COURSE TITLE:
HOLIDAYS & FUN DAYS: Activities For Elementary & Early Childhood
Education
NO OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4 Credits]
INSTRUCTOR:
SHERRY BOZORTH, M.A.I.S.
360/225-6186
bozdv54@gmail.com
WA CLOCK HRS:
OREGON PDUs:
60
60
ASSIGNMENT CHECKLIST
This assignment checklist will help you plan your work. Please check off completed items.
CLOCK, PDU, 400 LEVEL, or 500 LEVEL ASSIGNMENTS
A.
Information Acquisition:
___ #1: Describe your teaching situation and interest in activities in your curriculum. Send to instructor.
___ #2: Take quiz. Read 3 sections of Supplementary Materials. Show your style(s). Send to instructor.
___ #3: Read 1 section of Supplementary Materials. List 5 ways to incorporate music. Send to instructor.
___ #4: From Supplementary Materials list 10 activities covering all learning styles. Send to instructor.
___ #5: Read 1 section of Supplementary Materials. Pick 4 activities. Write summary. Send to instructor.
___ #6: Implement 6-8 activities from Supplementary Materials. Write a short paper. Send to instructor.
___ #7: Read 1 section of Supplementary Materials. Implement 3 ideas. Summarize. Send to instructor.
___ #8: Select 3-4 activities from the Supplementary Materials. Adapt to classroom. Send to instructor.
___ #9: Read section 1D in Supplementary Materials. Write short reflection. Send to instructor.
__ #10: Read section 2D in Supplementary Materials. Brainstorm activities. Send to instructor.
__ #11: Read section 2E in Supplementary Materials. Try the “palming” activity. Send to instructor.
__ #12: Read section 3A in Supplementary Materials. Show classroom set-ups. Send to instructor.
__ #13: Read section 3B in Supplementary Materials. Create activities. Send to instructor.
If you are doing this course for Clock Hrs or PDUs, then you are done.
400 & 500 LEVEL ASSIGNMENTS
B. Learning Application:
__ #14: Make a list of lessons in your teaching repertoire, and add new activities. Send to instructor.
__ #15: Make a school-year plan of activities. OR Prepare 3 lessons. Send to instructor.
500 LEVEL ASSIGNMENT
__ #16: (500 Level only)
In addition to the 400 level assignments, complete one of the following and send to instructor.
a) Observe and interview teachers of different learners. Write a 2-3 page reaction.
b) Read a book from the bibliography. Write a 2-3 page reaction.
c) An assignment of your own choosing with the instructor’s prior approval.
400 & 500 LEVEL ASSIGNMENT
C. Integration Paper:
__ #17: Write a 2-3 page Integration Paper as described in the syllabus. Send to instructor.
NOTES:
• You may work collaboratively with other teachers and submit joint assignments on all but the final
Integration Paper, which must be individually authored and submitted.
• Alternatives to written assignments (video, audio, photo collage, a collection of products, letters to editor,
brochure & Web pages) may be submitted as substitute assignments with the instructor’s prior approval.
• To maintain privacy, please do not refer to students in your papers by their actual names, but rather use
an alias or designation such as “Student A.”
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COURSE TITLE:
HOLIDAYS & FUN DAYS: Activities For Elementary & Early Childhood
Education
NO OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4 Credits]
INSTRUCTOR:
SHERRY BOZORTH, M.A.I.S.
360/225-6186
bozdv54@gmail.com
WA CLOCK HRS:
OREGON PDUs:
60
60
COURSE DESCRIPTION:
This course is designed for the elementary and early childhood educator. Reach all children with a variety of
fun or seasonally themed activities that engage visual, auditory and kinesthetic learners within your existing
curriculum. Learn about your personal learning style and how it relates to your teaching, along with how to
identify your students’ individual styles.
$28 book fee (2 books) “Holidays and Fun Days: 175+songs, poems, dances, games, and activities for an
entire school year” and “Making Sense of Learning: Making Sense of Teaching”, is paid to the instructor after
registration.
Optional: A book selected from the Bibliography – ONLY if 500 level is chosen.
LEARNING OUTCOMES:
Upon completion of this course, participants will have:
1. A general knowledge of learning styles and how to teach more effectively to the variety of learning styles
within your classroom.
2. How to incorporate fun “Holidays and Fun Days” activities into your current curriculum, involving all
learning styles.
3. How to add to your curriculum activities that use the five senses (hearing, sight, smell, touch, taste.)
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute
does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A: Information Acquisition) for this course automatically earns
participants their choice of 60 Washington State Clock Hours or 60 Oregon PDUs The Heritage Institute is an
approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or
better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level (PostBaccalaureate). These criteria refer both to the amount and quality of work submitted.
