Eastern Connecticut State University
Fall 2013 Course Syllabus
*Syllabus is subject to minor changes
Department:
Education
Course Title:
Classroom Environments in Early Childhood Education II
Course Number:
ECE 345
Class Meeting:
Tuesday/Thursday, 11:00-12:50 ***6 Clinical Experience
Visits on Scheduled Thursday mornings (8:00-12:00); no
class on Tuesday of those weeks.
Credit Hours:
4
Instructor:
Dr. Theresa Bouley
Office Hours:
Eastern Hall # 3
Monday 12:00-3:00
Tuesday 3-4
Thursday 2-3
Email/Phone:
bouleyt@easternct.edu ; 860-465-0069
Catalog Description:
Focuses on the design of physical classroom space, and the
development of learning centers and materials including the
anti-bias curriculum. This course emphasizes appreciation
of and sensitivity to diversity in ability, age, learning style,
ethnicity, and gender.
Course Prerequisite:
Admission to the teacher preparation program.
Purpose of the Course:
To help pre-service early childhood education candidates
learn to plan, arrange, construct, and equip primary
classroom environments to promote the learning of young
children in all content areas.
Texts:
Gestwicki, C. (2010). Developmentally appropriate practice: Curriculum and
development in early education. Clifton Park, NY: Thomson Delmar Learning.
Additional Readings/References:
Bickart,T., Jablon, J., & Trister Dodge, D. (1999). Building the primary
classroom.
Washington, DC: Teaching Strategies.
Copple, C. & Bredekamp, S. (Eds.) (2009). Developmentally appropriate practice
in early childhood programs revised edition. Washington, DC: NAEYC.
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Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young
children and ourselves. Washington, DC: NAEYC.
Johnson, D., Johnson, R., & Holubec, E. (1994). The new circles of learning:
Cooperation in the classroom and school. Alexandria, VA: ASCD
Course Outline:
1. Developmentally appropriate practice in the primary grades.
2. Overview of principles of spatial arrangement, learning centers and materials, grouping,
and scheduling.
3. Initiations and group lessons: Principles for conducting constructivist whole-class
activities.
4. Teaching behaviors to support optimal learning.
5. Use of interactive bulletin boards and other visuals to support learning and independence.
6. Review the anti-bias curriculum and the creation of anti-bias classroom environments and
materials.
7. Learning centers: Principles for planning and implementation.
8. Effective classroom management and fostering a community of learners.
9. Cooperative learning groups: Principles for planning and implementation.
10. Methods of authentic and formal assessment in constructivist classrooms.
National, State and Education Unit Standards:
Eastern
Candidate
Proficiencies
(CF)
Pre-service
Teacher
Competencies
(PSC)
CT. Common
Core of
Teaching
(CCCT)
1: Content
Knowledge
(CNK)
2:
Pedagogical
Knowledge
(PDK)
3: Integration
of Knowledge
(INT)
4: Tool to
Teach (TTT)
5: Diversity
(DIV)
6:
Professionalis
m
(PRF)
1: Development
and
Characteristics
of Learners
2: Evidencebased/Standards
-based
Instruction
3: Evidencebased
Classroom and
Behavior
Management
4: Assessment
5: Professional
Behaviors and
Responsibilities
Domain 1:
Content and
Essential Skills
Domain 2:
Classroom
Environment,
Student
Engagement, and
Commitment to
Learning
Domain 3:
Planning for
Active Learning
Domain 4:
Instruction for
Active Learning
Domain 5:
Assessment for
Learning
Domain 6:
Professional
Responsibilities
and Teacher
Leadership
2
KEY
National
Association for
the Education of
Young Children
(NAEYC)
Standard 1:
Promoting Child
Development and
Learning
Standard 2:
Building Family and
Community
Relationships
Standard 3:
Observing,
Documenting, and
Assessing to Support
Young Children and
Families
Standard 4:
Using
Developmentally
Effective Approaches
to Connect with
Children and Families
Standard 5:
Using Content
Knowledge to Build
Meaningful
Curriculum
Standard 6:
Becoming a
Council for
Exceptional
Children
(CEC)
Standard 1:
Foundations
Standard 2:
Development and
Characteristics of
Learners
Standard 3:
Individual Learning
Differences
Standard 4:
Instructional
Strategies
Standard 5:
Learning
Environments and
Social Interactions
Standard 6:
Language
Standard 7:
Instructional
Planning
Standard 8:
Assessment
Standard 9:
Professional and
Ethical Practice
Standard 10:
Professional
Collaboration
Course Alignment to Standards:
Student Outcomes
1. Understand the influence
of developmental stages,
individual characteristics
and culture on children’s
learning during the primary
years.
