COURSE: METHODS AND MATERIALS CDT 2613
INSTRUCTOR: CATHY
M. HIGGINS (PHONE: 720-7383 OFFICE, 728-3432 HOME)
CREDIT: 3 SEMESTER HOURS
TEXTBOOKS: Jackson, Hilda. SING ME A STORY! TELL ME A SONG!
Herr,
Judy and Libby, Yvonne. CREATIVE
RESOURCES FOR THE
EARLY CHILDHOOD CLASSROOM 4th Edition.
OBJECTIVES: The student will be able to:
1. Develop an organized schedule of activities in a group care setting.
A. Identify the characteristics including the teacher’s role and child’s role in each daily time block.
B. Write goals and behavioral objectives appropriate for young children, identifying the performance desired, the condition, and criterion.
C. Develop a daily and weekly lesson plan including activities for all areas of development and each time block.
2. Design a physical environment for young children in group care setting.
A. Graph a classroom using five or more learning centers, listing equipment, materials, and other resources.
B. Explain the use of the labeling and planning board.
C. Graph the outdoor play area including five or more centers that are developmentally appropriate, listing equipment, materials, and other resources.
3. Examine various commercial curricula for young children.
A. Compare and contrast different approaches to curriculum including structured academic skills, thematic units, and developmentally appropriate experiences.
B. Identify guidelines for selecting and implementing developmentally appropriate nonbiased commercial curricula.
C. Compare and critique a variety of curricula and assessment instruments.
TEACHING METHODS: Participation in laboratory activities, student projects, videos, field trips, demonstrations, hand-out sheets, unit idea notebook, curricula/assessment critiques, and guest speakers.
EVALUATION: The
student’s grade will be determined by completing course requirements and
participation. Not meeting deadlines
will affect the student’s final grade.
COURSE REQUIREMENTS:
1. Attendance: Refer to NMCC policy
2. Written Lesson Plans: Includes behavioral objectives, materials needed, developmentally appropriate activities and plans, procedure, etc. These will cover a variety of areas (language arts, science, mathematics, creative art, etc.). The instructor will assign flow sheets and daily lesson plans.
3. Design a day care facility to include indoors and outdoors graphed areas. Include five or more centers that are developmentally appropriate for young children and list the equipment, materials, and other resources needed for each area.
4. Compare and critique a variety (at least 5 different ones) of curricula and assessment instruments. See instructor for evaluation form.
5. Teacher-Made Games Select at least 2 games to make for the use of young children. The games must be from different areas—one must be a flannel board story--and must be approved by the instructor before construction starts. (Suggestion: Select ones that can be used with your unit plan.) The teacher-made games should be of the type to be used over-and-over. Difficulty, workmanship, neatness, durability, and effort will determine the grade!
6. Recipe Chart: Each student must include at least one (1) cooking activity in the assigned unit plan. A recipe chart must be prepared to illustrate the recipe using the instructor’s instructions. All recipes included in the unit plan must be approved by the instructor and included in the recipe chart book.
7. Unit Plan Idea Notebook: Each student will compile a notebook of ideas related to her assigned unit plan topic. The notebook will be divided into the following areas with 10 ideas in each section unless otherwise stated: transition time, group time, music/movement activities, art activities(5), science activities(5), math activities(5), cooking activities (5), language arts activities(5), finger plays, books/stories, bulletin board ideas (5), and records/CDs (5). Divide each section using tabs and number each idea from 1 to 10 (5 in stated sections) within that area. Use each idea only once. Be sure to label publication information so that ideas may be found easily again. Use at least 5 different resources within each section. For example, one each from the 2 textbooks, one from Mailbox Sources, one from the internet, and one from the other sources in the library can be used. You may copy materials from the internet, magazines, books, and personal files/sources.
*DUE DATES
1. Assigned thematic outlines for weeks other than assigned unit plan: due on Monday, 1 week before it is scheduled to start or as assigned by instructor.
