CHS199 Full Course Latest 2020 MAY

CHS199 Practicum

Unit 1 Discussion

DAP and NAEYC’s Standards       

To prepare for this discussion, read the information in Chapter 2 on developmentally appropriate practices (DAP). Now watch the video to compare and contrast DAP practices utilized by the teacher on that classroom with those used by your Cooperating Teacher. If you are doing the alternate Virtual Video Observations and Reflections option in lieu of the field hours, instead describe two DAP practices from the video.

In response to your peers, discuss the practices you both observed and describe what makes them DAP.

 

CHS199 Practicum

Unit 2 Discussion

Inclusion and the Whole Child   

To prepare for this discussion about cultural milestones that are related to children’s development and their awareness of attitudes about race and culture, review the age-level charts “Word Pictures” in chapter 3. In your initial response:

Explain how the concepts portrayed by Word Pictures can be used to help a teacher become more culturally sensitive.

Describe how Word Pictures can be used to help teachers plan culturally appropriate experiences for young children that respect their differences in perceiving and understanding the world.

If you have not had the opportunity to observe this, describe an experience that could be prepared for children at your site. In your peer response, discuss your shared examples and suggest how these experiences might be enhanced or modified for different age levels.

 

CHS199 Practicum

Unit 3 Discussion

An ECE Teacher’s Responsibilities and Development       

Describe examples of how Samantha Brade integrates the NAEYC Code of Ethical Conduct into her practice. Then describe two ways that you could integrate the NAEYC Code of Ethical Conduct in your day-to-day interactions in a classroom. If you are doing your filed hours at a site, describe an instance where teachers at your site used the code to guide their behavior or instances where you think they should have done so and why.

In your response to a peer, compare your site examples and discuss how each demonstrates the value and effectiveness of using the NAEYC Code of Ethical Conduct to guide teacher practice.

 

 

CHS199 Practicum

Unit 4 Discussion

Communicating with Families    

Consider the importance of building strong home-school relationships. Watch the video and then describe the methods that preschool teacher Mona Sanon uses to communicate with families and learn important information about her students and their families. Compare what you saw in the video to what you have observed in your practicum classroom regarding the challenges of communications, the methods of communication, and the importance of communication. Discuss with your classmate the various family units you have observed at your practicum site and share methods that you could communicate with sensitivity to build trusting and respectful relationships.

f you are   doing the alternate Virtual Video Observations and Reflections option in lieu of the field hours, instead discuss any insights you might have based on your experience or anything you might have read on the topic.

 

CHS199 Practicum

Unit 5 Discussion

Setting Limits    

Teachers need to set boundaries so children know what behavior will be acceptable.  Think about an instance when your Cooperating Teacher enforced a limit and describe the guidance strategy that he or she used to promote social learning and positive interactions. Also, describe the guidance strategies that could be used to reengage the child once the behavior in question has been resolved.

f you are   doing the alternate Virtual Video Observations and Reflections option in lieu of the field hours, instead describe a personal experience you may have had with setting limits – or limits that were set on you when you were a child. Could that situation have been handled in a more positive way?

With a classmate, discuss appropriate ways to set limits to avoid instances of bullying and discuss guidance strategies to promote social learning/positive interactions.

 

CHS199 Practicum

Unit 6 Discussion

Sharing Your Video         

In this discussion, you will make your video available to your classmates, so you all get the benefit of one another’s experiences. Feel free to include written comments. Responses to classmates are optional.

 

 

 

CHS199 Practicum

Unit 7 Discussion

Classroom Environments             

Setting up an early childhood classroom can be an overwhelming task! There are many variables to consider, such as placement of equipment and materials, plans for health and safety, and spaces to encourage social interactions. In this video, you will have the opportunity to look inside an infant and toddler classroom to watch for key features for an effective classroom setup. You will then describe two interesting features that you observed in the video  such as equipment, classroom, or playground.  Why do you think these choices were made, how are they developmentally appropriate (DAP), and how do you think they support the goals of the programs?

With a peer, discuss the design differences, similarities, and reasons for the choices you have each described.

 

CHS199 Practicum

Unit 8 Discussion

DAP and Play    

Think back to beginning of this course when the concept of developmentally appropriate practice was first introduced and (if you have been at your practicum site) reflect on the DAP practices you have seen there. Now listen to veteran educator Doreen Dublique share how developmentally appropriate practices are vital to developing a robust curriculum. Take note of the factors that teachers consider when planning curriculum and the questions teachers discuss to inform their curricular decisions. Briefly describe three of the environmental factors in the video and point out ways that they support play-based curriculum.

