online
Objectives The learner will:
Standards
EC-6 Pedagogical Knowledge
DOMAIN I—DESIGNING INSTRUCTION AND ASSESSMENT TO PROMOTE STUDENT
LEARNING
Competency 001
The teacher understands human developmental processes and applies this
knowledge to plan instruction and ongoing assessment that motivate students and
are responsive to their developmental characteristics and needs. (Ex, CA, D)
The beginning teacher:
through grade 4 on individual development and on society.
development of students in early childhood through grade 4.
characterizes students in early childhood through grade 4 and the implications of
this developmental variation for instructional planning.
childhood through grade 4 (e.g., nutrition, sleep, prenatal exposure to drugs,
abuse) and knows that students' physical growth and health impact their
development in other domains (e.g., cognitive, social, emotional).
early childhood through grade 4 (e.g., lack of affection and attention, limited
opportunity for verbal interactions, changes in family structure) and knows that
students' social and emotional development impacts their development in other
domains.
important role of play in young children's learning and development.
(i.e., from primarily concrete thinking to the ability to reason and think logically,
to understand cause and effect, and to organize information systematically).
through grade 4 impact learning and performance.
early childhood through grade 4 to plan meaningful, integrated, and active
learning and play experiences that promote the development of the whole child.
physical, emotional) impacts development in other domains.
Competency 002
The teacher understands student diversity and knows how to plan learning
experiences and design assessments that are responsive to differences among
students and that promote all students' learning. (Ex, CA, D)
characteristics (e.g., those related to ethnicity, gender, language background,
exceptionality) and the significance of student diversity for teaching, learning, and
assessment.
skills, interests, and learning needs, including the needs of English language
learners and students with disabilities.
access to technology) and knows how to plan instruction that is responsive to
cultural and socioeconomic differences among students.
Competency 003
The teacher understands procedures for designing effective and coherent instruction
and assessment based on appropriate learning goals and objectives. (Ex, D)
effectiveness, and guide instructional planning for individuals and groups.
Competency 004
The teacher understands learning processes and factors that impact student learning
and demonstrates this knowledge by planning effective, engaging instruction and
appropriate assessments. (CA, Ex, D)
instructional strategies and appropriate technologies to facilitate student learning
(e.g., connecting new information and ideas to prior knowledge, making learning
meaningful and relevant to students).
grade 4 (e.g., attention span, need for physical activity and movement) impact
teaching and learning.
expectations, availability of community resources, community problems) impact
student learning, and plans instruction and assessment with awareness of social
and cultural factors to enhance all students' learning.
student roles (e.g., active learner, observer, group participant) impact student
learning.
DOMAIN II—CREATING A POSITIVE, PRODUCTIVE CLASSROOM ENVIRONMENT
Competency 005
The teacher knows how to establish a classroom climate that fosters learning, equity,
and excellence and uses this knowledge to create a physical and emotional
environment that is safe and productive. (CA, D, Ex)
childhood through grade 4 to establish a positive, productive classroom
environment (e.g., encourages cooperation and sharing, teaches children to use
language to express their feelings).
learning, recognizes the benefits and limitations of various arrangements of
furniture in the classroom, and applies strategies for organizing the physical
environment to ensure physical accessibility and facilitate learning in various
instructional contexts.
students' emotional needs and respects students' rights and dignity.
Competency 009
The teacher incorporates the effective use of technology to plan, organize, deliver,
and evaluate instruction for all students. (CA)
(e.g., locating information on networks, accessing and manipulating information
from secondary storage and remote devices, using online help and other
documentation, evaluating electronic information for accuracy and validity).
formats (e.g., slide show, multimedia presentation, newsletter) and applies
procedures for publishing information in various ways (e.g., printed copy, monitor
display, Internet document, video).
applications in problem-solving and decision-making situations; implement
activities that emphasize collaboration and teamwork; and use developmentally
appropriate instructional practices, activities, and materials to integrate the
Technology Applications TEKS into the curriculum.
DOMAIN IV—FULFILLING PROFESSIONAL ROLES AND RESPONSIBILITIES
Competency 011
The teacher understands the importance of family involvement in children's education
and knows how to interact and communicate effectively with families. (Ex, CA, D)
work and communicate effectively with families in various situations.
aspects of the educational program.
characteristics, backgrounds, and needs.
Information about students' progress) and responds to their concerns.
caregivers.
enhance family involvement in student learning.
ACEI Standards
Development, Learning and Motivation
1. Development, Learning and Motivation—Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. (CA, D)
Curriculum Standards
2.8 Connections across the curriculum—Candidates know, understand, and use the connections among concepts, procedures, and applications from content areas to motivate elementary students, build understanding, and encourage the application of knowledge, skills, and ideas to real world issues. (CA, D)
Professional Standards
5.3. Collaboration with families—Candidates know the importance of establishing and maintaining a positive collaborative relationship with families to promote the academic, social and emotional growth of children. (D, CA, Ex)
NAEYC Standards
Standard 1. Promoting Child Development and Learning. Candidates use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children. (CA, D, Ex)
Standard 2.Building Family and Community Relationships. Candidates know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning. (Ex, CA, D)
Standard 3.Observing, Documenting, and Assessing to Support Young Children and Families. Candidates know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children’s development and learning.(CA, D, Ex)
Standard 4.Teaching and Learning. Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all children. (CA, D, Ex)
Standard 5. Becoming a Professional. Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. (CA, D)
Assignments/Grading Procedures
1. Exam (34 points):
There will be four scheduled exams for this course. Each exam is worth 8.5 points. The format for each exam will be multiple-choice. Each student will have 90 minutes to take each online exam. Exams will be open at 6:00 a.m. and must be completed by 11:59 p.m. You will have 90 minutes to take each exam. Please do not take the exam with your fellow classmates. Exams are an individual effort. See the course outline above for exact exam dates.
