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

2. CCE 125: Program Planning Candice Hoyt, Faculty (206) 715-1878 (until 9 pm) Office hours by appointment choyt@sccd.ctc.edu choyt@sccd.ctc.edu http://facweb.northseattle.edu/choyt Syllabus: http://facweb.northseattle.edu/choyt/CCE125 Online—Angel: http://northseattle.angellearning.com/ CCE 125 Program Planning (Hoyt - hybrid) W10

3. Monday 2/8 Physical Science Activity Guest: Tammy Tasker Process Activities Environment Study

4. Schedule changes See March changes in syllabus rev. 2/8. Replies to assignments no longer required. Extra credit: 0.5 point each reply any forum up to 5 credits Learning Story: Only post final No class: Monday 3/8 Monday 3/15 Outside of class meeting: Present learning stories to teammates Work on team Curriculum Plan Due by 3/17

5. Physical Science Activity Handout: The Importance of Science in Early Childhood Education and Goals for Skill-Development (PDF)The Importance of Science in Early Childhood Education and Goals for Skill-Development The 3 E’s of science inquiry: Experience: Time, materials, inspiration for scientific inquiry. Exploration: Children direct own investigation. Expression: Document, expand on & revisit ideas. Teachers: Provide materials and time, sometimes initiate exploration. Willing to cancel plans. Redirect questions. Allow them to get the wrong answer; process more than progress/ product. Allow them to complete their quest even if the answer is not found.

6. Physical Science Activity Skills developed: Social problem solving Negotiating Co-constructing ideas Respecting different ideas Cognition Thinking about thinking Willingness to change ideas Language Writing (predictions, etc) Spontaneous writing Reading Modeling 2-D: Drawing, painting, … 3-D: blocks that don’t attach, blocks that do, clay, found items Computer 2-D/3-D Math Measuring (body measure) Numeracy Counting Emotional Patience for self, others Commitment (short/long term) Focus & attention

7. Physical Science Activity 3.6 PHYSICAL SCIENCE EXPERIMENT(4 pts) Develop a physical science experiment that you could demonstrate to children. It could involve air, water, light, movement, electricity, etc. The TV programs Mr. Wizard or Bill Nye, books in the library and the supplemental text are sources of ideas. These demonstrate a transformation that the children can observe and participate in a discussion about what will happen, describe the effect, and describe the result. Demonstrating a transformation in front of the class. Name each item, giving names to everything the class sees. Ask description and prediction questions of the class. What will happen? What is happening now? What happened? Document the predictions and outcomes for each step. Long spaces for children to document their understanding and do their own inquiry. 2/17 Assignment: Post detailed activity plan for teachers to try.

8. Physical Science Inquiry Guest: Tammy Tasker When children initiate scientific inquiry…. What we think is “true” right now. Their decision about how their world is. They have time….. Their theories can be way cooler than reality. “Orienting” children to each other, the question, their work.

9. Process Activity “Process Play” handout Demonstrate – Do – Review Process Activity: Children can follow to make something. Teacher presents. Children choose to do today, later, or never. Process chart: Each frame has 1-3 key words. Drawing/illustration. Lower case hand printing. Large enough for 20 children to see. Teacher actions: Demonstrate sequence to all of children. Refer to process chart. Talk about as you go. Children do process and try to solve problems alone or with peers. Use help sequence if necessary for adult help. Review next day. They describe process chart. They share problems & solutions. Another opportunity to try.

10. Process Activity Benefits Help each other, sharing same intention Turn to each other for assistance Solve their own problems with sustained effort Breaks down friendship & sex separations Learn to talk sequences and helping steps Exposed to meaningful print (hand-written) Gain skills in “making”: tape, scissors, glue, hole punch, etc

11. Process Activity Help sequence (when peer help does not work): 1. No help Wait 15-30 seconds Comment on positives 2. Verbal help Give information Verbally refer to chart 3. Demonstrate Show with your materials 4. Physical cue Point/touch child’s work 5. Physical help Do next action for child Note: Do NOT touch the child’s work until steps 1-3 failed. Do NOT do work for the child until steps 1-4 failed.

12. Process Activity If the child is having difficulty with “easy” or too many steps, the project is probably inappropriate for the skill level. What do we do then?

13. Process Activity 3.1 Process Activity Chart (4 pts) Select food item or something useful to make that children 3 to 5 years old would enjoy making with as little assistance as possible. Draw pages of a process chart for making that item. Try it out on children (so they can help each other figure out what to do). Use the Demonstration/Do/Review system as explained in class. Display your process chart in the classroom and describe to the group what happened. It must be a multi-step process and NOT the ones done in class or presented in the packet. REQUIREMENTS a four-year-old child could prepare the item (dangerous steps excepted) following a demonstration. one to three words on each frame. neat primary script printing using lower case letters. implemented and described orally Wed 2/24 Assignment: Post pages of illustrated chart (preferred) or list of steps. Bring illustrated chart to class.

14. Environment Study: Reflect In a group of two, discuss your assigned reflection question. What did you discover about what it takes to construct a quality learning environment for young children? How do teachers do it? What were the most difficult and most beneficial parts of this study? Describe your struggle to understand how to apply these ways to language reality: physical reality, socially constructed reality and personal reality. If you were a teacher in these schools, how would you react if an observer read to you the items in the PHYSICAL REALITY column only? The SOCIALLY CONSTRUCTED REALITY MEANING column only? The PERSONAL REALITY only? How does your work on this project relate to the expectations you hold for your future?

15. Environment Study: Reflect What did you discover about what it takes to construct a quality learning environment for young children? How do teachers do it? The space isn’t as important as happy kids with the materials that they needed. Having a variety of tools accessible for them to select from.

16. Environment Study: Reflect What were the most difficult and most beneficial parts of this study? Difficult: maps. Representing the amount of space… loft takes up a lot of space. Have enough time to gather info Benefit: maps. Where kids go in the classroom— toddlers and infants weren’t using the kitchen. Kids spent more time in well-thought-out places.

17. Environment Study: Reflect Describe your struggle to understand how to apply these ways to language reality: physical reality, socially constructed reality personal reality. Hard to do socially-constructed. The other 2 were easy. I was doing my home… difficult. I thought of what other people would think of it. Same. Helped to imagine myself giving a tour. Listening to others’ observations. Controversial—socially- constructed is usually different from personal (less can go in this box if not everyone agrees).

18. Environment Study: Reflect If you were a teacher in these schools, how would you react if an observer read to you the items in: the PHYSICAL REALITY column only? the SOCIALLY CONSTRUCTED REALITY MEANING column only? the PERSONAL REALITY only? I don’t appreciate visitors filling in boxes. I want to be involved in a conversation about these things – rather than being under the microscope. I would be defensive. Especially the personal reality column. Physical would be way harder. Impersonal.

19. Environment Study: Reflect How does your work on this project relate to the expectations you hold for your future? As teacher mentor: Tool to discuss with teachers. Think more about material available for children. Revisit through the year if it’s working re: children’s interest. The map observation AND the questions were useful together. Watching the children– I knew what to rearrange.

20. Coming Up In-Class DiscIn-Class DueOnline Due Wed 2/10/10 * Environment Study > Process Activities > Environments (centers) > Construction Materials > A 2: POST Enviro Study 2/15/10 HOLIDAY Wed 2/17/10 > A 3.1: Process Chart > A 3.6: Physical Science MOVE TO 2/24 > A 3.1: Process Chart > A 3.6: Physical Science > DQ 7 reply <-- NO Due Tonight:  D 7: Outside resp. to Enterprise Talk prof. stmt.  DQ 6 reply