Integrating and Adapting Curriculum Across Content Areas for Diverse Learners, K-3

EDUT 614 Sec 5U1

Fall 2000 Dr. Sylvia Y. Sánchez

A349 E-mail: ssanche2@.gmu.edu

Thursday 9-4:00 (703) 993-2041

3 Credit Hours Office Hours: After class and

Thursdays by appointment

Introduction:

This course is offered as one of the strands in the Unified Transformative Early Education Model in Early Childhood (UTEEM), a teacher training model providing an integrated approach to preparing teachers to work with diverse young children and their families. Teachers are prepared to work with children with diverse learning needs in a variety of inclusive school and community settings. This course is offered in conjunction with three other courses (development/assessment; math/science; and language/literacy) and linked to a full-time field placement with diverse young children in kindergarten through third grade classrooms. Students participating in this course are enrolled full time as a cohort in the UTEEM program.

Course Description:

This course provides students with an understanding of developmentally appropriate programs and practices for teaching children in kindergarten through the third grade. The students will explore, plan, implement, and evaluate curriculum and environments using individually, age-related, and culturally appropriate methods and materials. This course will provide student interns with an understanding of strategies for planning and implementing a community of learners that is inclusive of children with diverse abilities and needs. In particular, there will be a focus on curriculum adaptations based on the knowledge and experiences of a child, family, and community, an understanding of learning styles, and the integration of knowledge of effective practices with curriculum expectations across all content areas. This is an integrative class which will enable students to link their knowledge in specific content areas to the broader picture of managing the classroom's environment, implementing an integrated curriculum across content areas, and applying the philosophical principles related to effective instruction of diverse young learners. This course continues to develop reflective practices and use of a variety of problem solving strategies needed to be effective classroom teachers.

Overall Student Outcomes:

At the completion of this strand, students will:

1. Demonstrate the ability to plan curriculum activities which are responsive to the interests, preferences, motivation, interaction styles, developmental status, learning history, cultural variables, and levels of participation of children in kindergarten through grade three.

2. Demonstrate the ability to plan, implement, and evaluate an integrated approach across curriculum areas based on school, district, and state curriculum goals and objectives.

3. Demonstrate the ability to implement instruction that is linked to children=s interests and developmental capacities, that is informed by family and community knowledge and experience, that is relevant to the curriculum, and that promotes learning competence.

4. Demonstrate the ability to select culturally, linguistically, and ability responsive materials that have multiple purposes, are adaptable and varied, and promote learning.

5. Demonstrate the ability to construct learning environments that support positive behavioral and learning expectations.

6. Demonstrate the ability to apply systematic problem solving approaches to dilemmas

encountered in interactions in the internship experience.

7. Demonstrate the emerging skill to conduct a professional development presentation.

8. Demonstrate the ability to use analysis and reflection to better understand the K-3 learning environment and one=s own role as an early childhood educator in that environment.

Professional Standards and Student Outcomes:

The following NAEYC and CEC professional guidelines have been used to design the learning activities and internship experiences which prepare early childhood professionals in the UTEEM program. Upon completion of this course, students will demonstrate the knowledge, skills, and dispositions needed to:

