UP FOR IN CLASS ACTIVITIES. Therefore, it is important that you are
present for all the class sessions. There will be altogether approximately 15 In-
class activities and Homework assignments. ALL HOMEWORK ASSIGNMENTS
NEED TO BE TYPED. IN CLASS ACTIVITY MATERIAL WILL BE POSTED ON
BLACKBOARD AND NEED TO BE PRINTED OUT BEFORE CLASS. If an In-
Class activity is submitted on regular paper points will be taken out.
3. Observation Report (10%)
You will be observing children in early childhood classrooms and writing a
report about your observations. (see attached)
4. Research Paper and Presentation (20%)
This assignment will be completed in groups of THREE to FOUR
STUDENTS. You will be selecting your group members and working on an
assigned topic throughout the semester. There are two parts to this
assignment. Part I: WRITING A PAPER and Part II: PRESENTING the
information gathered using Power Point to the class end of the semester. (see
5. Class Participation (10%)
a. Attendance and punctuality (5%)
Attendance in class is highly recommended. Missing class sessions will
hinder your process of learning from and contributing to the class
discussions. Students who are late or absent with legitimate excuses
need to inform the instructor at least 24 hours ahead of time and
provide documentation for the absence (feel free to email or call me).
Note that TWO unexcused absences will lower your grade by one
interval. When you attend class, you are expected to arrive on time.
You are expected to attend the whole class session.
b. Participation in class discussions (5%)
It is important that you play an active role in class discussions. The
purpose of class discussion is to give you opportunities to explore your
thoughts, questions the concepts described, challenge your fellow
classmates ideas (in a non-threatening manner), clarify questions that
might arise. In order to maintain a cohesive learning community, we
need to address each other’s questions and quarries in a respectful
manner. I will be making a note of how much you participate
(contribute to class discussions) in class. I NEED TO HEAR YOUR
VOICE DURING CLASS DISCUSSIONS.
6. Reflective Journal (10%)
Throughout the semester you will be responsible for maintenance of a Journal
that addresses your understanding of the first course intention: Reflect on
one's own experiences as a child and adult and relate these reflections to your
personal and professional development.
Your weekly journal is a tool to express your thoughts, feelings, and ideas about
what you experiences as a child or what you see at the early childhood setting
or what you read in your textbook or even what we discussed in class. Since
these will be turned in weekly, it will form a platform for an ongoing dialogue
with the instructor. If you are ABSENT on the day of a particular journal
entry you will miss journal point for that day.
Standards for professional documents
All professional documents must be machine printed in a clearly readable
12-point font (T). Part of your preparation as an Early Childhood Teacher is
the careful attention to documentation of your work. Unless instructed
otherwise all written materials you turn in should be considered professional
documents that reflect your best ability to write. This means that your ability
to write in a clear, effective, and cohesive manner will affect your final
If you are experiencing any difficulty making sense of assigned readings
or assignments in general, do not hesitate to come to me. I am available
for consultation at any day and time that we mutually agree upon. If
accommodations need to be made to help you learn with more ease, please
inform me by the end of the second session. I will find ways to address
2. Collaboration. You will be working with a group throughout the
semester. Working in groups gives you the opportunity to hear multiple
perspectives and reach higher levels of understanding. Take an active
role in making this happen.
We are all part of a learning community. We are all learners and
thinkers. Let us respect each other’s opinions, ideas and differences.