Teachers who register for Antioch University Seattle 400 or 500 Level Credit will be required to:
1. Complete Section A: Information Acquisition assignments
30%
2. Complete Section B: Learning Application assignments appropriate for your levels
40%
3. Complete Section C: Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No Credit
basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a “C” or
better, 500 level credit is equal to a “B” or better. This information is stated on the back of the transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine
with your district personnel, department head or state education office the acceptability of these credits for
your purpose.
ADDITIONAL COURSE INFORMATION
REQUIRED READING:
• 2 required course books, “Holidays and Fun Days: 175+songs, poems, dances, games, and activities
for an entire school year” and “Making Sense of Learning: Making Sense of Teaching”, Sherry
Carlson Bozorth, M.A.I.S.
• A book of your choice selected from the Bibliography – ONLY if 500 level is selected.
MATERIALS FEE:
• $28 book fee for 2 books is paid to the instructor after registration using Order Form provided.
• Optional book fee — 500 level ONLY — for a book of your choice selected from the Bibliography.
To order, contact the instructor by email to make arrangements.
Then use the Order Form provided by The Heritage Institute with your Registration Confirmation.
HEADING REQUIRED FOR ALL ASSIGNMENTS:
A heading is required; please use the following format.
Your Name:
Instructor Name:
Course Number:
Course Name:
Date:
Level: Clock/PDU/Credit (400 or 500)
Assignment #:
INSTRUCTOR COMMENTS ON YOUR WORK:
• Please indicate by email to the instructor if you would like to receive comments on your assignments.
• If you would like to receive your material back, please send a packet with your address and sufficient
return to instructor’s address (will email address after registration.)
• Please do not send a prepaid postal receipt, as they are not valid after the day of purchase.
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ASSIGNMENTS FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
Assignment #1:
a. Describe your teaching situation and interest in adding fun activities into your curriculum to make
learning more engaging for your students in the form of a poem, rap, song, or commercial describing
your teaching.
b. Send to instructor: bozdv54@gmail.com. Subject line to read ‘Holidays #1’.
Assignment #2:
a. Since teachers usually teach to their own learning style(s), take the learning style quiz to discover
your personal learning style:
http://www.educationplanner.org/education_planner/discovering_article.asp?sponsor=2859&articleN
ame=Learning_Styles_Quiz.
b. Read sections 2A, 2B, and 2C in Supplementary Materials. Draw a picture or make a collage’
showing your learning/teaching style(s).
c. Send to instructor: bozdv54@gmail.com. Subject line to read ‘Holidays #2’.
Assignment #3:
a. Read the quote on page 51 of Cheri Fuller’s Talkers, Watchers, & Doers.
b. In Section 1A, Supplementary Materials (whole brain approach) make a list of 5 ways you can
integrate music and language into your curriculum.
c. Use activities from Supplementary Materials, Internet sites, or create your own.
d. Send to instructor: bozdv54@gmail.com. Subject line to read ‘Holidays #3’.
Assignment #4:
a. Using the Supplementary Materials activities and two required course books, make a list of at least
ten activities that are age-appropriate for your teaching situation that cover all learning styles (audio,
visual, kinesthetic).
b. Send to instructor: bozdv54@gmail.com. Subject line to read ‘Holidays #4’.
Assignment #5:
a. Read pages 73 & 74 Cheri Fuller’s Talkers, Watchers, & Doers, in Supplementary Materials (helping
movers learn skills).
b. Choose four of the nine activities listed and implement with your students.
c. Write a short summary, take a photo, or make a video.
d. Send to instructor: bozdv54@gmail.com. Subject line to read ‘Holidays #5’.
Assignment #6:
a. Select 6 - 8 activities from the Supplementary Materials and/or books, and use them with your
students.
b. Take note of individual student engagement in each activity and how it reflects learning styles.
c. Send to instructor: bozdv54@gmail.com. Subject line to read ‘Holidays #6’.
Assignment #7:
a. Read pages 127 & 128 Cheri Fuller’s Talkers, Watchers, & Doers, in Supplementary Materials
(develop spatial and visual talent). Implement three of the five ideas listed.
b. Write a short summary or take photos/video.
c. Send to instructor: bozdv54@gmail.com. Subject line to read ‘Holidays #7’.
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Assignment #8:
a. Select 3 - 4 activities from the Supplementary Materials and/or books, and add ways to change them
to address more learning styles (i.e. from an audio only lesson to a part audio and part visual activity,
etc.)
b. Send to instructor: bozdv54@gmail.com. Subject line to read ‘Holidays #8’.
