Augsburg College Education Department Syllabus
EED 380A Kindergarten Methods
Credits: .5
Prerequisites: PPST and admission to the department.
Instructor:
Greg Krueger
Office hours: arrange
612-330-1130 (Augsburg)
612-729-2028 (home)
kruegerg@augsburg.edu
mckru@mn.rr.com
Dates and Time: September 7, 21, October 5 and 19
1:15-4:45
Location: Sverdrup 1
Course Description: Study and use a variety of techniques and resources for teaching kindergarten.
Augsburg College Education Department Mission Statement:
The Augsburg College Education Department commits itself to developing
future educational leaders who foster student learning and well being by being
knowledgeable in content, being competent in pedagogy, being ethical in practice, building relationships, reflecting critically, and collaborating effectively.
Mission Themes (MT) assessed in this course: Being competent in pedagogy.
Applicable Standards of Effective Practice:
Standard 1: Subject Matter. A teacher must understand the central
concepts and tools of inquiry and structures of the discipline taught and
be able to create learning experiences that make these aspects of subject
matter meaningful for students. The teacher must:
1G. evaluate teaching resources and curriculum materials for
comprehensiveness, accuracy and usefulness presenting particular ideas and
concepts
1J. design interdisciplinary learning experiences that allow students to
integrate knowledge, skills, and methods of inquiry across several subject
areas
Standard 2. Student Learning. A teacher must understand how students
learn and develop and must provide learning opportunities that support a
student's intellectual, social and personal development. The teacher must:
2E. assess both individual and group performance and design
developmentally appropriate instruction that meets the student's current
needs in the cognitive, social, emotional, moral and physical domains.
Standard 3. Diverse Learners A teacher must understand how students
differ in their approaches to learning and create instructional
opportunities that are adapted to students with diverse backgrounds and
exceptionalities. The teacher must
3K. Identify and design instruction appropriate to a student's stages of
development, learning styles, strengths and needs.
Standard 4. Instructional Strategies. A teacher must understand and use a
variety of instructional strategies to encourage student development of
critical thinking, problem solving and performance skills. The teacher
must:
4G. Design teaching strategies and materials to achieve different
instructional purposes and to meet students needs including developmental
stages, prior knowledge, learning styles and interest.
Standard 5. Learning Environment. A teacher must be able to use an
understanding of group and individual motivation and behavior to create
learning environments that encourage positive social interaction, active
engagement in learning and self motivation. The teacher must:
5N. organize, allocate and manage the resources of time, space, activities
and attention to provide active engagement of all student in productive
tasks;
Standard 6. Communication. A teacher must be able to use knowledge of
effective verbal, nonverbal, and media communication techniques to foster
active inquiry, collaboration, and supportive interaction in the classroom.
The teacher must:
6K. Use a variety of communication tools, including audiovisual aids and
computers, including educational technology, to enrich learning
opportunities.
Standard 7. Planning in Instruction A teacher must be able to plan and
manage instruction based upon knowledge of subject matter, students,
community, and curriculum goals. The teacher must:
Standard 8. Assessment. A teacher must understand and be able to use
formal and informal assessment strategies to evaluate and ensure the
continuous intellectual, social and physical development of the student.
The teacher must:
8F. use assessment to identify student strengths and promote student
growth and to maximize student access to learning opportunities
8G. use varied and appropriate formal and informal assessment techniques
including observation, portfolios of student work, teacher made tests,
performance tasks, projects, student self assessments, peer assessment, and
standardized tests;
8H. use assessment data and other information about student experiences,
learning behaviors, needs and progress to increase knowledge of students,
evaluate student progress and performance, and modify teaching and learning
strategies
8K. monitor teaching strategies and behaviors in relation to student
success to modify plans and instructional approaches to achieve student
goals
Standard 9. Reflection and Professional Development. A teacher must be a
reflective practitioner who continually evaluates the effects of choices
and actions on others, including students, parents, and other professionals
in the learning community, and who actively seeks out opportunities for
professional growth. The teachers must:
9C. understand the influences of teacher behavior on student growth and
learning
9D. know major areas of research on teaching and of resources available
for professional development.
Standard 10 Collaboration, Ethics, and Relationships. A teacher must be
able to communicate and interact with parents or guardians, families,
school colleagues and the community to support student learning and well
being. The teachers must:
10D. understand the concept of addressing the needs of the whole learner.
