Atractivos Naturales 19

Office Hours: posted/EB 108 Home Phone: 270-469-9134 Email: [email protected] Cell Phone: 270-519-2655

Textbook:

McDevitt, T.M., & Ormrod, J.E. (2010). Child development and education fourth edition. Upper Saddle River, NJ: Pearson.

Pre-requisites: ED 102 and ED 210/MUS 240

Course Description

This course is designed to familiarize pre-service teachers with theory and practice that identifies

strategies for promoting the physical, cognitive, and social-emotional growth of children and adolescents. It helps one come to a broad conceptual understanding of the field of child development and provides one with a broad sense of how and when children develop various abilities. Three core developmental issues will be examined – the relationship between biological and environmental influences on development, universality and diversity of developmental changes, and the qualitative and quantitative nature of developmental change from a chronological perspective.

Course Objectives Evidenced in the Kentucky Teacher Standards (KTS)

 Kentucky Teacher Standard 1: Demonstrates Applied Content Knowledge

The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas.

1.2 Connects content to life experiences of students.

1.4 Guides students to understand content from various perspectives.

 Kentucky Teacher Standard 2: Designs and Plans Instruction

The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems and integrate knowledge.

2.1 Develops significant objectives aligned with standards. 2.2 Uses contextual data to design instruction relevant to students. 2.3 Plans assessments to guide instruction and measure learning objectives.

2.4 Plans instructional strategies and activities that address learning objectives for all students.

 Kentucky Teacher Standard 3: Creates and Maintains Learning Climate

The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

3.1 Communicates high expectations.

3.2 Establishes a positive learning environment.

3.3 Values and supports student diversity and addresses individual needs. 3.4 Fosters mutual respect between teacher and students and among students. 3.5 Provides a safe environment for learning.

 Kentucky Teacher Standard 4: Implements and Manages Instruction

The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

4.2 Implements instruction based on diverse student needs and assessment data.

 Kentucky Teacher Standard 6: Demonstrates the Implementation of Technology

The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents and the community; and conduct research. 6.1 Uses available technology to design and plan instruction.

6.5 Demonstrates ethical and legal use of technology.

 Kentucky Teacher Standard 7: Reflects On and Evaluates Teaching and Learning

The teacher reflects on and evaluates specific teaching/learning situations and/or programs. 7.2 Reflects on and accurately evaluates instructional practice using appropriate data.

 Kentucky Teacher Standard 8: Collaborates with Colleagues/Parents/Others

The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members ,think and solve problems, and integrate knowledge.

8.1 Identifies students whose learning could be enhanced by collaboration.

 Kentucky Teacher Standard 9: Evaluates Teaching and Implements Professional Development. The teacher

evaluates his/her overall performance with respect to modeling and teaching Kentucky’s learning goals, refines the skills and processes necessary, and implements a professional development plan.

9.1 Self assess performance relative to Kentucky’s Teacher Standards

9.2 Identifies priorities for professional development based on data from self-assessment, student performance and feedback from colleagues.

9.3Designs a professional growth plan that addresses identified priorities

9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on instruction effectiveness and student learning.

Kentucky Teacher Standards (KTS): Diversity Proficiencies 1.2 Connects content to life experiences of student.

2.2 Uses contextual data to design instruction relevant to students. 2.4 Plans instructional strategies and activities that address learning objectives for all students.

3.3 Values and supports student diversity and addresses individual needs. 4.2 Implements instruction based on diverse student needs

and assessment data.

5.4 Describes, analyzes, and evaluates student performance data to determine progress of individuals and identify differences in progress among student groups. 6.3 Integrates student use of available technology into

instruction to enhance learning outcomes and meet diverse student needs. 8.1 Identifies students whose learning could be enhanced by collaboration.

Specific Objectives

Upon completion of this course, you will have gained an understanding of:

 key theories in the field of human development and learning and be able to describe how the theorist’s contribution impacts your understanding of behavior (KTS 1.1,1.3).

 factors that influence the development of students’ perceptions and actions (e.g., biological, familial, social, economic, nutritional, hygienic, cultural, and linguistic) in educational contexts

(KTS 3.3,3.4).

 cultural and linguistic differences that can be celebrated in the classroom as powerful vehicles for learning and instruction (KTS 3.2,3.3,2.2).

 integration of physical, social-emotional, and cognitive aspects that when integrated create and maintain a developmentally responsive program of learning (

 KTS 1.3,2.4).

 key theories of human development and learning theory to assist one as a life-long learner (KTS 9.3).

 principles and concepts inherent in the role of schooling in a diverse society (NCATE 1, 3).

 relationships with parents and community to enhance student learning (KTS 8.2).

 legal aspects of education, including but not limited to: teacher’s rights, student’s rights, and the impact upon the accessibility of education (KTS 6.5;NCATE 1).

 individual differences (e.g., multicultural, gender, socio-economic, academic) and their impact on the teaching/learning environment (KTS 3.3,3.4; NCATE 3).

 exceptional children and at-risk students (KTS 2.4,8.1; NCATE 3).

 technology as it is imbedded in the curriculum (KTS6.1,6.5).

 intervention as it relates to violence in schools (NCATE 1).

 interrelationship of human growth and development to PRAXIS (NCATE 1.C.1).

II. Course Outline (provided)

III. COURSE REQUIREMENTS:

1--Participation

You are responsible for your own education. Each pre-service teacher is valuable to the success of this course. To be engaged, you need to participate. To participate you must attend. It will be through group interaction that the depth of the course is enhanced. Teacher dispositions are important! A disposition assessment on each student will be completed by professor and submitted to SOE Records office.