Assignment #9:
a. Read pages 136 & 137 of Cheri Fuller’s book, Talkers, Watchers, & Doers, in Supplementary
Materials (how teachers teach).
b. Read pages 12 & 13 Armstrong, Thomas, Ph.D.’s book, In Their Own Way, Discovering and
Encouraging Your Child’s Multiple Intelligences in Supplementary Materials.
c. Write a 2-3 page reflective response to this reading, including knowledge gained about your own
teaching styles from taking the online learning style test (from assignment #2)
d. Send to instructor: bozdv54@gmail.com. Subject line to read ‘Holidays #9’.
Assignment #10:
a. Read page 167 – Education Through All the Senses —(Armstrong, Thomas, Ph.D.’s book, In Their
Own Way, Discovering and Encouraging Your Child’s Multiple Intelligences) in Supplementary
Materials.
b. Make a list of the suggested activities you already implement. Brainstorm a list of the activities you
would like to add to your classroom and how they will support current curriculum.
c. Send to instructor: bozdv54@gmail.com. Subject line to read ‘Holidays #10’.
Assignment #11:
a. Read page 170 – Palming – (Armstrong, Thomas, Ph.D.’s book, In Their Own Way, Discovering and
Encouraging Your Child’s Multiple Intelligences) in Supplementary Materials.
b. Follow the instructions, and try “palming” on your own eyes. Implement with your students during a
reading activity.
c. Send to instructor: bozdv54@gmail.com. Subject line to read ‘Holidays #11’.
Assignment #12:
a. Read pages 58 & 59 – setting up classrooms for all learners (Rita and Kenneth Dunn’s book,
Teaching Elementary Students through Their Individual Learning Styles) in Supplementary Materials.
b. Draw a picture or diagram showing possible classroom set-ups to benefit all learners.
c. Send to instructor: bozdv54@gmail.com. Subject line to read ‘Holidays #12’.
Assignment #13:
a. Read pages 340 & 341 – activities for each learning style (Rita and Kenneth Dunn’s book, Teaching
Elementary Students through Their Individual Learning Styles) in Supplementary Materials.
b. Create one activity from each of the categories: auditory, kinesthetic, visual (pictorial), tactual, visual
(words) – connecting the activity to a holiday or a “fun” day in your classroom.
c. Document via describing what you created or photograph each activity.
d. Send to instructor: bozdv54@gmail.com. Subject line to read ‘Holidays #13’.
This completes the assignments required for Washington Clock Hours or Oregon PDUs.
Continue to the next section for additional assignment required for University Quarter Credit.
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
Assignment #14 (required for 400 and 500 Level)
a. Make a list of seasonal lessons and/or activities you already have in your teaching repertoire, noting
which new “Holidays and Fun Days” activities could be added to the lesson plans.
b. Send to instructor: bozdv54@gmail.com. Subject line to read ‘Holidays #14’.
Assignment #15 — choose a or b
a. Make a plan (or list) for an entire school year of activities that are age-appropriate to supplement
your current curriculum.
OR
b. Prepare three lessons integrating the knowledge obtained from this course.
Use your school or district’s lesson plan format, or the lesson template provided at the end of the
syllabus.
c. Send to instructor: bozdv54@gmail.com. Subject line to read ‘Holidays #15’.
500 LEVEL ASSIGNMENT
Assignment #16 (500 Level only)
In addition to the 400 level assignments, complete one of the following:
Option A)
Observe and interview teachers who have developed a sense of teaching to different learners and who
integrate songs, poems, activities into their curriculum. Write a 2-3 page reaction.
Send to instructor: bozdv54@gmail.com. Subject line to read ‘Holidays #16-A’.
OR
Option B)
Read a book from the bibliography. Write a 2-3 page reaction/reflection that includes what you learned that
surprised you.
Send to instructor: bozdv54@gmail.com. Subject line to read ‘Holidays #16-B’.
OR
Option C)
An assignment of your own choosing with the instructor’s prior approval.
Send to instructor: bozdv54@gmail.com. Subject line to read ‘Holidays #16-C’.
400 & 500 LEVEL ASSIGNMENT
C. INTEGRATION PAPER
Assignment #17: (Required for 400 and 500 Level Credit)
Write a 3-4 page Integration Paper answering these five (5) questions:
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
Send to instructor: bozdv54@gmail.com. Subject line to read ‘Holidays #17’.
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INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Sherry Carlson Bozorth, M.A.I.S., received her Bachelor of Science degree from Western Oregon
University (formerly Oregon College of Education) in 1976 with a double major in elementary education and
music education, and an M.A.I.S. (Master of Arts in Interdisciplinary Studies) from Oregon State University in
1983 with emphasis in music education and ethnomusicology. She has taught at the elementary and middle
school levels for over 30 years, and has been an instructor for The Heritage Institute since 1998. Teachers
find her classes to be effective, creative, fun, hands-on, bringing renewal and freshness to teaching while
encompassing all learning styles.