2. Bulletin Boards: due to be completed by 12 PM on Monday of the assigned week.
3. Unit Plan Idea Notebook: due on Friday, September 6, 2002. (Methods and Materials class assignment)
4. The completed unit plan for everyone is due no later than lOAM on
5. Chart Tablet for Recipe: due Friday before assigned unit plan starts...
6. All materials that support your unit plan week are to be turned in at the end of the day Friday of your unit plan week.
*NOT MEETING
THESE DEADLINES WILL AFFECT YOUR GRADE!
UNIT PLAN OUTLINE
1. Overall Goals. These should be general goals that should relate to your total unit plan activities. What do you hope to accomplish by teaching this unit? The objectives that you use for each of your teacher-instigated activities should be reflected in your overall goals.
2. Vocabulary and Concepts: Include on this page terms and definitions that will be introduced during your unit plan week. Also include any specific concepts that you will be teaching during this unit.
3. Individual Activities: Plan for at least five individual activities/resources to make available for the children each day during self-selected center activity time. These should reinforce your goals for the unit under study. Give a brief description of each activity/resource planned. If needed, include patterns and directions. You do not need to list objectives and procedures for these activities. Also include directions for setting up the learning centers to carryout your unit plan theme.
4. Teacher Instigated/Extension Activities: These are the activities that you will perform with small and/or whole groups of children. Include the name of the activity, specific objectives for the activity, materials needed, procedures to follow, special instructions, if necessary, and follow-up activities when appropriate. The following curriculum areas should be included: art, mathematics, language arts, science, sensory/cooking, and large/small motor activities. An AM and a PM activity is planned for each day.
5. Whole Group Activities:
A. Discussion Time: Include descriptions of a special idea that is to be used as the main topic of discussion. Reinforce the idea by reading a book. Use sentence strips to list information about the book: title, author, and illustrator/photographer. It is not limited to but could include any of the following extensions:
a show and tell ~me (teacher and/or children bring an item from home)
use of a puppet
use of fingerplays
flannel board stories
flip charts
teacher made games
special visitor
video
Use a motivator—something concrete—that will encourage participation. Be sure to include the general topics that are used each day: attendance chart, weather chart, day of week and month, and special holidays.
B. PM Recall/afternoon group activity: Gather children together in a circle, and encourage them to recall that day’s activities. Include a review of new songs and fingerplays. Keep this time short unless children feel a need to expand it! Read a book or other language activity and then extend it in the small group activity.
C. Music/Story Times: List songs, records, or stories to be used for a 10 to 15 minute music time and a 10 to 15 minute story time. Indicate materials when needed and also location of songs, records, and books used. Fingerplays should also be included to hold the child’s attention and to introduce a change of pace. List any songs, fingerplays, books, and poems used in the unit plan in the appendix of your unit plan and include the source/publishing information. A general procedure outline for each music and story time should be included in the unit plan. A minimum of 25 books need to be on display in the language arts area and other centers.
For organizational purposes, number the poems, fingerplays, and songs in each section beginning with the numeral 1. In the main body of the unit plan refer to specific ones used as “The Bunny Hop,” Song #4; or “Myself,” Poem #9; or “Here Is Grandma’s Glasses,” Fingerplay #6. Include a variety of poems, fingerplays, songs, and records/CDs. Each unit plan should have a minimum of 5 new fingerplays and songs each. Include all—familiar and new ones---in the appendix with directions as necessary.
6. Transitional
Times: This is the time period in which the children are directed from
one activity to another. Include these in the unit plan and indicate briefly
what song, fingerplay, or special activity that you will use to move children
from one activity to another. One major idea is to be used each day to move the
children from the classroom to the dining area and back. This list should be
posted by the classroom door for easy reference.
