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
 Art Center (Expressive Art)
Monday
3/1

From: The Basics of Expressive
Art by Tom Drummond
 Eliciting Method
 Large Group Activities
 Small Group Activities
 Curriculum
 A 4: Curriculum Plan overview
 A 3.5: Natural Science Display
reminder – due 3/3 in class
Eliciting Method of Reading
 Choose the right book!
 Wordless books
 Pattern story books
 Story books that work
 Process:
 Model the statement you
desire from the children
 Wait at least 5 seconds for
children to initiate similar
statements
 Respond warmly to
comments that are on the
topic
Large Group Activities
 Field trips: Experiences in common
for children & not TV
 A look into the community
 Boys & girls working together
 Teacher w/clipboard writes what
children say
 Small group for field trip
discussion
 Stories
 Fairy tales enacting
 Story telling
 Books
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Eliciting method
Picture books
Books read by teacher
 Exploration activities:
 Bubbles:
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Outside: Bubbles with wands
Inside: represent with black pen + 1
sheet of white paper
Post all & discuss as large group
 Meeting
 Check-in about projects, class
rules and happenings
 Sharing time (values?)
 News & Moves
 Process Chart demonstrate
 Natural Science Display
 Cleanup
 Music
 Games – outside? – duck-duck-
goose, etc.
Show and Tell?
 Kids can bring in anything
 Sharing pouch: letter pouch
 1-limit rule for bringing
things in
 Showing: show upon arrival
then parents take home (at
drop off)
 From home need to let other
kids see or stay in cubby (no
tantrums)
 News & moves: each kid has a
turn around the circle
 Toy from home stays in
cubby until after school
 Last year I did show and tell
every week, 1 hour each day
(at least)
 Child’s special week where
they got to bring in showand-tell for that week;
encouraged ordinary things
of some value
 The hot new toy brings the
“show” away from the child
 It worked pretty well
 Museum table w/tent card
for name
Small Group Time
 Handout: Small Groups for Cognitive
Development by Tom Drummond
 Wordless & Pattern Books:
 Eliciting/picture story
 Natural Progression (open banana)
 Transformation Experiences (Physical
Science Activity)
 Routine Walkabout
 Plan (theme) – Do – Review
(High Scope)
 cold - warm - moving - noise - out of
place - scary - there for safety - blow in
the wind
 Clipboard to record on trip
 Small groups to illustrate thoughts
chosen by kids
 Children grouped by level
 “Problem” children:
 Low-verbal children
 Get all kids powerful
 Engage in large and individual time;
esp. ELL
 Group by development in what area
(verbal for this)
 Keep children together long-term
 Cross “cliques”
 Process
 Warm-up
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Make connection (shirts)
Child goes away – Enterprise talk to
invite back, ignore
 Engage
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They tell you (while you do wrong)
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They tell you (you do right)
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You describe to them while they do
 Closure
Curriculum Planning
 Parents don’t need to plan
curriculum; real world is full
of opportunities for learning.
 Adult in charge of group of
children, in a setting
designed for children, needs
to plan because:
 Manage children’s behavior:
Bored or confused or anxious
misbehave
 Be sure that enough of the
real world comes into the
setting
 Keep his/her own head in
order
 Supervisor: acknowledge &
support teachers’ ideas
 Children are active learners:
focus on action, not lessons
 “What shall we provide the
children to do?” – not:
 “What shall we tell the
children?”
 Tentative – children can
modify / expand curriculum
from “An Emergent Curriculum
Framework” by Elizabeth
Jones
Curriculum Planning
 Idea is more important
to children
 Generate a list of things
children really like and
could use forever
 Topic web
 Curriculum plan
 Activity web
 We plan this way:
 Next provocation?
 Create beautiful places
(materials, equipment)
 Document
 Listen for assessment
(math, etc, skills)
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Circle time
Free play drop-in
Curriculum Planning
 Child-directed curriculum
not just activities
 Observe the children
 Trust they can bring their
ideas to us
 Teachers do: Analyzing,
hypothesizing, planning
 Topic web:
 Wrong: “birds”
 Deeper: “flight” / “animals
in my yard” / “ocean life”
 Activity web
 Extending to the
community
 Field trip – invite children
to draw/express from
 Group work
 Shared experience
 Shared product
 Class meeting
 Revisiting by photos
 Revisiting: re-representing
 Ending the project
Curriculum Plan: Examples
 Topic Web
 Activity Web
 Curriculum Plan
(weekly plan, etc)
A 4: Curriculum Plan – 10 pts, due 3/17
Curriculum Plan Team Presentation —
Requirement #4 (10 points)
 Select a study topic from those
developed and approved in class. With
the members of an assigned small group,
plan curriculum activities for a week of
large group, small group, independent
activities and learning centers following
the natural interests of the children and
link the school work to the child's home.
PLANNING DOCUMENTS
4 points
TOPIC WEB
 This one looks like connected circles and
lists. Brainstorm words associated with
the idea and grouping them in related
clusters radiating from the base idea (see
examples in your packet) make an
overhead for the class to see.
slide 1
ACTIVITY WEB
 This one uses the two pages of boxes
form in your packet to generate ideas in
each category.