Course objectives:
At the end of this course, students will understand "developmentally
appropriate practices" (9D) and be able to:
1. Identify the developmental characteristics of kindergartners (10D)
2. Plan an effective classroom environment (5N)
3. Describe the role of the kindergarten teacher (4G, 9C)
4. Understand the importance of informing and including families, and learn
ways to do that (10)
5. Learn the need for using a variety of assessments, and how this
information relates to planning and instruction (8G, 8K)
6. Plan curriculum that is multicultural, interdisciplinary, inclusive and
includes Service Learning where appropriate. (1J, 3K, 4G, 8G, 10D)
7. Evaluate teacher resources and online/traditional curriculum (1G)
8. Begin a portfolio of teaching resources (6K)
9. Define Developmentally Appropriate Practices through examples that you
know or have learned this semester. (9D)
Field Experience Requirement: This course requires a 10 hour field experience in a kindergarten classroom for students seeking initial elementary licensure. Students seeking kindergarten endorsement to an existing 1-6 license must complete a 20 hour field experience in a kindergarten classroom.
Required Textbook:
Bredekamp, S & Copple, C. (Eds.) Developmentally Appropriate Practices in
Early Childhood Settings. Washington, D.C. NAEYC
Supplemental Textbooks: Students will preview these texts the first day of class (Sept. 7) and will select and purchase one, based on interest and/or
need.
Elkind, D. Images of the Young Child Washington, D.C. NAEYC
Helm, J., Beneke, S., Steinheimer, K. Windows on Learning - Documenting
Young Children's Work New York, N.Y. Teachers College Press
Helm, J. & Katz, L . Young Investigators - The Project Approach in the
Early Years New York, N.Y. Teachers College Press
Course Schedule:
Date Topic(s) Reading/Assignment due
9/7 Introductions; course Text - Parts 1&2; preview
overview; what is and select supplemental text;
kindergarten; the kinder- sign up for transitional
garten child activities
9/21 The kindergarten environment Text - Part 4; supplemental
text; professional journal
article; family letter
10/5 Assessment Resource unit description;
supplemental text
10/19 Putting it all together Resource unit; reflection
paper on field experience;
exhibit all course work
Course Requirements - Assessment - Assignment Descriptions:
Attendance is required. If you are unable to attend class, please call
and inform the instructor in advance, and submit a plan for making up the
class. Late arrivals will be noted as partial participation.
Honesty policy: The Augsburg College Policy on academic honesty applies to
this course.
Students' rights and responsibilities: Students with diagnosed learning
disabilities or physical handicaps have legal rights to course
modifications. Please identify yourself so that I may assist you with your
learning. All students are encouraged to use the College Counseling and
Student Development staff services as needed, as well as the Writing Lab.
1. Journal Article - Look at current/recent issues of Young Children or
other professional periodicals or publications and choose an article that
would be a good resource for you. Identify which Standard(s) of
Effective Practice are addressed in the article. Prepare to present a summary to your peers, for their use, by highlighting and/or writing comments/notes in the margins. Make a photocopy for each class member. DUE - Sept. 21.
2. Family Letter - Write a one page letter to families describing your
child centered, developmentally appropriate classroom. This letter should
reflect your beliefs and examples of classroom practices that reflect those
beliefs. DUE - Sept. 21
3. Transitional Activities - Learn and teach to class two "transitional
activities". Transitional activities can include songs, finger plays,
poems, stories, games or other activities that help students transition
from one activity/place to another. Begin a file on these types of
activities. Make a photocopy for each class member of the two activities
you will be teaching to the class. DUE - You will sign up at the Sept. 7
class session for a date to present.
4. A Reaction/Reflection Paper - Arrange to visit one, or more,
kindergarten classrooms for a total of 10, or more, hours (see Field Experience Requirement). Make a log of your observations. A log may include: a typical day schedule; accommodations for individual learning styles; adaptations for developmental differences, special needs and diverse backgrounds and experience of students; types of groupings and activities students are engaged in; classroom management style/strategies; overall climate of the class; a map of the classroom; how frequently are transitions made and how are they managed; and many others. In order to provide some commonality for our observations, on Sept. 7 we will collectively develop an interview to do with the kindergarten teachers. Use your observation log and teacher interview to write your reaction/reflection paper. This paper is not a report of your observations but rather a personal response to those
observations. DUE - Oct. 19 or upon completion.
