HDF435 U1 L1

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HDF435 U1 L1

  1. 1. Unit 1, Lesson 1 <ul><li>Introduction to HDF/SES 435 and the Teacher’s Role </li></ul>
  2. 2. Today’s Class <ul><ul><li>Introductions </li></ul></ul><ul><ul><li>Course Syllabus and Requirements </li></ul></ul><ul><ul><li>The Teacher’s Awesome Power and Dispositions </li></ul></ul>
  3. 3. Course Goals <ul><li>To provide early childhood education students with foundational knowledge and practical skills for teaching children (with and without disabilities) in inclusive preschool settings. </li></ul>
  4. 4. Course Goals <ul><li>To provide opportunities for students to demonstrate knowledge of appropriate content for preschoolers in the areas of physical, motor, cognitive, and language development, and of teaching practices that promote children’s development and learning in these areas. </li></ul>
  5. 5. Course Objectives <ul><ul><li>Describe historical, legal and policy issues </li></ul></ul><ul><ul><li>Describe developmental and academic areas and how to apply this knowledge to promote optimal development </li></ul></ul><ul><ul><li>Identify and use Foundations Widely Held Expectations </li></ul></ul><ul><ul><li>Provide examples of a variety of teaching strategies and activities </li></ul></ul><ul><ul><li>Describe characteristics of English Language Learners and how to meet their needs in preschool settings </li></ul></ul><ul><ul><li>Describe characteristics of children with disabilities and how to meet their needs in preschool settings </li></ul></ul>
  6. 6. Course Objectives <ul><ul><li>Design learning indoor and outdoor learning environments </li></ul></ul><ul><ul><li>Identify and demonstrate understanding of differences in preschool children’s learning and culturally responsive learning environments </li></ul></ul><ul><ul><li>Explain and critique resources, services, and transition options </li></ul></ul><ul><ul><li>Identify key elements of an integrated approach to curriculum </li></ul></ul><ul><ul><li>Evaluate the preschool curricula </li></ul></ul>
  7. 7. Evaluation Methods and Guidelines for Assignments <ul><li>Remember… specific guidelines for each assignment will be provided during the semester. </li></ul>
  8. 8. Class Participation and Readings <ul><ul><li>Demonstrate regular attendance </li></ul></ul><ul><ul><li>Actively participate in online class discussions, blogs, and wikis </li></ul></ul><ul><ul><li>Read assigned materials before each class and demonstrate your knowledge of them during class activities </li></ul></ul><ul><ul><li>Be on time with class postings, discussions, and assignments </li></ul></ul>
  9. 9. Guided Reading/Reflections <ul><li>Four guided reading/reflection assignments are required describing… </li></ul><ul><ul><li>Typical and atypical children’s development in the areas of physical/motor skills, science, cognition and creative expression. </li></ul></ul><ul><ul><li>Teaching strategies that can promote children’s development in these areas. </li></ul></ul>
  10. 10. Playground Assessment Assignment <ul><li>Observe children on a playground and evaluate the appropriateness of the playground (rubric provided) </li></ul><ul><li>Describe changes in the playground you would recommend to… </li></ul><ul><ul><li>improve and/or eliminate safety concerns </li></ul></ul><ul><ul><li>create a more developmentally appropriate and enriching outdoor environment for children with and without disabilities </li></ul></ul>
  11. 11. Approaches to Learning Classroom Observation <ul><li>Observe the video-taped teacher-child and child-child interactions in an inclusive preschool classroom </li></ul><ul><li>Complete a report that analyzes… </li></ul><ul><ul><li>the degree to which children with and without disabilities demonstrated positive approaches toward learning </li></ul></ul><ul><ul><li>factors within the classroom that promote and inhibit children’s positive approaches to learning </li></ul></ul>
  12. 12. Art Center Project <ul><ul><li>Design an art center (including the physical layout and all materials) </li></ul></ul><ul><ul><li>Write plans for five activities that could be implemented in the center </li></ul></ul><ul><ul><li>Include a description of adaptations/ modifications that could be used with children with disabilities </li></ul></ul>
  13. 13. Field Trip Plan <ul><li>Present a plan for a field trip focused on social studies content. </li></ul><ul><li>Include the goals for the activity, the content that will be addressed, how families will be incorporated into the experience, how to prepare children for the trip, the logistics of carrying out a field trip, and how provide follow-up experiences that will reinforce what children learned on the field trip after returning from the trip. </li></ul>
  14. 14. Belief Statement <ul><li>Write a 3-4 page belief statement on your views of an integrated curriculum, and how to use an integrated curriculum approach when teaching children with disabilities </li></ul>
  15. 15. Online Quizzes <ul><li>Online quizzes to demonstrate knowledge acquired in the course. </li></ul><ul><li>The quizzes will include multiple choice, true false, and short answer questions completed on BlackBoard. </li></ul>
  16. 16. Curriculum Presentation <ul><li>Choose one preschool curriculum that has been approved for use in the More at Four program. </li></ul><ul><li>Compile information about the curriculum and evaluate the strengths and weaknesses of the curriculum. </li></ul><ul><li>Results will be presented to the class. </li></ul>
  17. 17. Required Readings <ul><li>Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs, 3rd edition. Washington DC: NAEYC. </li></ul><ul><li>North Carolina Department of Public Instruction. (2005). Foundations: Early learning standards for North Carolina preschoolers and strategies for guiding their success. Raleigh, NC: Author. http://www.dpi.state.nc.us/success/ . </li></ul><ul><li>  Selected readings on e-reserves </li></ul>
  18. 18. Course Policies <ul><ul><li>Academic Integrity Policy ( http://academicintegrity.uncg.edu/complete ) </li></ul></ul><ul><ul><li>Identified special needs </li></ul></ul><ul><ul><li>Written assignments </li></ul></ul>
  19. 19. <ul><li>Effective Early Childhood Education </li></ul>
  20. 20. The Teacher’s Awesome Power <ul><ul><li>What is a disposition? </li></ul></ul><ul><ul><li>Why is disposition so important for teachers? </li></ul></ul><ul><ul><li>What are your disposition characteristics? </li></ul></ul><ul><ul><li>What are the areas you would like to improve? </li></ul></ul>
  21. 21. The Teacher’s Awesome Power <ul><ul><li>Raywid says the classroom teacher determines &quot;who will be the winners and who the losers&quot; in the classroom. What does she mean by this? Are there losers in classrooms? </li></ul></ul><ul><ul><li>Raywid also suggests that students are sometimes forced to choose between their self-respect and self-esteem on one hand and school on the other. Why does she say this? Do you think this applies to preschool children? </li></ul></ul><ul><ul><li>Do you believe that a teacher has &quot;awesome power&quot; over the children he or she teaches? Do you agree with Raywid's suggestions for teacher behavior? Why or why not? </li></ul></ul>
  22. 22. The Teacher’s Awesome Power <ul><ul><li>How does the Raywid article relate to disposition? </li></ul></ul><ul><ul><li>How will you ensure you are using your power to benefit young children? </li></ul></ul>

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