2--Field Experiences (12 hours) (KTS 8.1; NCATE Standard 3)

Pre-service teachers are required to complete 12 hours of field experiences. Specific criteria for these experiences will be provided. During fall and spring semesters, pre-service teachers are required to participate in an all-day field trip to a diverse school (6 hours). Reflections for all experiences are required.

3--Pre-Professional Development Experiences (3 hours) (KTS 9.1, 9.4)

You are required to complete 3 hours of PPD. Watch for PPD Schedule to be posted in Carter Hall on second floor bulletin board or on the SOE website. Submit PPD voucher and reflection to obtain credit. At least one PPD on Reflection is required.

4--Assignments

All assignments are due on designated dates. Pre-service teachers can expect to lose points for each day an assignment is late. You will apply for admission to the School of Education in ED 300 (CAP 2) if you are not already admitted. All required documents are due March 2. Details will be discussed in class. 5--KTIP Lesson Plan

Create a KTIP lesson plan focusing on a selected culture (within or outside the US). Include in the plan clear objectives aligned with appropriate assessments and accommodations. This plan will be revised until deemed acceptable!

6--Critiques

Read and critique a minimum of two articles on the theme of appropriate human growth and development found in scholarly journals. Submit a minimum of a two-page critique (word processed, double-spaced). Also accepted would be a critique of the same length describing and reflecting upon a book that we mutually agree is appropriate (KTS 1.1, 1.2).

7--Technology

The required course textbook has an online option. I recommend that you utilize this. Pre-service teachers are requested to utilize e-mail for answers to questions concerning course information. Instructor e-mail is a valuable resource to ask questions, seek clarification, or just take the opportunity to share. Your messages will be answered on a timely basis (NCATE 1, 2). Live Text orientation/myeducationlab.com

Disability Statement:

Campbellsville University is committed to reasonable accommodations for students who have documented physical and learning disabilities, as well as medical and emotional conditions. If you have a documented disability or condition of this nature, you may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Coordinator of Disability Services at 270-789-5192 to inquire about services.

Plagiarism Policy

Campbellsville University’s policy on Academic Integrity states: “Each person has the privilege and responsibility to develop one’s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one’s own academic accomplishments and to give credit to others’ contributions to one’s course work. These values can be violated by academic dishonesty and fraud.” (2003-05 Bulletin Catalog, p. 35.)

Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a web or print source, without using quotation marks and without a citation. The plagiarist submits the work for credit in a class as part of the requirements for that class. Examples of cheating include cheating on a test (copying off someone else’s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own. If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F on that assignment or (b) an F in the course. The student’s Dean and the Vice-President for Academic Affairs will be notified of either consequence.

***New School of Education Attendance Policy:***

Regular attendance in professional education courses is expected of all students. It is a

professional responsibility that is a part of the disposition assessment of teacher candidates. No more than four (4) absences will be allowed for Tuesday/Thursday courses, six (6) absences for Monday/Wednesday/Friday courses. Absences in excess of these numbers of days will result in an F for the course

Evaluation/Grading Policy Tests (4) 410 A 92-100% Final 120 B 82-91% Journal Critiques (2) 100 C 72-81% Lesson Plan 50 D 62-71% Field/PPD 200 F 61% or below Participation 100 CAP 2 documents 100 TOTAL 1080pts

Bibliography

Eggen, Paul et al. (2001). Educational Psychology windows on classrooms. 5th edition. New Jersey: Merrill Prentice-Hall.

ETS. (2004). Principles of Learning and Teaching Study Guide second edition. The PRAXIS Series. Professional Assessments for Beginning Teachers

Griswold, K.S. et al. (2000). Management of bipolar disorder. American Family Physician, 62, 1343-1356.

Levy, T.M. et al. (2000). attachment disorder and the adoptive family. In TM Levy et al. (Eds.), Handbook of attachment interventions (pp. 243-259) San Diego, CA: Academic Press. Lewis, M. et al. (2000). Attachment over time. Child Development, 71, 707-720.

Maller, S.J. (2000) Item invariance of four subtests of the Universal Nonverbal Intelligence Test across groups of deaf and hearing children. Journal of Psycho educational Assessment, 18, 240- 254.

Mazza, J.J. et al. (2000). Children and adolescents exposed to community violence: A mental health perspective for school psychologists. School Psychology Review, 29, 86-101. Mills, G.E. (2000). Action research: A guide for the teacher researcher. Upper Saddle River, NJ:

Merrill/Prentice Hall.

National Council for the Accreditation of Teacher Education. (2000). Program Standards for Elementary Teacher Preparation. Retrieved from the World Wide Web:

http://www.ncate.org/elemstds.pdf.

Pellegrini, A.D. et al. (2000). A longitudinal study of bullying, victimization, and peer affiliation during the transition from primary school to middle school. American Educational Research Journal, 37, 699-725.

Perkins, D. et al. (2000). Intelligence in the wild: A dispositional view of intellectual traits. Educational Psychology Review, 12, 269-293.

Petrill, S.A. et al. (2000). Intelligence and achievement: A behavioral genetic perspective. Educational Psychology Review, 12, 185-199.

Schneider, W. et al. (2000). Training phonological skills and letter knowledge in children at risk for dyslexia: A comparison of three kindergarten intervention programs. Journal of Educational Psychology, 92, 284-295.

Snell, M.E. et al. (2000). Social relationships and peer support. Baltimore: Brookes.

South, D. (2000). What motivates unmotivated students? In G. Mills, Action research: A guide for the teacher researcher (pp. 2-3) Upper Saddle River, NJ: Merrill/Prentice Hall.