With your peer, discuss and share examples of  how curriculum design can encourage learning through play.  

 

CHS199 Practicum

Unit 1 Assignment  

During this course, and throughout your career, you will be evaluated periodically by yourself, your supervisor, and/or your colleagues. Your supervisor will base his or her evaluations on observable, specific information and ties the goals of the program to your activities and responsibilities. It is important for teachers to value the process of performance evaluations and understand their implications for professional growth.

In the space below, write three goals that you will set for yourself to achieve through your Practicum experience. To do this, think about the core knowledge, skills, attitudes, and competencies needed to be an effective instructional leader, child care administrator, school- based administrator or policy leader. Some examples of learning goals are:

1)            I will establish and ensure a nurturing, safe and healthy environment for young children;

2)            I will demonstrate developmentally appropriate practices and intentional teaching;

3)            I will identify appropriate guidance and discipline strategies;

4)            I will implement ethical responsibilities in working with children, families and co-workers;

5)            I will act as an advocate for children and families.

SMART Goals:

In the space below, writethree goals that you will set for yourself to achieve during this course. The goals need to be SMART goals, which means that they need to be Specific, Measurable, Achievable, Realistic, and Time-bound.

Example: By the end of Unit 8, I will integrate technology into an activity that I will lead with either a small or large group of children.

Goal #1

Goal #2

Goal #3

Thank you for reviewing this form and for providing the invaluable guidance that is so critical to successful preparation of early childhood educators. Please sign below to verify that the Student shared the Practicum I Handbook and reviewed their goals with you.

Cooperating Teacher Signature: _____________________________________________________

Student Signature__________________________________________________________________

 

CHS199 Practicum

Unit 3 Assignment  

Learning Experience Plan Part 1

Overview:

In consultation with your Cooperating Teacher, you will begin working on the initial steps of a Learning Experience Plan (LEP) designed to help children achieve identified outcomes. You will continue developing the LEP during Units 4 and 5, then implement the LEP in your practicum classroom in Unit 6.

In Part 1 of this multi-part assignment, you will begin planning the LEP by providing basic information about the lesson and learners, identifying the early learning standards and objectives of the lesson, and selecting the lesson materials. These elements will be filled into the provided LEP Template. There are many different LEP formats. Some schools/centers use a standard format with variations for different age levels. It is also common for schools/centers to use templates that have been designed to be used with specific commercial curriculum. Commonly, LEP templates are electronic documents that can be easily modified, printed, shared and saved. The LEP Template you will be using in this course will also be used in many of your future CHS courses.

Instructions:

1. Review the Sample LEP: Guided Steps, LEP Template, and the LEP Components

Overview.

2. In consultation with your Cooperating Teacher, select a book to use for the lesson.

3. Using the LEP Template, fill in Part 1 items a-d and 1-4

a) Title of the Lesson.

b) Number of Children in Group.

c) Children’s Age Group.

d) Length of Lesson.

1) Early Learning Standards (three standards).

(Use the Connecticut Early Learning Development Standards, CT ELDS, unless your own state standards include all the components that are required for this assignment.)

2) Key Objectives (three objectives).

3) Materials

4) Vocabulary (five words).

CHS199 – Practicum 1

Unit 3 Learning Experience Plan Part 1

NOTE: you will complete Part 2 steps 5-8 of the LEP Template in Unit 4.

4. Review the LEP with your Cooperating Teacher and revise as needed.

5. Sign and obtain the signature of your Cooperating Teacher.

6. Submit your completed LEP Template to the Assignment link in Unit 3.

 

CHS199 Practicum

Unit 4 Assignment  

Learning Experience Plan Part 2

Overview:

You worked on Part 1 of the LEP in Unit 3. In Unit 4, you will finish the LEP by

completing Part 2, steps 5-9.

Instructions:

1. Review steps 5-9 of the Sample LEP: Guided Steps and the LEP Components

Overview.

