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University of Alaska Southeast
11120 Glacier Highway, Juneau, Alaska 99801
ED S663, Section JD1
CRN 52108 (credits 3)
Integrated Constructivist Curriculum in Early Childhood Education
EDSE 682, Section JD1
CRN 52121 (credits 3)
Early Childhood Special Education
Audio conference
Phone number: 1-800-570-3591
Participant pin 3544766
Instructor pin 3544452
INSTRUCTORS
Christine Chaillé, Ph.D.
Office:
Hendrickson Annex, Room 101E (Temporary on site location)
E-mail: chaillec@pdx.edu
Phone: Not applicable; please use E-mail
Susan Andrews, M.Ed.
Office:
Hendrickson Annex, Room 101E
E-mail: susan.andrews@uas.alaska.edu
Phone:
(907) 796-6412 (work); (907) 523-5689 (home)
COURSE INFORMATION
Class Meets:
Days:
Time:
Place:
June 13-24, 2011
M, T, W, R, F
9:00AM – 5:00PM and events as arranged
Egan Room #221-222 Glacier View Room (06/14-06/22)
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Please Note dates and room changes:
Tentative 06/13: Egan room 219
Tentative 06/23: Egan room 112
Tentative 06/24: Egan room 109
COURSE DESCRIPTION
ED S663 Integrated Constructivist Curriculum in Early Childhood Programs:
Appropriate content knowledge integrated through a constructivist curriculum across content
areas and supports meaningful curriculum based on young children’s natural curiosity and
creativity. Developmentally effective approaches are used within classroom environments to
enhance the learning and development of young children. Activities promote deeper
understanding of the goals, benefits, and uses of assessment.
EDSE S682 Inclusive Education for Students with Disabilities
Models, theories, laws, and philosophies that form the basis for special education practice;
characteristics and educational implications of various exceptionalities;
models of consultation and collaboration between general and special educators; strategies for
supporting students with exceptional learning needs in inclusive settings. Internet access
required.
OTHER IMPORTANTCONTACT INFORMATION
UAS Help Desk: 796-6400 (for technical support)
Egan Library Reference Librarian: 796-6502
SLED http://sled.alaska.edu
Digital Pipeline Databases - http://sled.alaska.edu/databases/home.html
Alaska's Digital Archives - http://vilda.alaska.edu/index.php
Egan Library Website: www.uas.alaska.edu/library/index.html
NAEYC: http://www.naeyc.org/membership/join
STANDARDS
Information of the standards may be located through the following links.
UAS Conceptual Framework and Education Goals:
http://www.uas.alaska.edu/education/documents/vision_1011.pdf
Alaska Teacher Standards
http://www.eed.state.ak.us/standards/pdf/teacher.pdf
NAEYC Initial Standards:
http://www.naeyc.org/files/naeyc/file/positions/2001(1).pdf
ACEI standards
http://education.uncc.edu/eportfolio/documents/word_files/Standards/acei_standard
s.htm
Preparing Culturally Responsive Teachers:
http://www.ankn.uaf.edu/publications/teacher.pdf
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GRADUATE COMPETENCIES
Communication
1.2 Candidates are effective in presentations and professional discourse.
1.3 Candidates use substantial comprehension skills in reading and listening.
1.4 Candidates understand the role of technology and effectively use it for professional
communication.
Professional Behavior
2.1 Candidates recognize ethical and professional responsibilities.
2.2 Candidates can work effectively in various roles with diverse individuals and groups to
achieve common goals.
2.3 Candidates can assume a leadership role, when necessary.
Critical Thinking and Problem Solving
3.1 Candidates identify, analyze and conceptualize problems in their field.
3.2 Candidates evaluate and synthesize data, considering multiple perspectives.
3.3 Candidates understand the holistic and systemic nature of issues in relation to various
environments.
3.5 Candidates exercise judgment in decision-making.
REQUIRED TEXTBOOKS
Chaillé, Christine and Britain, Lory (2003). The Young Child as Scientist: A Constructivist
Approach to Early Childhood Science Education (3rded.). Boston, MA: Pearson.
ISBN: 0-205-36776-3 Pearson
Optional Resource
Chaillé, Christine (2008). Constructivism across the curriculum in early childhood classrooms:
Big ideas as inspiration. Boston, MA: Pearson
ISBN: 0-205-34854-8
Contact information for MBS Direct to order books:
Phone: 1-800-325-3252
Online: HYPERLINK "http://direct.mbsbooks.com/ualaska.htm" \t "l"
http://direct.mbsbooks.com/ualaska.htm
BASIS FOR EVALUATION
1. Daily Participation (20 % of final grade)