	CHILD DEVELOPMENT AND LEARNING
1.1. CEC	Apply theories of child development, both typical and atypical, and apply current research with emphasis on cognitive, motor, social-emotional, communication, adaptive, and aesthetic development in learning situations and family and community contexts.
1.2.2 NAEYC	Create and modify environments and experiences to meet the individual needs of all children, including children with disabilities, developmental delays, and special abilities.
1.3 NAEYC	Apply knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts for development and learning, and recognize that children are best understood in the contexts of family, culture, and society.
1.4 CEC	Apply knowledge of cultural and linguistic diversity and significance of sociocultural and political contexts for development and learning and recognize that children are best understood in the contexts of family, culture, and society
1.5. CEC	Demonstrate understanding of a) developmental consequences of stress and trauma, b) protective factors and resilience, c) the development of mental health, and d) the importance of supportive relationships.
	CURRICULUM DEVELOPMENT AND IMPLEMENTATION
2.1 NAEYC	Plan and implement developmentally appropriate curriculum and instructional practices based on knowledge of individual children, the community, and curriculum goals and content.
2.1.1 NAEYC	Use and explain the rational for developmentally appropriate methods that include play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning, and inquiry experiences to help young children develop intellectual curiosity, solve problems, and make decisions.
2.1.1. CEC	Make specific adaptations for the special needs of children who have unique talents, learning and developmental needs, or specific disabilities.
2.1.2. NAEYC	Use a variety of strategies to encourage children=s physical, social, emotional, aesthetic, and cognitive development.
2.1.3. CEC	Incorporate information and strategies from multiple disciplines in the design of intervention strategies
2.1.4. NAEYC	Develop and implement an integrated curriculum that focuses on children=s needs and interest and takes into account culturally valued content and children=s home experiences.
2.1.5. NAEYC	Create, evaluate, and select developmentally appropriate materials, equipment, and environments.
2.1.5. CEC	Develop and select learning experiences and strategies that affirm and respect family, cultural, and societal diversity, including language differences.
2.1.7. NAEYC	Develop and evaluate topics of study in terms of conceptual soundness, significance, and intellectual integrity.
2.1.7. CEC	Select intervention curricula and methods for children with specific disabilities including motor, sensory, health, communication, social-emotional and cognitive disabilities.
2.1.8. CEC	Support and facilitate family and child interactions as primary contexts for learning and development.
2.1.9. CEC	Implement developmentally and functionally appropriate individual and group activities using a variety of formats, including play, environmental routines, parent-mediated activities, small-group projects, cooperative learning, inquiry experiences, and systematic instruction.
2.1.10. CEC	Develop and implement an integrated curriculum that focuses on children=s needs and interests and takes into account culturally valued content and children=s home experiences.
2.1.11. CEC	Select, develop and evaluate developmentally and functionally appropriate materials, equipment, and environments.
2.1.13. CEC	Employ pedagogically sound and legally defensible instructional practices.
2.2. NAEYC	Use individual and group guidance and problem-solving techniques to develop positive and supportive relationships with children, to encourage positive social interaction among children, to promote positive strategies of conflict resolution, and to develop personal self-control, self-motivation, and self-esteem
2.2.1. CEC	Select and implement methods of behavior support and management appropriate for young children with special needs, including a rage of strategies from less-directive, less-structured methods (e.g., verbal support and modeling) to more-directive, more-structured methods (e.g., applied behavior analysis).
2.3.1. CEC	Provide a stimuli-rich indoor and outdoor environment that employs materials, media, and technology, including adaptive and assistive technology.
2.3.2. CEC	Organize space, time, peers, materials, and adults to maximize child progress in group and home settings.
2.4. NAEYC	Establish and maintain physically and psychologically safe and healthy learning environments for children
2.4.1. NAEYC	Demonstrate understanding of the influence of the physical setting, schedule, routines, and transitions on children and use these experiences to promote children=s development and learning.
	FAMILY AND COMMUNITY RELATIONSHIPS
3.1. NAEYC	Establish and maintain positive, collaborative relationships with families.
3.1.1. CEC	Apply family systems theory and knowledge of the dynamics, roles, and relationships within families and communities.
3.1.1. NAEYC	Respect parents= choices and goals for children and communicate effectively with parents about curriculum and children=s progress
3.1.2. NAEYC	Involve families in assessing and planning for individual children, including children with disabilities, developmental delays, or special abilities.
3.1.2. CEC	Demonstrate sensitivity to differences in family structures and social and cultural backgrounds.
3.1.3. NAEYC	Support parents in making decisions related to their child=s development and parenting.
3.1.3. CEC	Assist families in identifying their resources, priorities, and concern in relation to their child=s development
3.1.6. CEC	Implement a range of family-oriented services based on the family=s identified resources, priorities, and concern.
3.2. NAEYC	Demonstrate sensitivity to differences in family structures and social and cultural backgrounds.
3.2.5. CEC	Participate as a team member to identify dynamics of team roles, interaction, communication, team building, problem solving, and conflict resolution.
3.2.6. CEC	Employ two-way communication skills
	ASSESSMENT AND EVALUATION
4.1.4. CEC	Involve families as active participants in the assessment process.
	PROFESSIONALISM
5.1. NAEYC	Reflect on their practices, articulate a philosophy and rationale for decisions, and continually self-assess and evaluate the effects of their choices and actions on other (young children, parents, and other professionals) as a basis for program planning and modification and continuing professional development.
5.2. CEC	Identify ethical and policy issues related to educational, social, and medical services for young children and their families.
5.7. CEC	Reflect upon his/her own professional practice and develop, implement, and evaluate a professional development plan.
5.9. CEC	Read and critically apply research and recommended practices.
	FIELD EXPERIENCES
6.4. NAEYC	Analyze and evaluate field experience, including supervised experience in working with parents, and supervised experience in working with interdisciplinary teams of professionals. `
6.6. CEC	Analyze and evaluate field experiences, including supervised experience in working with families and other professionals.

