Monday & Wednesday 6:30-7:45
North Seattle Community College, IB 1409
CCE 125: Program Planning
Candice Hoyt, Faculty
(206) 715-1878 (until 9 pm)
Office hours by appointment
choyt@sccd.ctc.edu
http://facweb.northseattle.edu/choyt
Syllabus:
• http://facweb.northseattle.edu/choyt/CCE125
Online—Angel:
• http://northseattle.angellearning.com/
• CCE 125 Program Planning (Hoyt - hybrid) W10
 Physical Science
Monday Activity
2/8  Guest: Tammy Tasker
 Process Activities
 Environment Study
Schedule changes
See March changes
in syllabus rev. 2/8.
• Replies to
assignments no
longer required.
• Extra credit:
 No class:
 Monday 3/8
 Monday 3/15
 Outside of class meeting:
• 0.5 point each reply
 Present learning stories to
• any forum
teammates
 Work on team Curriculum Plan
 Due by 3/17
• up to 5 credits
• Learning Story:
• Only post final
Physical Science Activity
Handout:
 The Importance of Science in
Early Childhood Education and
Goals for Skill-Development
(PDF)
The 3 E’s of science inquiry:
 Experience: Time, materials,
inspiration for scientific
inquiry.
 Exploration: Children direct
own investigation.
 Expression: Document,
expand on & revisit ideas.
 Teachers:
 Provide materials and time,
sometimes initiate
exploration.
 Willing to cancel plans.
 Redirect questions.
 Allow them to get the wrong
answer; process more than
progress/ product.
 Allow them to complete their
quest even if the answer is
not found.
Physical Science Activity
 Skills developed:
 Social problem solving



Negotiating
Co-constructing ideas
Respecting different ideas
 Cognition
 Thinking about thinking
 Willingness to change ideas
 Language
 Writing (predictions, etc)
 Spontaneous writing
 Reading
 Modeling
 2-D: Drawing, painting, …
 3-D: blocks that don’t
attach, blocks that do, clay,
found items
 Computer 2-D/3-D
 Math
 Measuring (body measure)
 Numeracy
 Counting
 Emotional
 Patience for self, others
 Commitment (short/long
term)
 Focus & attention
Physical Science Activity
3.6 PHYSICAL SCIENCE
EXPERIMENT
(4 pts)
 Develop a physical science
experiment that you could
demonstrate to children. It
could involve air, water, light,
movement, electricity, etc. The
TV programs Mr. Wizard or Bill
Nye, books in the library and the
supplemental text are sources of
ideas. These demonstrate a
transformation that the children
can observe and participate in a
discussion about what will
happen, describe the effect, and
describe the result.
 Demonstrating a transformation
in front of the class.
 Name each item, giving names
to everything the class sees.
 Ask description and prediction
questions of the class.
 What will happen?
 What is happening now?
 What happened?
 Document the predictions and
outcomes for each step.
 Long spaces for children to
document their understanding
and do their own inquiry.
 2/17 Assignment: Post detailed
activity plan for teachers to try.
Physical Science Inquiry
 Guest: Tammy Tasker
 What we think is “true”
 When children initiate
right now.
 Their decision about
how their world is. They
have time…..
 Their theories can be
way cooler than reality.
 “Orienting” children to
each other, the question,
their work.
scientific inquiry….
Process Activity
 “Process Play” handout
 Demonstrate – Do – Review
 Process Activity:
 Children can follow to make
something.
 Teacher presents.
 Children choose to do today,
later, or never.
 Process chart:




Each frame has 1-3 key words.
Drawing/illustration.
Lower case hand printing.
Large enough for 20 children to
see.
 Teacher actions:
 Demonstrate sequence to all
of children.


Refer to process chart.
Talk about as you go.
 Children do process and try
to solve problems alone or
with peers.
 Use help sequence if
necessary for adult help.
 Review next day.



They describe process chart.
They share problems &
solutions.
Another opportunity to try.
Process Activity
 Benefits
 Help each other, sharing
same intention
 Turn to each other for
assistance
 Solve their own
problems with
sustained effort
 Breaks down friendship
& sex separations
 Learn to talk sequences
and helping steps
 Exposed to meaningful
print (hand-written)
 Gain skills in “making”:
tape, scissors, glue, hole
punch, etc
Process Activity
 Help sequence (when peer
help does not work):
No help
1.


Wait 15-30 seconds
Comment on positives
Verbal help
2.