Maintain readings as assigned

Participate in group activities
2. Video Viewing and Response (20% of final grade)

Quick Write Response to Educating Peter You Tube Video

Quick Write Response to Graduating Peter You Tube Video
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
Quick Write Response to In My Language You Tube Video

Quick Write Response to F.a.t. City Video

Quick Write Response to The Power of RTI (Response to Intervention)
Video
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3. Daily Close Observation Activity (20% of final Grade)

Daily 10 minute observation on a single object/subject (2 weeks)

Decide on a way to record your observations

Present your findings to group through a creative medium
4. Reflections (10%)
 Reflection 1 Movement Activity
 Reflection 2 Transformation Activity
5. EDSE Article Presentation (10%)
 Select one or two partners, decide on an article to share

Present article to peers
6. Elluminate participation (10%)

Reading & viewing as assigned

Join group discussions
INSTRUCTIONAL METHODOLOIES
This course is taught as a one-week campus based course followed by a web-based audio
conference format. Students will engage with material from assigned readings; share personal
experiences; work cooperatively; in-class presentations; classroom simulations; and use of
relevant audio-visual materials as appropriate. A variety of instructional methodologies will be
used in this course including but not limited to:
 Elluminate discussions-All candidates expected to participate with peers to deepen course
content knowledge, engage in online Forum postings and Discussion Board
 Students will apply course principles in real time scenarios (practicum) with young
children to be followed by reflective report of the experience.
 Students are encouraged to conduct personal research (database searches) and outside
reading.
 UAS Online and Eluminate will be used for follow-up course content, documents,
assessments, and videos.
 Individualized instructor feedback
GRADING CRITERIA
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90-100 % A
5
80-89 % B
60-69 % D
70-79 % C
Below 60 % F
SCHEDULE
Monday, 6/13 Room 219
Introductions
 Community Building Activity
Review Syllabus
Materials distribution
Activator: Four Box Synectics
Introduction to Special Education
 Historical perspective: Activity time line (Beginning the conversation)
Library connections
 Visit Egan library for tour and introductions with Jennifer Ward (2:00-2:30)
Ticket to Leave: Record what worked well for you today? Explain Why.
Read: Chalillé, Christine and Britain, Lory (2003), The Young Child as Scientist: A
Constructivist Approach to Early Childhood Science Education, Chapter 1, “The Child as
Theory Builder” (pages 3-18); Chapter 2, “A Constructivist Curriculum Model for Science”
(pages 19-28); Chapter 3, “Creating a Constructivist Learning Environment” (pages 31-46).
Tuesday, 6/14 Room 221/222 through Wednesday 6/22
Welcome, introductions with Christine Chaillé
Review Daily Plan (less structure for students)
Discussion: Introduction to constructivism and theory-building
Video:
 Drums and building down
Big Ideas – why integration?
 Focus on constructivist science through big ideas
Activity with marbles roll ways
 Think about design
Close Observation Activity (2 weeks)
 Daily 10 minute observation on a single object/subject
 Decide on a way to record your observations
 Present your findings to group through a creative medium
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Small group discussion and exercise
 Three types of knowledge (Kamii, 2000)
o Physical knowledge,
o social knowledge, and
o logico-mathematical knowledge
 Criteria for good physical knowledge activities
Ticket to Leave: Record what worked well for you today? Explain Why.
Read: Chalillé, Christine and Britain, Lory (2003), The Young Child as Scientist: A
Constructivist Approach to Early Childhood Science Education, Chapter 4, “The Role of the
