OUT!

Unit 3 looked at the role environment plays in curriculum development. You learned that factors like organization, environmental design, appropriate quality materials/ equipment, time management, and child guidance are actually part of curriculum. As you explored these factors, did you find that they were part of the model/s you have already studied? In Unit 4 Project you will select one specific curriculum model to demonstrate your understanding of curriculum in depth and will include support from appropriate electronic library and/or other resources.

Consider if you’ve mastered the Unit 3 learning goals and share your knowledge… Explain how clear expectations set forth in a few agreed upon classroom rules, with appropriate consequences, support learning. Discuss how a classroom environment supports or impedes the educational curriculum. How does a learning environment support curricular goals and objectives?

 PART 1: A) Compare and contrast two specific curriculum models used in private or community schools. Identify and briefly summarize your selected curriculum models. As part of your discussion/comparison, you may choose to discuss the operation, delivery, and/or model organization.  B)Then describe how each model reflects a minimum of two curriculum components (see list on following slide. Even though the rubric requires four components, you are only required to describe two).  PART 2: Determine which of the two models best matches your own educational philosophy and/or more closely aligns with best practices for private or community schools.  Note: However you choose to compare and contrast your two selected models, please make sure that you compare and contrast the same elements for each model. Example: If you choose to discuss how one model is organized, please address the organization of the second model in the same way and in the same order. Highscope Discipline Montesorri Discipline

Examples of Curriculum Components Choose two : Environmental Design: arrangement and usability of space including learning centers Support for play Support for social/ emotional development Support for comfort and self-worth: compassionate communication, environmental sound and sensory issues, incorporation of living elements Support for parent communication and family partnerships Support for student preparedness (such as posted schedules) Clear expectations for behavior/ appropriate consequences Or choose two from the next slide.

If you choose, you may use some of the components below to provide a basis on which to compare and contrast the programs you choose for your Unit 4 project. materials operation curriculum delivery environment discipline plan equipment activities experiences field trips lesson plans (goals and objectives) schedule organization atmosphere assessments role of educators, students, parents and the community

Support your ideas with quotes/citations from your text and/or other reputable sources. Your sources should demonstrate that your writing reflects current research in early childhood theory and includes best practices for private and community schools. List all sources on a separate reference page and use APA Format to present your quotes/ citations. Only one citation may come from a textbook. Important: Please remember to paraphrase your work (put it in your own words). You may have a maximum of four (4) direct quotes.

Early childhood textbook-one citation only Scholarly articles from Kaplan library Web articles ending in.gov,.edu or.org Please do not use Wikipedia or similar sources. Remember, information is only as good as it’s source.

References must be in APA format. LINKS NEVER STAND ALONE . * NO!!  xa&rls=org.mozilla:en-US:official xa&rls=org.mozilla:en-US:official. * YES!! Happy, D.L. (2006). How to survive a nutty professor, Journal of Online Education, 8(4). Retrieved July 17, 2010 from x-a&rls=org.mozilla:en-US:official x-a&rls=org.mozilla:en-US:official

Thoroughly read the project directions. Check the grading rubric (in syllabus). This is what I will use to grade your project. Connect with classmates for support. Ask questions. Projects are expected to be turned in on time.

Small-Group and Whole-Group Instruction means planning for a variety of ages, abilities, and interests. It requires considerations for diversity: language, culture, disabilities, special education IEP’s (Individual Educational Plan), gifted education,etc. It also means establishing strategies to encourage participation, recognize all individuals, and address non-participation.

1. What are some accommodations you could make based on the age, ability and interests of children to enhance enjoyment and learning of group instruction? 2. How would you handle behavioral issues in group situations? 3. Should all children be required to participate in Group-Time?

Early childhood curriculum delivery includes six common activity types: exploratory play, guided discovery, problem-solving, discussions, demonstrations, and direct instruction. When planning activities, it is essential to identify a learning goal or objective related to the skills and knowledge the children are expected to learn. Goals look at learning over time and objectives describe how a student will demonstrate learning within a single lesson. Can you find an activity to demonstrate one of the above?

The Unit 4 Discussion Assignment asks you to select an activity from this list (or name your own) and identify an age appropriate skill or academic learning goal/ objective: Sand Table/ free play Science experiment/ mixing colors Pattern Blocks/ matching design puzzles Discussion/ Inquiry/ caring for pets Demonstration/ how to reboot the computer Direct instruction/ phonics lesson Would you like to share your response?

Take 5 minutes to locate one of the following YouTube videos and return to seminar to discuss your findings. 1. The Science of Early Childhood Education (Harvard Education): 2. InBrief: Early Childhood Program Effectiveness

You gain strength, courage, and confidence by every experience in which you really stop to look fear in the face. You must do the thing which you think you cannot do. Eleanor Roosevelt