Required Texts:

Bredekamp, S. and Copple, C. (Eds.). 1997. Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children. (Continuing use from prior semesters)

Bredekamp, S. and Rosegrant, T. (Eds.). 1995. Reaching potentials: Transforming early childhood curriculum and assessment, vol. 2. Washington, DC: National Association for the Education of Young Children. ISBN: 0-935989-73-0 (Optional)

de Melendez, W. R. & Ostertag, V. (1997). Teaching young children in multicultural classrooms. Albany: Delmar Publishers. (Resource: Required textbook for Fall 2000 semester)

Halvorsen, A. T. and Neary, T. (2001). Building inclusive schools: Tools and strategies for success. Boston: Allyn & Bacon. ISBN:0-205-27552-4.

Katz, L. & Chard, S. (2001). Engaging children=s minds. Ablex. ISBN: 1567505015.

Kohn, A. (1996). Beyond discipline: From compliance to community. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN: 0-87120-270-0.

McCaleb, S. (1994). Building communities of learners. New York: St. Martins Press. ISBN: 0-8058-8005-4

Ovando, C. and Collier, V. P. (1998). Bilingual and ESL classrooms: Teaching in multicultural contexts. Boston: McGraw-Hill. ISBN: 0-07-047959-3. (Ordered for Assessment class)

Thompson, S. J., Kushner Benson, S. N., Pachnowski, L. M., Salzman, J. A. (2001). Decision-making in planning and teaching. New York: Longman. ISBN: 0-8013-3135-8

Course Format:

This class will meet on Thursdays from 9:00-4:00, except during weeks of internship experience. Students will continuously link what they are doing in their field sites with what they are learning in class. The seminar format of the class requires active participation of all students. Guest lecturers from the community will be invited to support content from the readings.

Course Requirements:

1. Attend all class sessions (unless prior arrangements have been made with the instructors).

2. Prepare for class by completing all assigned readings and participating in all class discussions.

3. Complete all assignments.

4. Maintain daily reflective journal and submit to instructor on day of class session.

5. Modifications needed due to disabilities or special circumstances to meet course requirements as outlined in syllabus must be discussed with instructor.