Constructivist Teacher” (pages 47-63); Chapter 5, “Can I make It Move? Constructivist Physics”
(pages 67-98)
Wednesday, 6/15
Review Daily Plan (more structure for students)
You Tube Video Clip (Provocation): Dance
You Tube Video: Video: Down Syndrome in the Inclusive Classroom: Educating Peter
(28 minutes)
 Quick Write response (Home Site: Task Bar)
 Discussion (EDSE)
Activity
 Cars and ramps
Reggio Emilia slides & discussion
Assignment; Activity 1: Focus on movement activities
 Think through criteria
Issues of documentation and assessment - introduced
Small Group – Movement activities (see handout)
Ticket to Leave: Record what worked well for you today? Explain Why.
Thursday, 6/16
Review Daily Plan
You Tube (provocation): So Much Beauty in the World (Clip from American Beauty-the film)
EDSE Articles:
 article selection
 select group mates (optional)
Revisit discussion from Cars & Ramps: The weight of an object and relation to how fast it is?
Questions, Vocabulary, Sensitive topics - sex, gender, HIV-AIDS (Mandated 2002),
Health, etc.
Activity: Movement activity (small group work)
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 Student designed movement activities
Debrief: discussion
 Reflection of activity
Discussion: Chain Reactions
Assessment and documentation discussion (explore)
PowerPoint: Questions across the curriculum: Big Ideas: Creating a context for Connections
Spaces & Enclosures (Helen Gordon Child Care Center at Portland State
Reggio inspired)
Slides: Transformation
Assignment; Activity 2: Transformation – form groups
 Decide on types of transformation often involves symbolic play
o Structural: Reversible and nonreversible
o Combinations: more than two things are put together
F.A.T. City Video: How Difficult Can This Be? The F.A.T. City Workshop: Understanding
Learning Disabilities. (2004). PBS Video. Eagle Hill, Outreach.
 Part 1: Quick Write response followed by discussion
Read Chaillé, Christine (2008). “How Can I Make It Change? Constructivist Chemistry”,
Chapter 6, (pages 99-124.)
Ticket to Leave: Record what worked well for you today? Explain Why.
Friday, 6/17
Review Daily Plan
9:00-11:00 Guest Speaker
Anji Gallanos, MEd Region XI ECE Content Specialist Training and Technical Assistance ICF
International(907)500-2653 agallanos@icfi.com
Resources & Referrals (Special Education Part B & C)
Class learning assessment score system
Measuring teacher and child interaction
Quality communication
Observation sharing
 Iris & Tamora
Video: To See Takes Time DVD: Growing Curriculum From Children's Theories
Activity: Experience with blocks
Small groups, plan and present and activity
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Small groups
 Planning for Transformation activities in small groups
 Discussion
Monday:
Articles: Assisstive Techology Jennifer & Kathleen
Activity:
 Transformation activities designed by students
 Develop – one person or all within group focus on discussions/documentations
Debrief & discussion of assessment report
Group Discussion: Transformation across the curriculum
Form the Groups for “How Does It Fit or How Do It Fit? Constructivist Biology and Ecology”
and “Zooming in and out”
Ticket to Leave: Record what worked well for you today? Explain Why.
Read Chaillé, Christine (2003). Young Child as Scientist Chapter 7, How Does It Fit or How Do
I Fit? Constuctivist Biology and Ecology” (page 125-141)
Read Chaillé, Christine (2008). Constructivism across the curriculum in early childhood
classrooms: Big ideas as inspiration, Chapter 5, “Zooming In and Out” (page 80-100).
Tuesday, 6/21
Review Daily Plan
EDSE Article Sharing: Student presentation
Katie O: Stuttering the Role of the Teacher
Courntey: Stuttering
Video and slides:
 The role of the teacher in a constructivist classroom
 Environments
PowerPoint: How do I fit?
 Ecological perspective-taking
 Biology
 Discussion
Activity: Across the curriculum
 Zooming in and out (work in small groups)
Ticket to Leave: Record what worked well for you today? Explain Why.