 Your group completes one of each type,
gives it to the instructor who will make a
transparency for the presentation to the
class.
CURRICULUM PLAN
 Fill in the appropriate blocks on any
curriculum plan form your using a
selection of the activities from your web.
Not all of the activities presented each
day need be inspired by this topic.
 A blank copy of the forms is available
online in .pdf version and Word. With
the .doc version you can type your
comments into the boxes directly.
A 4: Curriculum Plan
BOOKS
 Go to the library or bookstore and find
related books. List the best books your
group has found. Bring one book to read
to the class when you present.
FIELD TRIP
 Find a real place for the preschool class
to visit or the name of a real person who
could bring a topic-related experience
into class. Identify and describe.
EMERGENT SCENARIO
Make up a one paragraph story of how
this study might have arisen from one of
these sources: (1) children’s interests, (2)
the land or building of a school place, (3)
people in the school community, or (4)
daily life.
slide 2
PARENT LETTER
Write one letter to parents that
 (a) informs them of the study for the
upcoming week,
 (b) explains your rationale for selecting
it,
 (c) notifies them of the field trip site,
 (d) outlines a few of the most interesting
activities you have included in your plan,
and
 (e) suggests one related experience that
parents might provide at home.
A 4: Curriculum Plan
PRESENTATION
2 points
 read the emergent scenario
 describe to the class the work you
have done beginning with the topic
web
 read the parent letter
 describe the field trip you found for
this topic
 read a children’s book about this
topic
 review the best of the activities in
the curriculum plan and activity
web
 summarize what your group learned
from exploring this topic.
 Items in BOLD are be handed in to
the instructor, one copy only.
slide 3
REFLECTION PAPER
2 points
 This is what you hand in. On a
separate piece of paper, each person
writes answers to these questions:
 List the names of the people on your
team and give them a number: 0 no
contribution, 1 some contribution, 2
full contribution.
 What did you discover about
curriculum planning from this task?
 What was the challenge for you at
this point in your development?
 How would you describe to others
what a good curriculum plan should
contain?
A 4: Curriculum Plan
TEAM PARTICIPATION 2 pts
 These points are awarded as
the average of the
contribution points (1-2)
listed by your teammates in
their Reflection Papers.
 NOTE Students with any
contribution points of zero
can complete a separate
scenario, web, plan, book,
field, letter, and reflection
paper on a different focused
study topic but will earn a
maximum of 5 points.
slide 4
Teams
 Team A: Food
 Eric
 Stephanie
 Katie
 Becky
 Team B: Money
 Michelle
 Angelica
 Marianne
 Emily
 Team C: Lake Union
 Renee
 Pam
 Teresa
 Celeste
Things kids like
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Food
Plants
Sand
Dinosaurs
Books
The ocean
Bugs
Sounds
Color
Sweets
Cookies
Cupcakes
Animals
Day-night
Transportation: trains, cars, etc
Healthy (food, exercise, etc)
Influence
Metamorphosis/transformation – animals, seasons, nature,
humans, life-cycle, food (popcorn), plants, death
Machines
Disasters
Death
Families
Chocolate
Coffee & tea
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Fire department
Service people – government workers
Jobs – things people do
Grocery store
Things that glow in the dark
Gardens
Baby animals
Structures
Stickers
Farms
Habitats
Super heroes
McDonald’s
Restaurants
Pet stores
The Earth
Maps & neighborhoods
Parks
Children around the world – cultures
Money
Bodies
Poo & pee – “scat”
Construction
Due Wed: A 3.5 Natural Science Display
 One part of teaching involves bringing the world into the classroom. Research
one example from the world of plants and animals that would be practical to
keep in the classroom a week or longer. Select an item from the list
brainstormed in class. Investigate the costs and alternatives available to school
teachers. Examples are in your class packet.
 posting online a Word or PDF document with this information: (a) examples of
choices available in the Seattle area, (b) equipment needed, (c) care and
maintenance required, (d) cost to supply and maintain this experience, (e) titles of
supplementary information books, and (f) web site addresses.
 bringing to class the Word or PDF handout above (1 copy to pass around).
 bringing to class (a) the best information book you can find about this item or (b)
printed pages from a web site, that either contains pictures that children can look at
or provides background information that teachers might need to answer children's
questions (1 copy to pass around).
 describing all of the above to the class.
Due Tonight
 Nothing. Optional to post and comment on
Learning Stories in Assignment Discussions forum.
CCE 125: Program Planning
In-Class:
> Discuss/*Present
3/3/10 > Small Group Activities
* A 3.5: Natural Science
3/8/10 NO CLASS
3/10/10> Eliciting Method
> Curriculum and
Curriculum Plan overview
In-Class “Bring”
Online Post
> A 3.5: Natural Science
> A 3.5: Natural Science
Grant paperwork
 CWA JOBSTAT Enrollment Form
 Authorization for Release of Information