5. A Resource Unit - Select a topic/theme to develop into a unit of study
appropriate for kindergarten students. Begin to include in the unit of
study: the key concepts/standards/grade level expectations/objectives that
will be attended to; how multiple curricular disciplines will be
accommodated; a book list; possible classroom and community resources to
support the key concepts et. al.; a description of play centers and
"stations"; projects/activities/lessons to support the key concepts et. al.;
a plan of how to assess student understanding. Be prepared to display some
of your materials on the last day of class. DUE - Oct. 5 - a half to one
page summary of your unit; Oct. 19 - final resource unit.
6. Panel Presentation - With peers prepare a panel presentation of the
supplemental text you choose. Your presentation should include information
about the author(s), a critical review (you don't have to be in agreement
of your appraisal) of the text and a recommendation to peers regarding the
worthwhileness to purchase the text. Be as creative/imaginative/dramatic
as you wish. DUE - Oct. 5, or upon completion.
7. Display/Exhibit of Coursework - Organize and display all course
materials, assignments and resources you have collected at school, in
class, in classrooms you visit, etc. Be prepared to show, explain,
demonstrate and evaluate the contents of your display/exhibit. DUE - Oct.
19.
Assessments by Standards Summary Grid
Assessment Tool Activity/Assignment Program Standards
Work sample/Rubric/Self evaluation Journal article 1G
10 points
Work sample/Rubric/Self evaluation Family letter 6K; 10D
10 points
Work sample/Rubric/Self evaluation File of transitional 1G; 3K; 4G; 5N
activities
10 points
Work sample/Rubric/Self evaluation Reaction/reflection 5N; 8K; 9C
paper on Kindergarten
observation
20 points
Work sample/Rubric/Self evaluation Resource unit 1J; 2E; 3K; 4G; 7
20 points
Work sample/Rubric/Self evaluation Panel presentation 1G;7; 8K; 9C; 9D; 10D
10 points
Work sample/Rubric/Self evaluation Display/exhibit of ALL
coursework
10 points
Observation Class attendance All
10 points
Grading System/Scale:
Each assignment will be evaluated using a 1-4 criteria: (rubric)
1. Assignment did not meet the criteria and needs to be redone.
2. Assignment met the criteria minimally.
3. Assignment met the criteria very well with one exception.
4. Assignment met the criteria very well.
The following qualities are important in any assignment:
- well written: the assignment was written with college level skill
- directions: the directions for the assignment were completely followed
- on time: the assignment was handed in at the beginning of the required class
- neat and tidy: the papers and/or pieces are put together using a staple,
paper clip or container. Formatting or printing are carefully done. Appearance is important.
- evidence of problem solving/critical thinking: in your own writing
and/or in what you ask students to do
All assignments are assigned point values so that they can be graded. The
following points will earn these grades:
4.0 96-100
3.5 91-95
3.0 86-90
2.5 81-85
2.0 76-80
Kindergarten (EED 380) Bibliography:
Barbour, N. & Seefeldt, C. (1993). Developmental continuity across
preschool and primary grades.
Wheaton, MD: A.S.C.D.
Baratta-Lorton, M. (1976). Mathematics their way. Addison Weseley Publishing.
Benson, R. (1993). Beginnings: Teaching and learning in kindergarten. New
York: Richard Own
Publishers.
Billman, J. & Sherman, J. (1995). Observation and participation in early
childhood settings. Boston: Allyn
and Bacon.
Bredekamp, S. & Copple, C. (1997). Developmentally appropriate practices in
setting serving children
birth through age 8. Washington, D.C.: N.A.E.Y.C.
Chandler, P. (1994). A place for me: Including children with special needs
in early care and education
settings. Washington D.C.: N.A.E.Y.C.
De Vito, A. & Krockover, G. 91991). Creative sciencing: Ideas and
activities for teachers and children.
London: A Good Year Book.
Diamond, M. (1998). Magic trees in the mind. New York: Dutton Books.
Diffly, D. & Morrison, K. (Eds.) (1996). Family friendly communication for
early childhood programs.
Washington, D.C.: N.A.E.Y.C.
