CCE 125: Program Planning

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. Wednesday 2/10 • Construction Materials • Environment Study • Physical Science Activity • Process Activities

4. Construction Materials • Art vs. Construction? • Permanence? • Size/scope? • Perception? • Physics? • Is one a subset of the other? • Can both exist in one piece but not necessarily in all others? • Ideal materials… • Couldn’t find a good list online of ideal materials to have for you children to “construct” with. • Found “art” and “craft” materials, separate from “building” materials. • Do you keep them separate in your environment? • To what extent can children use the art/craft materials with/on the building materials?

5. Construction Materials • What do you have in your classroom? • Boxes: cereal, milk cartons, shoe boxes, cartons for shipping, appliance boxes, egg carton boxes • Non-rectangular: Formula, milk jugs, bottles, spools, gift wrap (paper towel, TP, etc) tubes • Tape: duct tape, masking tape, scotch tape, clear packing tape, colored masking tape, electrical tape, painters’ tape – only painters’ tape approved by licensors? • Tires – all kinds/sizes • Keyboards & parts of keyboards, joysticks, remotes, phones, typewriters & parts of…, adding machines, check-printing machines • Have paper, tape & coloring tools in block area so kids can cover blocks with coloring. • ? Blocks that can be colored on, etc. • Pipe cleaners – “chenille stems,” phone/copper wire – pliable(?), • PVC pipes, gutters, flexible ducting • Fabric, blankets, scarves, sheets • Pillows, stuffing • Glitter, paint, buttons, tiles, feathers, pom-poms, rocks, shells • Mats, • Sand, • Bricks, cement blocks, rocks • Stumps,driftwood • Sturdy paper plates • Clamps (turning or clip-type), binder clips, clothes pins, mini-plastic clothes pins, diaper pins, velcro, string, twist-ties • Food

6. Construction Materials • What are you missing/would like to have (& why can’t you have it)? • Bricks – too heavy, hard corners/edges • Don’t have room in a house – storage is always an issue – everywhere • Don’t have a (big enough) building area outside – e.g., big tractor tire (or 3)

7. Construction Materials • To what extent are the children allowed to mix art/craft and “building” materials—how much is permanent vs. consumable? • Most of it, but they take pictures, … • The stuff we have, 100% can be taken home - part of language curriculum. • Art projects get left in the car, tossed out by parents. • There is a line between take-home and stay-here materials, and they have both kinds. • Do parents want it? • Sometimes parents bring things back – nails hanging from them…. Parents have the child add something/ paint it then convince us to bring it home. • Parent asked and we cut part of the mural so the child’s part could go home. • Parents want children to forget about them. • Can give decision to kids re: what to keep, telling them the limits of the space available to save.

8. 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. • 2/24Assignment: Post detailed activity plan for teachers to try.

9. 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.

10. 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.

11. 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?

12. 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?

13. Environment Study: Reflect • What were the most difficult and most beneficial parts of this study?

14. Environment Study: Reflect • Describe your struggle to understand how to apply these ways to language reality: • physical reality, • socially constructed reality • personal reality.

15. 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?

16. Environment Study: Reflect • How does your work on this project relate to the expectations you hold for your future?

17. Schedule Change • Moving Physical Science Activity and Process Chart back to 2/24. • Moving Oral Stories up to 2/17 (DQ 8) and 2/22 (presentation).

18. Due Tonight • Environment Study • Post Environment Study by “midnight.” • Hand in papers tonight for anything you haven’t typed in or scanned. • Can fax me pages if you can’t scan them – by tomorrow at noon I will count as on-time. • Fax # 866-375-5652 • Can turn in incomplete for “on-time” credit for the parts that are turned in tonight, and late credit for the remaining parts (80% tomorrow, 50% Friday, 20% thereafter).