Ep002

The assessment is a work product and includes the following:

1. Submit as one document three learning experiences using the “Learning Experience Plan Template” and a 7 – 10 page narrative. Be sure to develop three learning experiences using the template provided.

2. Collaborate with a colleague or early childhood teacher to design three learning experiences.

3. Interview a teacher to learn more about his or her curricular goals and find out how you can collaborate with one another to achieve those goals. Discuss this in the paper you submit. Review the rubric criteria.

4. Write a 7- to 10-page narrative analysis of your Learning Experiences Plan that includes a brief description of the central theme and explanations of the following:

a. How the learning experiences, taken as a whole, reflect at least three indicators of effective curriculum. In this section discuss the indicators you used to develop the three learning experiences. Review the indicators below.

b. How the learning experiences reflect appropriate learning standards and the goals identified by the early childhood teacher you interviewed. Which standards did you use as you developed the three learning experiences? For example, many students use their state’s early learning standards. Students need to provide an example. Below is an example. This level of detail is not required for all learning experiences.

The Arizona Early Learning Standards are used to develop the three learning experiences. The Arizona Early Learning Standards are classified as Strands and Concepts. For example, Strand 3: Measurement and Data and Concept: Sorts and Classifies were used to develop the first learning experience. And the Science Strand 1: Inquiry and Application and Concept: Exploration, Observations, and Hypotheses was used to develop the first learning experience. The art activity in the first learning experience is developed to incorporate the Arizona Early Learning Standard Strand 1: Visual Arts and Concept: Creates and Understands Visual Arts

c. How knowledge of the children and families informed the learning experiences. In this section identify knowledge about the children and their families in the class for which you are designing the three learning experiences. For example, if the students are ELL students and English is not spoken in the home, you could use this information to design a language or literacy lesson. Discuss how you used the information to develop the three learning experiences.

After collaborating with the teacher I learned many children in the class live in houses and not apartments. I also learned two children have fine motor skills and none of the children’s families speak a language other than English in the home.

d. How the learning experiences promote language and literacy. Summarize how the learning experiences supported language and literacy. This is not a review of literature or activities the teacher implements in the classroom; it is a summary of the learning experience that includes language and literacy.

e. How the learning experiences promote math, science, and technology learning. Same as comment above.

Math and science were incorporated in two of the three learning experiences. In the first learning experience students used math counting and sorting skills as the children will count and sort the seeds to plant the garden activity. Before planting the seeds the children will make hypotheses as to how high the different plants will grow.

f. How the learning experiences promote learning in the arts. Same as comment above.

In the first learning experience, after students’ hypothesize as to how high each plan will grow, the students will draw pictures of their hypotheses of the height of the plants.

g. How the learning experiences promote social, emotional, and physical development. Same as comment above.

h. How the assessment strategies used in the learning experiences informed your understanding of children’s learning and development. What assessments did you use to assess the student goals of each learning experience? For example did you use observation to evaluate students’ gross motor skills in a physical development learning experience? In this section, identify the assessment for each learning activity. For example, “In the first learning experience I used an observation checklist to assess children’s knowledge of letters.”

i. How play is incorporated into your learning experiences and why this is a vital component of the early childhood curriculum. Same as comment above.

j. How the learning experiences you planned can be differentiated to meet the needs of individual children, including those with exceptionalities (Note: Include a description of at least two strategies.) For example, if a student in the class has delays with fine motor skills, the student may use a thick pencil to write, or color rather than write. Each strategy is tailored to the student(s) in the class for which you develop the learning experience.

Two of the students in the class have difficulty with their fine motor skills. I pasted the seeds on index cards so the children could sort the cards. Next, the

children will use specifically designed scissors to cut out pictures of plants of different sizes to support their hypothesis rather than draw the plants.

k. How you collaborated to develop the learning experiences, including: i. An explanation of the value of collaborating in the curriculum planning

process ii. A description of any challenges you experienced

iii. An example of ways you compromised, demonstrated respect, and/or shared responsibility to develop the learning experiences Review the rubric to ensure each of these areas and the rubric criteria is included in your discussion.

Learning Experience Plan Template 1 The theme of the three learning experiences is Planting a Garden.

Foundations of Lesson Plan

Content Areas and Developmental Domains Identify the content area(s) and developmental domain(s) you will address in this learning experience. 1–2 paragraphs

Content areas might include math, science and the arts. Domains include physical (fine motor) and cognitive domains. The domain is cognitive (counting, sorting and hypothesizing) and physical (fine motor for creating the art project).

State/District/Professional Standards Identify one early learning standard that informed your planning of this learning experience.

