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CCE 125: Program Planning

CCE 125: Program Planning. Monday & Wednesday 6:30-7:45 North Seattle Community College, IB 1409. CCE 125: Program Planning. Candice Hoyt, Faculty (206) 715-1878 (until 9 pm) Office hours by appointment choyt@sccd.ctc.edu http://facweb.northseattle.edu/choyt Syllabus:

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CCE 125: Program Planning

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  1. 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) 715-1878 (until 9 pm) • Office hours by appointmentchoyt@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 3/1 • Art Center (Expressive Art) • 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

  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 SCENARIOMake 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 • 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 • Nothing. Optional to post and comment on Learning Stories in Assignment Discussions forum.

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

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