1. Monday & Wednesday 6:30-7:45 North Seattle Community College, IB 1409
CCE 125: Program Planning
Monday & Wednesday 6:30-7:45
North Seattle Community College, IB 1409

2. CCE 125: Program Planning Candice Hoyt, Faculty
(206) (until 9 pm)
Office hours by appointment
Syllabus:
Online—Angel:
CCE 125 Program Planning (Hoyt - hybrid) W10

3. Monday 3/1 Art Center (Expressive Art) Eliciting Method
From: The Basics of Expressive Art by Tom Drummond
Eliciting Method
Large Group Activities
Small Group Activities
Curriculum
A 4: Curriculum Plan overview
A 3.5: Natural Science Display reminder – due 3/3 in class
Monday
3/1
MATERIALS
- paper with squares
- Video of child painting
- Video of child writing name

4. Eliciting Method of Reading
Choose the right book!
Wordless books
Pattern story books
Story books that work
Process:
Model the statement you desire from the children
Wait at least 5 seconds for children to initiate similar statements
Respond warmly to comments that are on the topic

5. Large Group Activities
Field trips: Experiences in common for children & not TV
A look into the community
Boys & girls working together
Teacher w/clipboard writes what children say
Small group for field trip discussion
Stories
Fairy tales enacting
Story telling
Books
Eliciting method
Picture books
Books read by teacher
Exploration activities:
Bubbles:
Outside: Bubbles with wands
Inside: represent with black pen + 1 sheet of white paper
Post all & discuss as large group
Meeting
Check-in about projects, class rules and happenings
Sharing time (values?)
News & Moves
Process Chart demonstrate
Natural Science Display
Cleanup
Music
Games – outside? – duck-duck-goose, etc.

6. Show and Tell? Kids can bring in anything Sharing pouch: letter pouch
1-limit rule for bringing things in
Showing: show upon arrival then parents take home (at drop off)
From home need to let other kids see or stay in cubby (no tantrums)
News & moves: each kid has a turn around the circle
Toy from home stays in cubby until after school
Last year I did show and tell every week, 1 hour each day (at least)
Child’s special week where they got to bring in show-and-tell for that week; encouraged ordinary things of some value
The hot new toy brings the “show” away from the child
It worked pretty well
Museum table w/tent card for name

7. Small Group Time
Handout: Small Groups for Cognitive Development by Tom Drummond
Wordless & Pattern Books:
Eliciting/picture story
Natural Progression (open banana)
Transformation Experiences (Physical Science Activity)
Routine Walkabout
Plan (theme) – Do – Review (High Scope)
cold - warm - moving - noise - out of place - scary - there for safety - blow in the wind
Clipboard to record on trip
Small groups to illustrate thoughts chosen by kids
Children grouped by level
“Problem” children:
Low-verbal children
Get all kids powerful
Engage in large and individual time; esp. ELL
Group by development in what area (verbal for this)
Keep children together long-term
Cross “cliques”
Process
Warm-up
Make connection (shirts)
Child goes away – Enterprise talk to invite back, ignore
Engage
They tell you (while you do wrong)
They tell you (you do right)
You describe to them while they do
Closure

8. Curriculum Planning
Parents don’t need to plan curriculum; real world is full of opportunities for learning.
Adult in charge of group of children, in a setting designed for children, needs to plan because:
Manage children’s behavior: Bored or confused or anxious misbehave
Be sure that enough of the real world comes into the setting
Keep his/her own head in order
Supervisor: acknowledge & support teachers’ ideas
Children are active learners: focus on action, not lessons
“What shall we provide the children to do?” – not:
“What shall we tell the children?”
Tentative – children can modify / expand curriculum
from “An Emergent Curriculum Framework” by Elizabeth Jones

9. Curriculum Planning Idea is more important to children
Generate a list of things children really like and could use forever
Topic web
Curriculum plan
Activity web
We plan this way:
Next provocation?
Create beautiful places (materials, equipment)
Document
Listen for assessment (math, etc, skills)
Circle time
Free play drop-in

10. Curriculum Planning Child-directed curriculum not just activities
Observe the children
Trust they can bring their ideas to us
Teachers do: Analyzing, hypothesizing, planning
Topic web:
Wrong: “birds”
Deeper: “flight” / “animals in my yard” / “ocean life”
Activity web
Extending to the community
Field trip – invite children to draw/express from
Group work
Shared experience
Shared product
Class meeting
Revisiting by photos
Revisiting: re-representing
Ending the project

11. Curriculum Plan: Examples
Topic Web
Activity Web
Curriculum Plan (weekly plan, etc)

12. A 4: Curriculum Plan – 10 pts, due 3/17 slide 1
Curriculum Plan Team Presentation — Requirement #4 (10 points)
Select a study topic from those developed and approved in class. With the members of an assigned small group, plan curriculum activities for a week of large group, small group, independent activities and learning centers following the natural interests of the children and link the school work to the child's home.
PLANNING DOCUMENTS 4 points
TOPIC WEB
This one looks like connected circles and lists. Brainstorm words associated with the idea and grouping them in related clusters radiating from the base idea (see examples in your packet) make an overhead for the class to see.
ACTIVITY WEB
This one uses the two pages of boxes form in your packet to generate ideas in each category.
Your group completes one of each type, gives it to the instructor who will make a transparency for the presentation to the class.
CURRICULUM PLAN
Fill in the appropriate blocks on any curriculum plan form your using a selection of the activities from your web. Not all of the activities presented each day need be inspired by this topic.
A blank copy of the forms is available online in .pdf version and Word. With the .doc version you can type your comments into the boxes directly.