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HOLIDAYS & FUN DAYS
BIBLIOGRAPHY
Armstrong, Thomas, Ph.D., In Their Own Way, Discovering and Encouraging Your Child’s Multiple
Intelligences, Penguin Putnam Inc., 2000, ISBN 1-58542-051-4, 269 pages
Fuller, Cheri, Talkers, Watchers, and Doers: Unlocking Your Child’s Unique Learning Style (School Savvy
Kids), 2004, paperback, 176 pages, ISBN-10: 1576835995
Discover what makes your kid tick. Decipher targeted teaching techniques that will be most effective for your
child. Create a tailor-made learning environment for each of your children, equipping them with specialized
study skills for their unique personalities. Discover how your own learning style can affect your child's
education and success.
Dunn, Rita, and Dunn, Kenneth, Teaching Elementary Students through Their Individual Learning Styles:
Practical Approaches for Grades 3 – 6, Allyn and Bacon, 1992, ISBN 9-2-5-13221-9, 529 pages
Lawrence, Gordon, Looking at Type and Learning Styles, 1997, 56 pages, ISBN-10: 0935652337
Lawrence's book is an excellent addition to the emerging literature on generating peak performance through
classroom and teacher congruence with type. Clear, crisp, succinct, it is the tool of choice for introducing
community college professors to using the MBTI for individualizing classroom instruction.
LeFever, Marlene D., Learning Styles, 1995, paperback, 256 pages, ISBN-10: 0781451175
By answering each of these questions, we will appeal to the four learning styles: Imaginative, Analytic,
Common Sense, and Dynamic. A learning style is the way in which a person sees or perceives things best
and then uses that knowledge. When we understand learning styles and adjust our teaching or parenting to
those styles, we begin reaching everyone God gives us to teach.
Willis, Mariaemma, and Hodson, Victoria Kindle, Discover Your Child’s Learning Style: Children Learn in
Unique Ways – Here’s the Key to Every Child’s Learning Success, 1999, paperback, 352 pages, ISBN-10:
0761520139
These two longtime educators suggest in this guide that there are actually five aspects to a student's learning
style beyond the simple modes of visual, auditory, or kinesthetic. Their "learning style profile" takes into
account a child's talents, interests, preferred learning environment, and disposition, as well as the three more
familiar modes. Written as a workbook, with a series of do-it-yourself assessments, the guide offers parents a
chance to diagnose their child's learning style in all five areas. A chart of activities accompanies each style.
Wong, Harry K and Rosemary T., The First Days of School: How to Be An Effective Teacher, 2004,
paperback, 352 pages, ISBN-10: 0962936065
The book walks a teacher, either novice or veteran, through the most effective ways to begin a school year
and continue to become an effective teacher. This is the most basic book on how to teach.
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HOLIDAYS & FUN DAYS
LESSON PLAN TEMPLATE
Grade Level:
____________
Subject:
______________________________________________________________________
Theme/Topic: ______________________________________________________________________
Student Outcomes: (with Connection to State Standards)
Required Materials and Equipment:
Agenda: (The major events of the day posted for public viewing. Schedule warm-up, bathroom breaks,
surprises (pop quiz), guest speakers, specials, assemblies, movie clips, outside assignments etc. so
students can manage their time with you.)
Warm Up: (A one to two sentence task, written or drawn on the board, to be completed alone or in groups
prior to the beginning of the lesson. At the elementary level it would be used for classroom transitions, and in
grades 7-12 to define one content area from another. The warm-up is designed to access learning from the
previous lesson and settle students into the flow for the present lesson on hand.)
Anticipatory Set: (Attention Getter to kindle student interest)
Direct Instruction (10-20 mins): (Input, Modeling/demo, giving directions, check for understanding)
Guided Practice (x mins): (Under teacher’s direct supervision, students individually apply or practice what
they have just learned and receive immediate feedback)
Closure (x mins): (Actions designed to cue in students that they have arrived at an important point in the
lesson or at the end of the lesson; often closure consists of review and clarifying key points)
Independent Practice: (Student directed, may be incorporated before closure or as outside assignment.
The aim is repetition in enough different contexts so that the learning may be applied to any relevant
situation, not only the context in which it was originally learned.)
Assessment and Follow-Up: (Self-reflection, collaborative rubric, other rubric, anecdotal evidence, teacher
created quiz/test etc., peer review, standardized test, exhibition, portfolio piece(s))
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