2. Understand the
importance of establishing a
structure for the classroom
and know how to organize
the environment and
establish consistent
schedules and routines to
maximize learning.
3. Understand principles in
planning and conducting
group lessons-including the
development of play-based
initiation and closure
activities.
4. Identify important
teaching behaviors in group
lessons, including question
asking, rule constructing,
scaffolding, and conflict
resolution strategies.
5. Understand principles in
designing interactive and
constructivist materials and
activities.
CF/PSC/CCCT/NAEYC/
CEC Standards
CF 5
PSC 1
CCCT Domain 2: 2.1, 2.5
Domain 6: 6.6
NAEYC Standard 1: 2a, 4a
CEC Standards 2 & 3
CF 3 & 4
PSC 3
CCCT Domain 2: 2.3, 2.5
Domain 4: 4.4
NAEYC Standard 1: 1b, 1c
CEC Standard 5
CF 1,2, &3
PSC 2 & 3
CCCT Domain 3: 3.1
Domain 4: 4.6
NAEYC Standard 4: 4b
CEC Standard 7
CF 2
PSC 2
CCCT Domain 2: 2.2, 2.4
Domain 3: 3.5, 3.8
Domain 4: 4.1, 4.5,
4.6, 4.7
NAEYC Standard 4: 4c
CEC Standards 4 & 7
CF 1,2 & 5
PSC 3
CCCT Domain 2: 2.2, 2.5,
Domain 3: 3.2, 3.5,
3.6,
3.9
Domain 4: 4.4
NAEYC Standard 5: 5b, 5c
3
Key Experiences
Clinical Observation
Journal Notes: Individual
Reflection
Readings, Class
Discussions and
Cooperative Activities
Clinical Observation
Journal Notes: Individual
Reflection
Class Discussions and
Activities
Creating and Implementing
Lesson Plans
Class Discussions
Learning Center Project
Cooperative Learning
Project
Class Role Playing and
Cooperative Learning
Activities
Class Discussions
Learning Center Project
Bulletin Board
Class Role Playing and
Cooperative Learning
Activities
Bulletin Board
Creating Learning Center
Materials
Class Discussions and
Activities
Clinical Experience
6. Understand principles in
planning and implementing
cooperative learning
activities.
7. Describe the key features
of an anti-bias and an antibullying curriculum and
environment.
8. Design and administer
formal and informal
assessments of children’s
learning and development,
including anecdotal records,
work sampling, video with
captions, still photos and
other standards-based
evaluation methods.
9. Maximize student
learning by demonstrating
professionalism and
collaboration with others.
CEC Standards 4 & 5
CF 1,2,3,4& 5
PSC 1,2 & 3
CCCT Domain 3: 3.5, 3.6
Domain 4: 4.5
Domain 6: 6.1
NAEYC Standard 5: 5a, 5b,
5c
CEC Standard 7
CF 1 & 5
PSC 3
CCCT Domain 6: 6.6
NAEYC Standard 4: 4a, 4d
CEC Standards 3 & 9
CF 3, 4, & 6
PSC 4
CCCT Domain 3: 3.4
Domain 5
NAEYC Standard 3: 3a, 3b,
3c
CEC Standard 8
CF 6
PSC 5
CCCT Domain 6: 6.1, 6.3,
6.8
6.11
NAEYC Standard 6: 6a, 6b,
6c, 6d
CEC Standards 9 & 10
Key Experiences:
4
Cooperative Learning
Project
Class Discussions and
Activities
Clinical Experience
Clinical Experience
MC Classroom Checklist
and Action Plan
Class Discussions and
Activities
Clinical Experience
Facilitating Small Groups
Cooperative Learning
Project
Class Discussions and
Activities
Creating Rubrics
Clinical Experience
Class Discussions
1. Interactive Bulletin Board
Candidates will create a lesson plan for, and construct an interactive, child-centered
bulletin board that includes opportunities for learning. They will either:
 Identify a daily routine or task that children should complete independently, and
then create the board to accomplish that goal,
Or
 Plan a board that provides children with an opportunity to practice a concept or
skill that they are learning about in their classroom.
