Activity Planning and Assessment Chapter 11 Activity Planning and Assessment

Chapter 11 Goals Study the components of developmentally appropriate curriculum. Understand the importance of observation in planning and assessment. Learn about activity and lesson planning. Identify elements of integrated curriculum and the project approach. Read about scheduling issues and the curriculum. Clarify the important elements of assessments in the early childhood classroom

Creating a Developmentally Appropriate Curriculum Developmentally Appropriate Practice (DAP) is based on: Knowledge of child development and learning Understanding the unique developmental abilities and interests of individual children Knowledge of social and cultural settings of children and families

DAP’s Interrelated Dimensions Creating a caring community of learners Enhancing child development and learning Constructing appropriate curriculum Assessing learning and development Establishing and maintaining strong family-school relationships

Guidelines for Developmentally Appropriate Curriculum Provides for all aspects of child’s development Curriculum is interesting and meaningful New knowledge built on existing understandings Subject matter areas are integrated Emphasizes problem solving/lifelong learning

Guidelines for Developmentally Appropriate Curriculum (continued) Children challenged to use concepts and tools of different disciplines Supports the child’s home language Goals are reasonable and attainable Technology is integrated into curriculum

Developmental Considerations Activities and lessons will vary based on developmental differences Infant/Toddler curriculum should be based on engaging their senses Preschool curriculum should include understanding of emotional development Elementary curriculum is strongly influenced by the school district, yet teachers must plan based on developmental levels and interests

Observation as a Curriculum Tool Four main observation strategies Anecdotal records – brief written descriptions They should include the date and time, what the children were saying and doing, and should include detail Checklists – mark off when behaviors are observed Rating Scales – see Figure 11.1 Running Records – longer narrative story

Curriculum Goals… Broad learning outcomes that identify key anticipated results Created as part of mission statement or philosophy Should include all aspects of development

Planning Activities and Lessons Plans Long-term (school year, or weeks or a month) Short-term (weekly or daily) Activity Plans elements include: Purpose of activity Materials and preperation Procedures to follow Variations An evaluation Lesson Plans – focus more on specific learning Focus Format (11-2) 11.3

The Integrated Curriculum Consist of learning experiences including multiple subject matter areas A natural way of learning, matching experiences outside of school Makes curriculum more relevant

The Integrated Curriculum (continued) Planning and Preparation Learn about the topic selected Find and organize materials Reflect on what you want the children to learn Identify open-ended questions Plan activities and lessons

The Project Approach More in-depth investigations Incorporates children’s questions, interests, and theories Children take on decision-making responsibilities Three phases include: Getting started, field work, and culminating and debriefing events

Scheduling Issues Considerations in creating a schedule that works for you: Length of school day Large blocks of time Balance of active and quiet time Meeting children’s needs “Smooth transitions” Consistent sequence of events

Assessments Standardized tests Developmental screening Observation Documentation of children’s learning Recording children’s discussions Photographs Samples of children’s work

The Portfolio and Its Use They represent effort to collect meaningful student works Students involved in selecting pieces to include Can contain materials from teachers, parents, peers, administrators Reflect the actual daily learning activities Demonstrate the child’s progress over time Portfolios may have subcomponents A variety of media can be used

Involving Families Families play an important role With understanding and support, families become allies Families provide valuable resources Family Partnerships – curriculum nights

Observing Development – Developmentally Appropriate Curriculum Observe Go to MyEducationLab and select the topic “Curriculum Program Models” then watch the video on Reggio Emilia. Reflect In what ways are children involved in problem solving as they complete projects in the Reggio Emilia classroom? Apply What can you do as a teacher to encourage problem solving behaviors in children?

Multimedia Exploration Activities… Research Go to MyEducationLab, select Curriculum/Program Models, read “Projects that Power Young Minds”. Reflect How does project learning instill in young children a zest for learning? Respond: In groups discuss whether or not you believe it is possible to allow young children too much freedom in their learning? Why or why not?