7. Appendix:
Your appendix should include, but it is not limited to, any songs, fingerplays, poems, books, patterns,
and recipes used during the week of your unit plan. Also include a sketch of the bulletin board you
designed for your unit. Story time books
and resource books need to be listed with the author’s name, publishing company
and name. Directions and patterns for your teacher-made game should also be
included. Include your bibliography
for sources and materials used for teacher planning and everything needed for the unit plan. Remember to include your flow/thematic
sheet. Use tabs to separate and label different sections.
8. Flow/thematic
outline Sheet: Before you start to type your unit plan, be sure to get
your completed flow sheet approved by the instructor. You may use the form included in SING ME A STORY! TELL ME A SONG!
9. Grocery List: List amount and sizes of items of grocery supplies needed for unit. Indicate which items you will supply. Be economical. Remember to include one activity that requires the use of your recipe chart: food item, play clay, etc.
REMEMBER—YOU ARE RESPONSIBLE FOR YOUR UNIT PLAN AND MEETING DEADLINES AND ASSIGNMENTS. Classmates may help, but the responsibility is yours. You are responsible for the bulletin board, teacher-made games, classroom decorations, and other materials necessary for that week.
UNIT PLAN OUTLINE SUGGESTIONS
1. TITLE PAGE: This includes the name of the unit plan, the date of the unit plan, and the student’s name.
2. OVERALL GOALS: These should be listed on the next page. These are broad goals that should encompass every area of a child’s development in the classroom/learning environment:
a. cognitive areas to include language arts, math, science, social studies, creative arts, arid cooking activities
b. physical development to include gross and fine motor, coordination, good nutrition, and movement skills ~
c. emotional development to include positive expression of feelings, promotion of self-esteem and appreciation of individual differences, learning to deal with stress, and independence skills
d. social development to include getting along with peers and adults, obeying practicing good manners, character development, willingness to cooperate others, developing feelings of empathy and a sense of humor
e. creativity development to include visual arts, physical activity, emotional-social expression, music, and language
Emphasis should be on what you hope to accomplish by
teaching this unit.
3. VOCABULARY/CONCEPTS: This page includes the terms and definitions that will be introduced as well as the major concepts you plan to teach during your unit plan week. Use the Word Wall and other locations to extend skills of language arts.
4. DAILY PLANS: Starting with Monday, list the following each day:
a. Day of Week
b. Transition Idea for the Day
c. Whole Group Activity (Circle Time/Discussion)
Use something concrete as a motivator and introduce that day’s activities. Also include the general topics that are used each day: attendance chart weather chart, day of week, month, and special holidays. Read one book to emphasize the topic for that day. Add words to the Word Wall. (Refer to Unit Plan Outline, 5-A)
d. Music Time
List all songs, fingerplays, and movement activities in order of presentation. Be sure to number each so that it corresponds to its listing in the appendix (see Unit Plan Outline 5-C). Remember each music time plan must be stated in such a way that another person can easily present it by following your written instructions. Allow 10 to 15 minutes for music time. Be sure to include a variety of enough music and movement activities. Use CDs and records as needed. Include directions and materials so that the person presenting it can understand what you want.
e. AM Teacher instigated Activity (Refer to Unit Plan Outline 4)
f. Individual Activity (Refer to Unit Plan Outline 3) This activity should be available during the children’s free playtime, both morning and afternoon.
g. Story Time (Refer to Unit Plan Outline 5-C)
h. PM Teacher Instigated Activity (Refer to Unit Plan Outline 4)
i. PM Recall (Refer to Unit Plan Outline 5-B) After Recall Time the children may be read stories, and/or participate in musical action songs, motor activities, or children’s games.
5. APPENDIX: This must be complete!
(Refer to Unit Plan Outline 7)
The appendix should be divided into as many sections as you need. Suggestions include poems, ‘fingerplays, songs, records/CDs, books, flannel board stories with patterns, teacher-made materials with patterns and instructions, recipes, flow sheet, teacher instigated activities lesson plans, bulletin board outline with description, and bibliography.