Regardless of the option chosen, links will be made to the reading language/arts
curriculum and the CFRT. The student should take one RLA/CFRT strand such as
structural analysis, phonics generalizations, content area reading, comprehension
strategies, etc. and develop a board that allows students to interact, use and develop skills
in that area. Candidates may create the board in their placement classroom or school
building (with classroom teacher permission) or construct a portable example of one, or
complete a detailed rendering. The project will be shared with the class. Either the board
or visual will be brought in or photos will be taken of the completed board at the clinical
experience site (along with a brief electronic presentation). 15 %
2. Multicultural Classroom Checklist and Reflection
Checklist developed by Dr. CARMEN SANCHEZ SADEK
(http://www.educationalquestions.com/qa4a.htm)
Candidates will complete the checklist to assess if or how the primary classroom
environment embodies elements of multiculturalism. Students will first use the checklist
to evaluate the environment and then they will discuss the checklist with their classroom
teacher to further their understanding of what it means to teach multiculturally. Students
will then write a reflection including an action plan to address the areas that they would
improve upon if it were their own classroom. Students will demonstrate their
understanding of culturally responsive teaching and be sure to define and discuss relevant
CFRT terms related to English Language Learners. 15 %
3. Plan and Develop Materials for a Content Area Reading Learning Center
A team of 2 candidates will plan and develop a total of three highly engaging,
constructivist activities that focus on content area reading and comprehension and
address a minimum of 3 CCC Standards. The center will include a choice of at least
three different kinds of activities:
 A convergent material/activity (i.e., timeline, sequencing, mapping, matching,
categorizing, graphing, content/fact-based problem solving….)
 A divergent material/activity (i.e., solving a problem with multiple solutions,
creative writing, art-based construction project; “out of the box” thinking…)
 A creative activity or board game or problem/puzzle to solve related to the center
content. 20%
4. Content Area Reading Quiz/Assessment Quiz (CFRT) 5% each
5
5. Small Group Activity
Candidates will assist the classroom teacher during a clinical visit by facilitating a small
group of children engaged in a literacy related learning activity (if possible) preferably a
phonics or structural analysis (i.e. spelling, phonics generalization, or word study) lesson.
They will reflect on this experience and write a brief paper assessing their effectiveness
in scaffolding student learning and making clear connections to CFRT terms in a way that
demonstrates understanding. Candidates will assess children’s learning related to the
Common Core State Standards. 10%
5. Cooperative Learning Project
Candidates will, in groups, implement a cooperative learning activity within a primary
classroom. The project will relate to a concept/ topic or theme under investigation in the
classroom and will include multicultural perspectives, multiple modalities and literacy.
The project will be designed based on the following concepts emphasized in class:
Collaboration, constructivism, balance of materials, and group reporting and
accountability. The project will be first be developed and taught in their placement
classroom. Candidates will then reflect on the activity, modify it, as well as their
teaching, then enhance and extend the content, topic or theme, as they will re-teach the
cooperative learning activity in the same classroom in a follow-up visit.
A reflection paper will be written analyzing the project as well as her/his and peer
experiences in the cooperative learning project process.
20%
5. Attendance and Active Participation
Candidates will be prepared each week and will be actively engaged during class
meetings as well as field experiences. Professionalism and positive dispositions are
expected at all times.
A journal will be maintained to record reflections, connections, and/or questions related
to the field experiences. Students are asked to discuss the CCCS and SRBI with their
teacher and reflect on this discussion in the journal.
Candidates will also support each other and share strategies through discussions and use
of social media. 10 %
6. Other Experiences
Philosophy Statement: Candidates will work on and revise their philosophy statement
drafts.
Student Teaching Preparation: At the end of the semester, candidates will be informed of
necessary preparation for their student teaching application (cover letter, resume and
application are due the first full week of the semester before the intended student teaching
semester - for the majority of candidates, this would be during the beginning of Core III,
unless candidate requests a deferment).
SRBI: Candidates will research and read about “Scientific Research-Based
Interventions” (SRBI) and other initiatives that are implemented as programs in public
schools.
Assignment of Grades:
6
Students will be assigned grades based on the quality of their work on all assignments.
Grades will be calculated using the following weighting:
Percentage of Final Grade:
5%
5%
20%
20%
15%
15%
10%
10%
100%
Project:
Content Area Reading Quiz (CFRT)
Assessment Quiz (CFRT)
Content Area Reading Learning Center
Cooperative Learning Project
Multicultural Environment Checklist
Interactive Bulletin Board
Small Group Activity
Attendance/Journal: CCCS/SRBI
Total:
Grade Calculation:
Scores of individual assignments will be compiled to arrive at a total score for the overall
semester. This final score will be converted to a letter grade based on the following
scale:
A 95 and above
A- 90
B+ 88
B 85
B- 80
C+ 78
C 75
C- 72
D+ 68
D 65
Rewrites:
I reserve the right to grant students permission to rewrite assigned papers. Rewrites will
only be offered to students who pay exceptional attention in class, always come to class
prepared, and show evidence of keeping up with course readings. All rewrites must be in
within two weeks of the original date and all changes to the paper must be in bold print.
In addition, the original paper must be included. The original grade and the new grade
will be averaged for the final paper grade.