Give information
Verbally refer to chart
Demonstrate
3.

Show with your materials
Physical cue
4.

Point/touch child’s work
Physical help
5.

Do next action for child
 Note:
 Do NOT touch the child’s
work until steps 1-3 failed.
 Do NOT do work for the
child until steps 1-4 failed.
Process Activity
 If the child is having
difficulty with “easy” or
too many steps, the
project is probably
inappropriate for the
skill level.
 What do we do then?
Process Activity
 3.1 Process Activity Chart (4 pts)
 Select food item or something
useful to make that children 3 to 5
years old would enjoy making with
as little assistance as possible. Draw
pages of a process chart for making
that item. Try it out on children (so
they can help each other figure out
what to do). Use the
Demonstration/Do/Review system
as explained in class. Display your
process chart in the classroom and
describe to the group what
happened. It must be a multi-step
process and NOT the ones done in
class or presented in the packet.
 REQUIREMENTS
 a four-year-old child could
prepare the item (dangerous
steps excepted) following a
demonstration.
 one to three words on each
frame.
 neat primary script printing
using lower case letters.
 implemented and described
orally
 Wed 2/24 Assignment:
 Post pages of illustrated chart
(preferred) or list of steps.
 Bring illustrated chart to class.
Environment Study: Reflect
 In a group of two, discuss your
assigned reflection question.
 What did you discover about
what it takes to construct a
quality learning environment
for young children? How do
teachers do it?
 What were the most difficult
and most beneficial parts of
this study?
 Describe your struggle to
understand how to apply these
ways to language reality:
• physical reality, • socially
constructed reality and •
personal reality.
 If you were a teacher in these
schools, how would you react
if an observer read to you the
items in the PHYSICAL
REALITY column only? The
SOCIALLY CONSTRUCTED
REALITY MEANING column
only? The PERSONAL
REALITY only?
 How does your work on this
project relate to the
expectations you hold for your
future?
Environment Study: Reflect
 What did you discover
about what it takes to
construct a quality
learning environment for
young children? How do
teachers do it?
 The space isn’t as
important as happy kids
with the materials that
they needed.
 Having a variety of tools
accessible for them to
select from.
Environment Study: Reflect
 What were the most
difficult and most
beneficial parts of this
study?
 Difficult: maps.
Representing the amount
of space… loft takes up a
lot of space.
 Have enough time to
gather info
 Benefit: maps. Where kids
go in the classroom—
toddlers and infants
weren’t using the kitchen.
 Kids spent more time in
well-thought-out places.
Environment Study: Reflect
 Describe your struggle to
understand how to apply these
ways to language reality:
 physical reality,
 socially constructed reality
 personal reality.
 Hard to do socially-constructed.
The other 2 were easy.
 I was doing my home…
difficult. I thought of what
other people would think of it.
 Same. Helped to imagine myself
giving a tour. Listening to others’
observations.
 Controversial—sociallyconstructed is usually different
from personal (less can go in this
box if not everyone agrees).
Environment Study: Reflect
 If you were a teacher in
these schools, how would
you react if an observer
read to you the items in:
 the PHYSICAL REALITY
column only?
 the SOCIALLY
CONSTRUCTED REALITY
MEANING column only?
 the PERSONAL REALITY
only?
 I don’t appreciate visitors
filling in boxes. I want to
be involved in a
conversation about these
things – rather than
being under the
microscope. I would be
defensive. Especially the
personal reality column.
 Physical would be way
harder. Impersonal.
Environment Study: Reflect
 How does your work on this
project relate to the
expectations you hold for
your future?
 As teacher mentor: Tool to
discuss with teachers.
Think more about material
available for children.
Revisit through the year if
it’s working re: children’s
interest. The map
observation AND the
questions were useful
together.
 Watching the children– I
knew what to rearrange.
Coming Up
Due Tonight:
D 7: Outside resp. to Enterprise Talk prof. stmt.
DQ 6 reply
In-Class Disc
Wed
2/10/10
* Environment Study
> Process Activities
> Environments (centers)
> Construction Materials
2/15/10
Wed
2/17/10
HOLIDAY
> A 3.1: Process Chart
> A 3.6: Physical Science
In-Class Due
Online Due
> A 2: POST Enviro Study
> A 3.1: Process Chart
MOVE TO 2/24
> A 3.6: Physical Science > A 3.1: Process Chart
> A 3.6: Physical Science
> DQ 7 reply <-- NO