13. A 4: Curriculum Plan slide 2
BOOKS
Go to the library or bookstore and find related books. List the best books your group has found. Bring one book to read to the class when you present.
FIELD TRIP
Find a real place for the preschool class to visit or the name of a real person who could bring a topic-related experience into class. Identify and describe.
EMERGENT SCENARIO Make up a one paragraph story of how this study might have arisen from one of these sources: (1) children’s interests, (2) the land or building of a school place, (3) people in the school community, or (4) daily life.
PARENT LETTER
Write one letter to parents that
(a) informs them of the study for the upcoming week,
(b) explains your rationale for selecting it,
(c) notifies them of the field trip site,
(d) outlines a few of the most interesting activities you have included in your plan, and
(e) suggests one related experience that parents might provide at home.

14. A 4: Curriculum Plan slide 3
PRESENTATION 2 points
read the emergent scenario
describe to the class the work you have done beginning with the topic web
read the parent letter
describe the field trip you found for this topic
read a children’s book about this topic
review the best of the activities in the curriculum plan and activity web
summarize what your group learned from exploring this topic.
Items in BOLD are be handed in to the instructor, one copy only.
REFLECTION PAPER 2 points
This is what you hand in. On a separate piece of paper, each person writes answers to these questions:
List the names of the people on your team and give them a number: 0 no contribution, 1 some contribution, 2 full contribution.
What did you discover about curriculum planning from this task?
What was the challenge for you at this point in your development?
How would you describe to others what a good curriculum plan should contain?

15. A 4: Curriculum Plan slide 4
TEAM PARTICIPATION 2 pts
These points are awarded as the average of the contribution points (1-2) listed by your teammates in their Reflection Papers.
NOTE Students with any contribution points of zero can complete a separate scenario, web, plan, book, field, letter, and reflection paper on a different focused study topic but will earn a maximum of 5 points.

16. Teams Team A: Food Team B: Money Team C: Lake Union Eric Stephanie
Katie
Becky
Team B: Money
Michelle
Angelica
Marianne
Emily
Team C: Lake Union
Renee
Pam
Teresa
Celeste

17. Things kids like Food Plants Sand Dinosaurs Books The ocean Bugs
Sounds
Color
Sweets
Cookies
Cupcakes
Animals
Day-night
Transportation: trains, cars, etc
Healthy (food, exercise, etc)
Influence
Metamorphosis/transformation – animals, seasons, nature, humans, life-cycle, food (popcorn), plants, death
Machines
Disasters
Death
Families
Chocolate
Coffee & tea
Fire department
Service people – government workers
Jobs – things people do
Grocery store
Things that glow in the dark
Gardens
Baby animals
Structures
Stickers
Farms
Habitats
Super heroes
McDonald’s
Restaurants
Pet stores
The Earth
Maps & neighborhoods
Parks
Children around the world – cultures
Money
Bodies
Poo & pee – “scat”
Construction

18. Due Wed: A 3.5 Natural Science Display
One part of teaching involves bringing the world into the classroom. Research one example from the world of plants and animals that would be practical to keep in the classroom a week or longer. Select an item from the list brainstormed in class. Investigate the costs and alternatives available to school teachers. Examples are in your class packet.
posting online a Word or PDF document with this information: (a) examples of choices available in the Seattle area, (b) equipment needed, (c) care and maintenance required, (d) cost to supply and maintain this experience, (e) titles of supplementary information books, and (f) web site addresses.
bringing to class the Word or PDF handout above (1 copy to pass around).
bringing to class (a) the best information book you can find about this item or (b) printed pages from a web site, that either contains pictures that children can look at or provides background information that teachers might need to answer children's questions (1 copy to pass around).
describing all of the above to the class.

19. Due Tonight CCE 125: Program Planning
Nothing. Optional to post and comment on Learning Stories in Assignment Discussions forum.
CCE 125: Program Planning
In-Class:
> Discuss/*Present
In-Class “Bring”
Online Post
3/3/10
> Small Group Activities * A 3.5: Natural Science
> A 3.5: Natural Science
3/8/10
NO CLASS
3/10/10
> Eliciting Method > Curriculum and Curriculum Plan overview

20. Grant paperwork CWA JOBSTAT Enrollment Form
Authorization for Release of Information