Duckworth, E. (1996). The having of wonderful ideas. Second edition. New
York: Teacher's College
Press.
Dutton, W. & Dutton, A. (1991). Mathematics: Children use and
understanding: Preschool through third
grade. Mayfield Publishing.
Fields, M. & Spangler, K. (1995). Let's begin reading right:
developmentally appropriate beginning
literacy. Englewood Cliff's, N.J.: Merrill Publishing.
Fischer, B. (1991). Joyful learning: A whole language kindergarten. New
Hampshire: Heinemann.
Fromberg, D. (1987). The full day kindergarten. New York: Teacher's College
Press.
Gartrell, D. (1994). A positive approach to discipline. Albany, N.Y.: Delmar.
Goffin, S. & Stegelin, D. (Eds.) (1992). Changing kindergartens.
Washington, D.C.: N.A.E.Y.C.
Hendrick, J. (1992). The whole child. New York: Macmillan Publishing.
Hiebert, E. & Taylor, B. (1994). Getting reading right from the start.
Boston: Allyn and Bacon.
Hohmann. M. & Weikart, D. (1995). Educating young children. High Scope Press.
Isbell, R. (1995). The complete learning center book. Beltsville, MD:
Gryphon House.
Jones, E. (1994). Emergent curriculum. Washington, D.C.: N.A.E.Y.C.
Kaiser, B. & Ranminsky, J. (1999). Meeting the challenge Effective
strategies for challenging behaviors.
Ottawa, Ontario, Canada: Canadian Child Care Federation.
Katz, L. & McClellan, D. (1996). Fostering Children's Competence: The
Teacher's Role. Washington,
D.C.: N.A.E.Y.C.
Kostelnik, M.J. (Ed.), Howe, D., Payne, K. Rohde, B. Spalding, G., Stein,
L. & Whitbeck, D. (1996).
Themes teachers use. Good Year Books.
Lamb, B. & Logsdon, P. (1991). Positively kindergarten. Rosemount, N.J.:
Modern Learning Press.
Levin, D. (1998). Remote control children? Combating the hazards of the
media culture. N.A.E.Y.C.
Levin, D. (1994). Teaching young children in violent times. Cambridge,
MA.: Educators for Social
Responsibility.
Marzollo, J. 91987). The new kindergarten: Full-day, child-centered
academic. New York: Harper and
Row.
Moomaw, S. & Hieronymus, B. 91995). More than counting: Whole math
activities for preschool and
kindergarten. St. Paul: Redleaf Press.
Mooney, M. (1990). Reading to, with and by children. Katonah, N.Y.: Richard
C. Owen Publishers.
Moyer, J. (Ed.), (1995). Selecting educational equipment and materials.
Wheaton, MD: Association for
Childhood Education International (ASCD).
Paley, V. (1992). Can't say can't play. Cambridge, MA: Harvard Press.
Peck, J., McCraig, G. & Sapp, M.E., (1988). Kindergarten policies.
Washington, D.C.: N.A.E.Y.C.
Raines, S. & Canaby, R. (1989). Story stretchers. Mount Rainer, MD.:
Gryphon House.
Sernett, L. (1995). Big book of everything: Kindergarten. Grand Rapids, MI:
Instructional Fair, Inc.
Silberg, J. (1995). 500 five minute games: Quick and easy activities for
3-6 year olds. Gryphon House.
Sparks, L.D. (1989). The anti-bias curriculum: Tools for empowering young
children. Washington, D.C.:
N.A.E.Y.C.
Spodek, B. (Ed.) (1991). Educationally appropriate kindergarten practices.
National Education Association
Publication.
Weitzman, E. (1992). Learning language and loving it. Toronto: The Hanen
Centre.
Wright, J. & Shade, D. (Eds.) (1994). Young Children: Active learners in a
technological age. Washington,
D.C.: N.A.E.Y.C.
York, S. (1993). Roots and wings. St. Paul: Redleaf Press.
Order America Reads Challenge 1-800-USA Learn: NAEYC 1.800.424.4620
To order the American Reads Challenge: Ready*Set*Read Early Childhood
Learning Kit, call 1-800-USA LEARN.
National Association for the Education of Young Children 1-800-424-2460
Order: Early Childhood Resources Catalogue (order catalogue)