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Wednesday, 6/22
Review Daily Plan
EDSE Article Sharing: Student presentation
Kana, Amy: Exploring Plan
Darby Katie: Music
Constance Kamii – Whole group-mathematical
Group activities/presentation (Zooming)
Assignment 3:
Ticket to Leave: Record what worked well for you today? Explain Why.
Thursday, 6/23 Room 112
Review Daily Plan
EDSE Article Sharing: Student presentation
Marjean Katie S: Implementing Visual Cues for Autism
Close Observation sharing
Turn in logs
Posting final report/reflection through assignment section: Task Bar
Post by Monday
Ticket to Leave: Record what worked well for you today? Explain Why.
Friday, 6/24 Room 109
Review Daily Plan
EDSE Article Sharing: Student presentation
Michelle: Creativity
Summarizing Event:
Video: Teaching for Thinking (2004). UAS (Fred Hiltner – second grade classroom)
(28 minutes)
Reconnect: Four Box Synectics
Carousel Brainstorming: Becoming Construtivist Teachers
Time line:
Video: The Power of RTI, Response to Intervention, Classroom Management Strategies K-6
(2008). Jim Wright. National Professional resources
Ticket to Leave: Record what worked well for you today? Explain Why.
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DATES for ELLUMINATE MEETINGS
FOUR Elluminate sessions will be held on the following dates and correspond with
the schedule of activities and assignments:
Wednesdays 6:00pm to 7:30pm though the course home site: Web Meeting (Elluminate)
Wednesday, June 30, 2010
Wednesday, July 14, 2010
Wednesday, July 28, 2010
Wednesday, August 11, 2010
For consideration:
Video: Down Syndrome in the Inclusive Classroom: Graduating Peter
 Quick Write response
REFERENCES
Chalillé, Christine and Britain, Lory (2003). The Young Child as Scientist: A Constructivist
Approach to Early Childhood Science Education (3rded.). Boston, MA: Pearson.
Optional Resource
Chaillé, Christine (2008). Constructivism across the curriculum in early childhood classrooms:
Big ideas as inspiration. Boston, MA: Pearson
Humpal, Marcia and Wolf, Jan. (2003). Young Children. Music in the inclusive environment.
National Association for the Education of Young Children
Kamii, C. (2000). Young Children reinvent arithmetic: Implications of Piaget’s theory. New
York: Teachers College Press.
Mitchell, Linda Crane. (2004). Young Children. Making the most of creativity in activities for
young children with disabilities. National Association for the Education of Young
Children
Mulligan, Sarah A. (2003). Young Children. Curriculum: Technology Inclusion All Ages.
National Association for the Education of Young Children
Sandall, Susan R. (2003). Young Children. Play modifications for children with disabilities
National Association for the Education of Young Children
Saphier, J. and Haley, M. (1993). Activators: Activity structures to engage students’ thinking
before instruction
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Saphier, J. and Haley, M. (1993). Summarizers: Activity structures to support integration and
retention of new learning. MA: Research for Better Teaching
Videos:
Autism is a world. (2004). Cable News Network
Down Syndrome in the Inclusive Classroom: Educating Peter. (1991). Films Media Group.
Princeton, NJ: Program Development Associates
Down Syndrome in the Inclusive Classroom: Graduating Peter. (2001). Films Media Group.
Princeton, NJ: Program Development Associates
How Difficult Can This Be? The F.A.T. City Workshop: Understanding Learning Disabilities.
(2004). PBS Video. Eagle Hill, Outreach.
How Young Children Learn to Think with Constance Kamii NAEYC #809
The Power of RTI, Response to Intervention, Classroom Management Strategies K-6 (2008).
Jim Wright. National Professional Resources
When Learning Comes Naturally: Exploring Nature’s Classroom. Bronxville, NY: The Child
Development Institute, Sarah Lawrence College.
Carter, Maggie. To See Takes Time DVD: Growing Curriculum From Children's Theories.
Harvest Resources
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