Readings:
Candidates will read articles and chapters from various sources assigned by the
instructor. Assigned readings will be provided to the students each week and must be
completed before the following class in which they will be discussed. Many in-class
activities require an understanding of assigned materials.
Attendance:
Candidates are expected to attend all classes. If they must miss a class due to an
emergency (serious illness, a family crisis, etc.) they must contact the instructor prior to
the absence, if possible, but no later than one week after the missed class. If candidates
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do not contact the instructor within this time period, the absence will be considered not
excused. More than one non-excused absence will result in a lower grade in the course.
As stated in the attendance policy of the ECSU early childhood unit, candidates who are
excessively absent (more than two weeks), for whatever reason, will be unable to finish
the course and will be asked to withdraw.
The field experience classes cannot be missed for any reason, except for the most
extreme of circumstances. These experiences cannot be made up. Candidates are urged
to study the dates of these visits very carefully and to resolve, at the beginning of the
semester, any conflicts they might have with these critical class sessions.
If you are a student with a disability and believe you will need accommodations for this class, it is
your responsibility to contact the Office of Disability Services at (860) 465-5573. To avoid any
delay in the receipt of accommodations, you should contact the office of Disability as soon as
possible. Please understand that I cannot provide accommodations based upon disability until I
have received an accommodation letter from the Office of Disability Services. Your cooperation
is appreciated.
Students are encouraged to use the support offered by the Academic Services Center located on
the ground floor of the Library. Tutoring, Math, Writing, and supplemental Advising Services
are available for students in the Center at the following times: Sun. 2-9; M.-Th. 9-9, Fri. 9-5.
(Closed Sat.) For further information call 465-4272 or check the ASC website at
http://www.easternct.edu/asc/
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Schedule of Class Meetings, Field Visits, Readings and Assignments
***Tentative Schedule---A Clinical Experience Date might be changed due to possible
conflicts
Date
Aug. 29
Sept. 3
Sept. 5
Sept. 10
Sept. 12
Sept. 17
Sept. 19**
Topics/Activities
Introduction to course
Review of Standards
Developmentally
Culturally Appropriate
Practice
Culturally Responsive
Teaching Anti-Bias
Curriculum
Knowing the Children
We Teach
English Language
Learners
No Class-Field week
Field Work
Classroom Setting-A
Foundation for Learning
The Physical
Environment
Building a Classroom
Community
The Social Environment
Sept. 24
Sept. 26
Oct. 1**
No Class-Field week
Field Work
Curriculum and
Planning Centers :
CCCS
Oct. 3
Curriculum and
Planning Centers :
CCCS
No Class-Field week
Field work
Cooperative Learning
Oct. 8
Oct. 10
Oct. 15**
9
Assignments
Due
Philosophy
Statement-Draft
Assigned
Readings
-Gestwicki Ch1-
Antis Bias &
Culturally
responsive
readings
Journal Notes
Gestiwkci 8
-Gestwicki Ch.
**MC
Checklist/Action 12
Plan Due
Journal Notes
**Small Group
Teaching
Activity Paper
Due
*Draft idea for
bulletin board
Journal Notes
**Interactive
Gestwicki Ch. 3
Gestwicki Ch. 4
-Gestwicki
Oct. 17
Oct. 22
Organization,
Implementation
Cooperative Learning
Experiences
Content Area
Reading/Writing
No Class –Field week
Bulletin Board/
Paper Due
Lesson PlanCooperative
Learning
Project
Ch16
TBA
-
Oct. 24
Oct. 29 *
Journal Notes
Field work
Managing the
*Content Area
Classroom Environment CFRT Quiz
Oct. 31**
Managing the
**Learning
Classroom Environment Center Paper
Due
*Cooperative
Learning
Project—have
lesson plan and
materials to
share in class
TBA
TBA
Nov. 5
Nov. 7
Nov. 12
Nov. 14*
Nov. 19
Nov 21
Nov 26
No Class-Field week
Field Work
Assessment - Methods
Authentic Purpose
Differentiation: SRBI
Group Analysis of
Student Performance
(Cooperative Learning
Project)
Assessment - Methods
Authentic Purpose
Differentiation: SRBI
No Class-Field Week
Field Work
Group Analysis of
Student Performance
(Cooperative Learning
Project)
Current Issues in
10
Journal Notes
TBA
*Assessment
CFRT Quiz
*Cooperative
Learning
Project (2)
modifications
lesson plan
TBA
Journal Notes
TBA
Nov 28
Dec 3**
Dec 5*
Education
Thanksgiving
Current Issues in
Education
**Cooperative
Learning
Project Paper
Current Issues in
Education
Review/Reflection
11
Philosophy
StatementRevised (In
class)
*Journal
Reflection Due