2. Using the LEP Template that you started in Unit 3, complete LEP Part 2 steps 5-9.

3. Review the LEP with your Cooperating Teacher and revise as needed.

4. Sign and obtain the signature of your Cooperating Teacher.

5. Submit your completed LEP Template (Parts 1 and 2 should be filled in) to the Assignment link in Unit 4.

 

CHS199 Practicum

Unit 6 Assignment  

Learning Experience Plan (LEP) Implementation Video and Reflection

In this assignment, you will either implement your LEP lesson in your practicum classroom OR pretend you are in a classroom and make a video of the story reading portion of the LEP, which includes 1) the introduction to the book where you show some visual aid to excite the children about hearing the story;     2) a review of the vocabulary words;  3) ask the HOT questions at an appropriate place in the story; and  4)  read the book.

Watch your video then complete a LEP self-reflection. **

Submit your video and LEP Self-Reflection to the Unit 6 Assignment link.

See the attached documents for complete instructions and grading rubric. Submit your completed assignment to the above submission link by 11:59 p.m. EST, Sunday of Unit 6.

** Self-Reflection – Type the answers on the attached sheet using these modifications of the questions.

!. No change

2. If a parent came to pick up her child early while you were reading the story, tell us how you would handle the situation. 

3. Review your 3 Objectives. Do you think the lesson you wrote would have allowed the children to achieve these Objectives? If not, what needs to be changed?

4. Do you still think the Modifications you wrote in your LEP would have been the best way to handle the child in your group who had the disabling condition you wrote about?

5. No change

 

CHS199 Practicum

Unit 7 Assignment  

Meet with your Cooperating Teacher to discuss their observations and written evaluation of your practicum work and their insights on how you can continue to grow as an educator. You will complete a self-reflection of your professional growth and progress toward your SMART goals (identified in the first week of this course).

See the attached document for complete instructions and grading rubric. Submit your completed assignment to the above submission link by 11:59 p.m. EST, Sunday of Unit 7.

If you have been doing the alternate version of the course:

Write a one-page reflection on your experience and growth during this course, including the following:

What was your attitude at the start of the term regarding having this opportunity to do a simulated field experience since COVID-19 pandemic forced the closure or placed limitations on practicum field placements?

How do you feel about the simulated experience now?

What are the three key things that you learned from this course?

Were there parts of this course that you felt were especially valuable?

Did you like the textbook? Why or why not?

Did you enjoy or benefit from interactions with peers?

Did you find the videos and reflections helped you learn more about early childhood education?

Choose one of the following quotes and tell what it means to you:

“By education, I mean an all-round drawing out of the best in the child and man; body, mind, and spirit.” ~ Mahatma Gandhi

“We worry about what a child will become tomorrow, yet we forget that he is someone today.” ~ Stacia Tauscher

“Kids don’t remember what you try to teach them. They remember what you are.” ~ Jim Henson“

Teaching is not about answering questions but about raising questions – opening doors for them in places that they could not imagine.” ~ Yawar Baig

“A child must know that he is a miracle, that since the beginning of the world there hasn’t been, and until the end of the world there will not be, another child like him.” ~ Pablo Casals

“To take children seriously is to value them for who they are right now rather than adults-in-the-making.” ~ Alfie Kohn

“The work of education is divided between the teacher and the environment.” ~ Maria Montessori

 

CHS199 Practicum

Weekly Record Sheet Assignment

Overview:

Each week you are required to complete a Weekly Record Sheet showing the days and times you were at your practicum site and specific ways you assisted in the classroom.

Your Cooperating Teacher will have the opportunity to comment and to request a phone conference with your course Instructor.

Please keep in mind that the hours you spend observing and assisting in your approved facility need to be spread over the term or semester. To complete the 100-hour requirement, on average, you should be spending 12.5 hours a week over the 8-week term if you are taking this course online. If you are taking the course on campus, you should spend approximately 6.25 hours a week in the classroom over the semester.

Please conduct yourself professionally by arriving at your facility on the agreed upon days and times. If extenuating circumstances cause you to be late or absent, please inform your cooperating teacher in advance (if that is possible) and work with them to adjust your schedule to make up the missed time. If your facility is closed due to a holiday, vacation, weather or other unforeseen event, arrange to make up the time during another week.

Instructions:

• Fill out a Record Sheet each week.

• Complete both the Attendance Sheet and the Activity Report sections.

• Both you and your Cooperating Teacher need to sign and date the bottom of the completed form.

• Submit the completed form by Sunday of Units 1-7 and by the final Friday of Unit 8. If you are a campus student taking CHS199 as a semester-long course, you should complete a record sheet for each week but submit two together at the end of each unit, which is every two weeks