Course Grading:

1. Participation and preparation for class 10%

2. Four Meaningful Dilemmas 20%

3. Child/Family/Community Knowledge and Experience 10%

4. Transforming Curriculum: Team Project Work Plan 15%

5. Transforming Curriculum: Analysis and Reflection 5%

6. Transforming Curriculum: Family Stories Project 25%

7. Videotape Self-Analysis and Reflection 5%

8. Planning for Positive Learning and Guiding Behavior 10%

Topics and Reading Assignments

Aug 27 National Coalition Building Institute Amazing Grace

Diversity and Reducing Prejudice

Selecting Project Topics based on Children's

Interests (In Class)

Sept 6 Exploring the sociocultural-historical context Amazing Grace

Key features of project work

Steps in planning for project work

Connecting with children's real-life experiences

Story Box on Amazing Grace

Explore Internet for Information on Project Based Work

Curriculum web for integrated project work

Sept 13 Developmentally appropriate practices, K-3 Bredekamp, Part 5 Planning for integrated project work Thompson, Chap 3-4 Selecting instructional objectives across Halvorsen&Neary,Ch2-7

content areas Katz & Chard, All

Intersession Team Work identifying

instructional objectives

Guest: Planning and implementing project work

Explore VA Standards of Learning on Web

Sept 24 Building communities of learners McCaleb

Families and communities within a transformative Ovando&Collier,Ch3& 9

and inclusive educational context deMelendez, Appendix K

Planning for integrated project work (cont)

Designing and selecting learning activities, materials, resources and adaptations for math, science,

social studies, literacy, and creative arts (cont)

Guest: Family Perspective

Presentation of Initial Activity Introducing Self

to Children and Families through Letter and Story Box

Share Knowledge & Experience Analysis and

Environmental Analysis (deMelendez)

Dilemma I Due

Oct 8-19 Implementation of Integrated Project Work at

Timber Lane and Dogwood ES

Oct 22 Debriefing on Project Work Experience Thompson, 5-8

Collaboration,Teaming/Co-Teaching Ovando &Collier, Ch7

Social Studies: Teaching in the context

of the family

Using Family stories

Planning for integrated project work (cont)

Integrating technology

Systematic problem solving

Guest(s): Effective teaching strategies and

adapting curriculum for diverse children

Team Analysis and Reflection (in class)

Individual Reflection

Presentation of Intersession Project Plans Due

Sharing Preliminary Family Stories Project

Intersession Dilemma 2* Due

Oct 24- Full Time Internship Placement

Nov 21 Videotape Analysis

Nov 29 Debriefing on implementation of individual project

Systematic problem solving

Integrating technology across content areas

Integrating instructional resources and technology

for diverse learners

Dilemma 3 Due*

Sharing Videotape Analysis

Dec 4 Beyond discipline Kohn

Organizing the classroom to support positive

learning and to guide behavior

Teacher as decision maker and problem solver

Systematic problem solving linked to dilemma*

Positive Learning and Guiding Behavior Due*

Dec 13 -14 Presentations of Family Stories Project

Internship Family Stories/Social Studies

Project Due

Description of Assignments

1. Meaningful Dilemmas:

Select a situation from your internship experience that has perplexed you, caused you anxiety, or made you wonder. Describe the situation and list the questions that you wish to be discussed. Use the attached form. This will be used in class discussions for the purpose of encouraging reflection and practicing a variety of systematic problem solving approaches. (5 points each, 20 points total)

2. Child/Family/Community Knowledge and Experiences

After reading McCaleb and participating in classroom discussion, think about how you as a teacher will become a collaborator in the teaching/learning/transformative process to better plan for the children you teach in the context of their family and community experiences. Come to class September 24 prepared to discuss what you have already learned about children’s classroom interests, preferences, and experiences and the knowledge and experiences offered by their families/communities and how you gathered the information. Further, begin to think about what other information you would like to have and how you might gather it for at least one child, using the perspective of McCaleb. Be prepared to share your thoughts in a group problem solving format. During the following Mondays, continue the discovery process in your site. A write up of what you have been learning will be due Sept 24. The paper will be worth 10 points. Discuss the following:

1) Analysis of environment, use Appendix K (deMelendez)

2) Other information gathering strategies used

3) A description and discussion of what you learned;

4) A discussion of the implications of your findings for planning meaningful learning activities in the context of your classroom;

5) Explicit linkages to McCaleb;

6) A personal reflection on this process for you as a teacher in your role of linking the school to families and communities.

