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