Clearly identify the state, district or professional standard. For example: Arizona Early Learning Standards, 3rd Edition Math Strand 3: Measurement and Data and Concept: Sorts and Classifies Science Strand 1: Inquiry and Application and Concept: Exploration, Observations, and Hypotheses Art Strand 1: Visual Arts and Concept: Creates and Understands Visual Arts

1–2 sentences

Learning Goals Briefly describe your goal(s) or desired outcome(s) of the learning experience.

Sample Goals Goal: Students will count from 1 – 10 Goal: Students will sort up to 10 seeds in different categories Goal: Students will hypothesize as to the height seeds will grow into plants Goal: Students will create an art project based on their hypothesis.

1 paragraph

Materials/Technology/Equipment/Resources List texts, websites, writing/art supplies, props/artifacts, assistive technology, computer software,

Internet resources, audio/visual media, and other tools and materials needed for this experience. Length will vary.

1. Book about gardening 2. Planting seeds video

Lesson Sequence

Align all activities with the standard(s), goal(s), and context.

Introduction/Anticipatory Set

Describe initial teacher-and-child activities that establish a warm connection and capture children’s

attention. Answer the following:

 How will you build a sense of relationship and connection with children during the introduction?

 How will you relate the lesson to children’s interests, prior knowledge, and families/communities?

2–3 paragraphs

First I will ask the children if they have a garden at home or if a family member has a garden……

Next I will …..

Building/Applying Knowledge and Skills

Describe specifically, and in a step-by-step fashion, what you and the children will do in all activities and

transitions that are part of this learning experience. Make sure each activity is meaningful and supports your

goal(s). Be sure to consider specific content areas and developmental domains that are relevant to the learning

experience.

1. In this section describe the counting and sorting of the seeds activity. 2. Next describe the science (hypothesize activity). 3. Next describe the art activity.

For each activity, explain how the activity might be differentiated to meet the needs of individual

children, including children with exceptionalities. Give specific examples related to particular children in the

classroom that you observed.

In this section include specific strategies for differentiating instruction. Paring students with disabilities or ELL students with peers is not a differentiation strategy. It can create dependency.

Example:

For the art project strategies for the student delayed with fine motor skills includes.

1. Provide the student with the opportunity to cut out a picture of a plan. 2. Paste the seeds on index cards. Let the student sort the index cards.

3–5 paragraphs

Assessment

Assessment is the process by which early childhood professionals gain understanding of children’s

development and learning. Describe strategies you will use to assess children’s learning. Consider how you will:

 Utilize and document observation to assess children’s learning.

 Make sure all assessments are aligned with your goal(s) for the lesson.

Provide specifics. Observation:

1. Identify what you will observe. Explain how you will record the observations. For example, use observation checklist to assess if the student could count up to 10 seeds. Or, use an observation checklist or photograph of each children’s sorted piles of seeds.

2. I will student portfolios to assess the students’ art work.

2–3 paragraphs

Closure

Learning Activities: Closure is the conclusion of your learning experience. It is a time to wrap up the experience by

summarizing, reviewing, and/or reflecting on the learning that has taken place. Describe all activities and

strategies you will use in the closure of your learning activity.

1–2 paragraphs

Indicators of Effective Curriculum

1. Goals are clearly defined and communicated. Is there a written plan that addresses important goals and can be shared with all who need to know about it?

2. Curriculum is comprehensive. Does the curriculum address “the whole child”—all domains of children’s development (cognitive, social, emotional, and physical)—as well as all content areas such as literacy, mathematics, science, social studies, health and physical education, and the arts?

3. Curriculum is evidence based. Is there research evidence of its effectiveness with a similar group of children—for example, the same age or speaking the same language?

4. Professional standards validate the curriculum subject matter content. Does the content of the curriculum reflect the content standards recommended by the subject- matter disciplines, such as math educators or reading specialists?

5. Children are active and engaged. Do the teaching and learning experiences provide opportunities for children to be active both mentally and physically?

6. Valued content is learned through investigation and focused teaching. Is the curriculum delivered through experiences that include both child-initiated exploration and teacher-guided instruction?

7. Curriculum builds on prior learning and experiences. Is the curriculum sequenced in logical and reasonable ways? Because children’s prior learning experiences will vary, this requires that the teacher individualize the curriculum as much as possible.

8. The curriculum is developmentally appropriate. Are the developmental and learning goals challenging and achievable? That is, are the learning outcomes reasonable expectations for most children within the age range for which it is designed?

9. The curriculum is culturally and linguistically appropriate. Does the curriculum promote positive images of children’s cultural identities and home languages and also recognize and build on their competence?

10. The curriculum can be adapted for individual differences in children. Is the curriculum flexible enough for teachers to adapt to individual variation in children? Can the curriculum be adapted for children with disabilities and special needs?

11. Curriculum is likely to benefit children.