CD 22
CHAPTERS 3-6
FALL 2013
PROF. GALLEGOS
LET’S KICK IT OFF
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GOALS OF ASSESSMENT, EVALUATION, &
DISCUSSION
• KNOWING THE NAEYC ASSOCIATE STANDARDS SUMMARY P. 53
• OBSERVATIONS
• INFORMAL
• CO-EDUCATOR
• FORMAL
CONT. OBSERVATIONS
• DIRECT OBSERVATION-DURING THIS TIME A SUPERVISOR WILL USE
DIFFERENT TYPES OF TECHNIQUES
• TIME SAMPLING
• SPECIMEN DESCRIPTION OR NARRATIVE
• EVENT SAMPLING
• CRITERION-REFERENCES INSTRUMENT
PRE- & POST- CONFERENCE SUPERVISOR MEETINGS
• ACCEPTING CREDIT AND COMPLEMENTS
• PEER OBSERVATIONS
• REFLECTIVE BEHAVIORS
INSTRUCTIONAL PLANNING
• USING CHILD INTERESTS
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• CURRICULUM “MEANINGFUL”
• GOAL STATEMENTS
• IMPORTANT COMPONENTS
• PLAY
• LITERACY
LESSON PLAN GOALS AND OBJECTIVES
• OBJECTIVES-SERVE AS THE BASIS FOR PLANNING, PRESENTATION, AND ALL OTHER FORM
SECTIONS
• INSTRUCTIONAL OBJECTIVES –ARE MORE GENERAL IN NATURE AND MAY DEFY MEASUREMENT
• SPECIFIC BEHAVIORAL OBJECTIVES
• EXAMPLES• SBO: WHEN GIVEN 4 CUBES OF DIFFERENT COLORS (RED, BLUE, ETC.), THE CHILD WILL POINT TO
EACH COLOR CORRECTLY ON THE FIRST TRY WHEN ASKED
• IO: THE CHILD WILL KNOW 4 COLORS: RED, BLUE, GREEN, & PURPLE
DEVELOPMENTAL SKILLS
• PLANNING FOR SKILL ATTAINMENT
• SKILLS CAN BE DIVIDED INTO:
1. INTELLECTUAL
2. SOCIAL-EMOTIONAL
3. MOTOR SKILLS
4. AND OTHERS WILL OVER LAP
LESSON PLANNING
• INTRODUCTION
• ATTENTION GETTER
• EXPECTATIONS OF THE LESSON
• TRY TO TIE IT INTO SOME TYPE OF SHORT STORY
• STEP BY STEP INSTRUCTION
• DISCUSSION ON WHAT TOOK PLACE
• CLOSURE OF LESSON
PITFALLS OF THE LESSONS
• ROOM ENVIRONMENT HAS CHANGED
• NOT ENOUGH SUPPLIES
• NEW CHILD OR FUSSY CHILD/BIG GROUP SIZE
• NOT ENOUGH SUPPORT
• TOO MANY NERVES
THEMATIC TEACHING
• WEBBING (P. 106)
• CONSTRUCTING A THEMATIC UNIT
• SATURATED ENVIRONMENT
• PROJECT APPROACH
• OUTDOOR ACTIVITIES
• WORK ETHIC ACTIVITIES
BEYOND DISCIPLINE
• PHYSICAL ARRANGEMENT OF CLASSROOM HTTP://YOUTU.BE/FM7HIWLXUTU
• TIME MANAGEMENT
• CLASSROOM ROUTINES
• CONFLICT ARISE
• OUTCOMES:
1.
LACK OF RESOLUTION
2.
MUTUAL SOLUTION
3.
SUBMISSION
4.
ADULT INTERVENTION
MANAGING ROUTINE BEHAVIOR PROBLEMS
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• THE 4 C’S: CONSISTENCY, CONSIDERATION, CONFIDENCE, AND CANDOR
• CONSISTENCY-YOU UNDERSTAND YOURSELF WELL ENOUGH TO RESPOND TO CHILDREN IN A FAIR AND
IMPARTIAL MANNER
• CONSIDERATION-YOU ARE CONSIDERATE OF THE CHILDREN YOU TEACH AND OF THE ADULTS WITH WHOM
YOU WORK WITH
• CONFIDENCE-MAKING DECISIONS THAT ARE FREE OF BIAS AND BASED ON ALL EVIDENCE
• CANDOR-YOU ARE OPEN AND HONEST IN YOUR ACTIONS WITH CHILDREN
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ROLE OF FAMILIES
• AS A PRACTICUM YOU ARE NOT TO SHARE WITH THE FAMILIES HOW THEIR CHILD IS DOING
AND WHAT ARE THE INTERACTIONS WITH THE TEACHERS. ALWAYS REDIRECT THE PARENT BACK
TO YOUR LEAD TEACHER/MENTOR TEACHER
CLASSROOM MANAGEMENT OR DISCIPLINARY
TECHNIQUES
1.
BEHAVIOR MODIFICATION-ACHIEVED BY APPLYING PRINCIPLES OF REINFORCEMENT TO
CHANGE A CHILD’S BEHAVIOR
2.
SETTING LIMITS AND INSISTING THEY BE KEPT
3.
LABELING THE BEHAVIOR INSTEAD OF THE CHILD
4.
USING THE CONCEPT OF LOGICAL CONSEQUENCES
5.
TEACHER ANTICIPATION AND INTERVENTION
6.
CONFLICT RESOLUTION
OBSERVATIONS
• KNOW HOW IT LOOKS AND HOW TO DESCRIBE IT
ON, TUESDAY, OCTOBER 1, 2013, AT 3:35PM ROXANNA WAS BEING MEAN TO ANOTHER
STUDENT. SHE WALKED AWAY AND STARTED PLAYING WITH ANOTHER TOY AND SHE WAS
HAVING FUN.
OR
ON TUESDAY, OCTOBER 1,2013, AT 3:35PM, ROXANNA WAS ENGAGED IN AN ACTIVITY WITH
DANIELA. SOME WORDS WERE EXCHANGED AND AS A RESULT FOR THAT ROXANNA
REMOVED HERSELF FOR WHERE DANIELA WAS AT AND BEGAN A NEW ACTIVITY.
LET’S PRACTICE
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