This assignment will also provide information to assist you in developing your child portfolio for the assessment/development class.

3. Transforming Curriculum: Intersession Integrated Project Work, Analysis and Reflection

This semester you will develop and implement two plans (Intersession Project & Family Stories project) that demonstrate your ability to integrate across curriculum areas, respond to individual learning needs, link to established classroom curriculum goals and objectives, and to child/family/community knowledge and experiences.

Integrated Project Plan: You will work with a classmate to develop, implement, and evaluate

a two week project at a year round elementary school during their intersession. See description for more complete details. For this course, you will be required to submit four copies of your preliminary plan by Oct 8th.

Analysis and Reflection: In addition to examining the daily reflections and modifications made to the preliminary plan, you will analyze and reflect on the entire project implementation process. For the debriefing session on October 22th, bring two copies of your written individual reflection (5 points) and of the description of a dilemma (Dilemma 2) you encountered as a member of a planning and implementation team (5 points). Also bring any products, pictures, children's feedback and other pertinent evidence of project work. Be prepared to participate in a team discussion to analyze and reflect on the project process. (Plan, 15 points; Anaylsis & Reflection, 5 points; Dilemma 2, 5 points)

4. Transforming Curriculum: Family Stories/Social Studies Project

You will also be responsible for developing an interdisciplinary plan focused around the lives of the families in your classroom. The social studies content area may be an appropriate time in the schedule to implement this project. McCaleb presents the idea that through validation, reflection, and inquiry children can be researchers who generate new knowledge relevant to the classroom experience. Read McCaleb for guidance on the design and implementation of this family centered project work. Your plan must include how you presented the idea of the project to the cooperating professional, children, and families. Consider developing written/visual products and/or designing activities that will help you introduce the idea of children as researchers of their own lives. The time frame for the plan should be for at least two weeks. On October 22, be prepared to briefly share your overall plans for this project work. In your planning process, consider the items listed above for the Intersession Project as well as the following:

1.) How the children and families helped generate the themes and products for the project;

2.) Plans for involving family and community resources;

3.) Evaluation plan for feedback from children, families, and community;

During the full time teaching experience, videotape yourself on at least two occasions for at least 20 minutes total. Use your reading to help you reflect on your practices. Place particular attention to questioning techniques, issues related to gender bias, responsiveness to linguistic and ability diversity, and children's reaction to curriculum. Ask your university supervisor and/or your cooperating teacher to view a videotape with you and to help you analyze your teaching and classroom discourse style. Write a short analysis and reflection of their feedback and your findings. Two copies due Nov 29 (5 points)

For the final product, describe your plan. Provide two copies of a detailed description of what happened, discuss modifications made during implementation of project, feedback from children, and an analysis and reflection of the planning and implementation process, discuss what went well, what would you change, and what did you learn about children and about yourself as a teacher. Use McCaleb and deMelendez to help you reflect on your role as a culturally responsive practitioner. Presentation and written product are due December 13th. (25 points)

5. Planning for Positive Learning and Guiding Behavior

The purpose of this assignment is to encourage reflection about the school and classroom environment and the impact that it might have on children's behavior. Observe and describe a situation(s) involving a child or a group of children that has perplexed you and is related to behavior or misbehavior issues. This paper will be used in class for a problem solving activity. Consider including as many perspectives as can be gathered to more adequately describe the situation or issue. Also describe the guidance plan that is in place to handle similar situations. You may consider this as a more detailed dilemma or case study that permits you to tell a fuller story from several perspectives. In your description, consider the full range of experiences that the child/children may bring to the situation, including family, cultural, ability, language, and other factors. Do not analyze situation or link to readings; tell the story. Submit two copies. (10 points) Due Dec 4.