2. Learning Assignments (Related Chapter Assignments) (38 points):
Everyone will be required to complete 5 assignments related to the course. These assignments should be submitted to me (via the Web CT-Assignment Link) on or before the due date (see course outline). Please have your assignments completed by the due date. Points will be taken off for late assignments. Each assignment should be thoroughly examined using information from past experiences and the text. They should also be free of grammatical errors, titled, and double-spaced. Please see the course calendar for specific due dates and assignments. These assignments will be the basis for class activities and discussions. Each assignment is worth the following: Learning Assignment #1= 3 points, Learning Assignment #2= 3 points, Learning Assignment #3= 6 points, Learning Assignment #4=8 points, and Learning Assignment #5=18 points. See Learning Assignment Instructions Icon on Web CT.
3.WebCT Online Discussions (28 points):
Each student will be required to participate in online discussions related to the text and additional course materials. Using Web CT, students will be required to post to each discussion board at least 6 times. See course calendar for actual dates. Online responses should be done throughout the week which allows you to interact with your peers more effectively. Posting all of your discussion responses on the same day is unacceptable. The discussion board should read like an online conversation, so each student should begin their posts immediately to allow other students adequate time to respond to your posts. Specific directions will be given with each discussion assignment. Responses should reflect information related to the text/course materials and provide insight into your thoughts and concerns regarding the topic or issue presented (e.g. personal stories, experiences, opinions, quotes from the book, theorists, etc…). One word responses and incomplete answers are unacceptable. Make sure your posts push the discussion forward. “Good point, Tom!” is an example of a less desirable post. A more desirable response would be: “I agree, Tom. Our text does support…… Piaget’s theory of Cognitive development states that…At my daycare I saw an example of….” Students will be required to participate in 8 online discussions. Please see the course calendar for online discussion dates and topics. Each discussion will be worth 3.5 points.
Assignments/Submission Format/ Policy 1. Exam (34 points): There will be four scheduled exams for this course. Each exam is worth 8.5 points. The format for each exam will be multiple-choice. Each student will have 90 minutes to take each online exam. Exams will be open at 6:00 a.m. and must be completed by 11:59 p.m. You will have 90 minutes to take each exam. Please do not take the exam with your fellow classmates. Exams are an individual effort. See the course outline above for exact exam dates.
2. Learning Assignments (Related Chapter Assignments) (38 points): Everyone will be required to complete 5 assignments related to the course. These assignments should be submitted to me (via the Web CT-Assignment Link) on or before the due date (see course outline). Please have your assignments completed by the due date. Points will be taken off for late assignments. Each assignment should be thoroughly examined using information from past experiences and the text. They should also be free of grammatical errors, titled, and double-spaced. Please see the course calendar for specific due dates and assignments. These assignments will be the basis for class activities and discussions. Each assignment is worth the following: Learning Assignment #1= 3 points, Learning Assignment #2= 3 points, Learning Assignment #3= 6 points, Learning Assignment #4=8 points, and Learning Assignment #5=18 points. See Learning Assignment Instructions Icon on Web CT.
3. WebCT Online Discussions (28 points): Each student will be required to participate in online discussions related to the text and additional course materials. Using Web CT, students will be required to post to each discussion board at least 6 times. See course calendar for actual dates. Online responses should be done throughout the week which allows you to interact with your peers more effectively. Posting all of your discussion responses on the same day is unacceptable. The discussion board should read like an online conversation, so each student should begin their posts immediately to allow other students adequate time to respond to your posts. Specific directions will be given with each discussion assignment. Responses should reflect information related to the text/course materials and provide insight into your thoughts and concerns regarding the topic or issue presented (e.g. personal stories, experiences, opinions, quotes from the book, theorists, etc…). One word responses and incomplete answers are unacceptable. Make sure your posts push the discussion forward. “Good point, Tom!” is an example of a less desirable post. A more desirable response would be: “I agree, Tom. Our text does support…… Piaget’s theory of Cognitive development states that…At my daycare I saw an example of….” Students will be required to participate in 8 online discussions. Please see the course calendar for online discussion dates and topics. Each discussion will be worth 3.5 points.
Assignments must be submitted on time to receive full credit. All assignments must be turned in no later than one week past the deadline. Points will be deducted for late assignments. Assignments turned in more than two weeks after the deadline will not be accepted.
Participation Policy (Read Welcome Letter on Course Content Page —Web CT)
Plagiarism Statement
“By enrolling in this course, the student expressly grants MSU a ‘limited right’ in all intellectual property created by the student for the purpose of this course. The ‘limited right’ shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality, authenticity, and educational purposes.” (from Student Handbook)