ECSE 3210 Section B

Introduction to the Management of Learning Environments

3 SEMESTER HOURS
Spring 2012

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 College of Education

Valdosta State University

Department of Early Childhood and Special Education

Conceptual Framework: Guiding Principles

(adapted from the Georgia Systemic Teacher Education Program Accomplished Teacher Framework)

Dispositions Principle: Productive dispositions positively affect learners, professional growth, and the learning environment.

Equity Principle: All learners deserve high expectations and support.

Process Principle: Learning is a life-long process of development and growth.

Ownership Principle: Professionals are committed to and assume responsibility for the future of their disciplines. 

Support Principle: Successful engagement in the process of learning requires collaboration among multiple partners. 

Impact Principle: Effective practice yields evidence of learning.

Technology Principle: Technology facilitates teaching, learning, community-building and resource acquisition.  

Standards Principle: Evidence based standards systematically guide professional preparation and development.

REQUIRED TEXTBOOKS

Evertson, C., & Emmer, E.T. (2009). Classroom management for elementary teachers. (8^th ed.) Upper Saddle River, New Jersey: Pearson.

Copple, C. & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs. Washington, DC: NAEYC.

(Please note: It is important to save both of the required textbooks because you will use them in future ECSE Department courses.)

Additional Readings:  As determined by the course instructor

COURSE DESCRIPTION

Prerequisite: Appropriate 2999 course. Fundamentals of creating classroom environments that are conducive to learning. The course will focus on individual and group management strategies that facilitate inclusion of students with disabilities in classroom; basic behavior management principles; and developmentally appropriate strategies for PreK and K students.  ECSE 3390, ECED 3190, or a practicum approved at the program level, is required as a corequisite of this course.
 

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK STANDARDS (CFS)

I.   CONTENT AND CURRICULUM: Teachers demonstrate a strong content knowledge of content area(s) and appropriate for their certification levels.

II. KNOWLEDGE OF STUDENTS AND THEIR LEARNING: Teachers support the intellectual, social, physical, and personal development of all students.

III. LEARNING ENVIRONMENTS: Teachers create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.

IV. ASSESSMENT: Teachers understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners.

V.    PLANNING AND INSTRUCTION: Teachers design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments, and assessment.

VI. PROFESSIONALISM: Teachers recognize, participate in, and contribute to teaching as a profession.

GENERAL EDUCATION OUTCOMES (GEO)

2.       Students will demonstrate cross-cultural perspectives and knowledge of other societies.

3.      Students will use computer and information technology when appropriate.

4.      Students will express themselves clearly, logically, and precisely in writing and in speaking, and they will demonstrate competence in reading and listening.

7.       Students will demonstrate the ability to analyze, to evaluate, and to make inferences from oral, written, and visual materials.

COURSE OBJECTIVES (CO):

The teacher candidates will:

1.      Identify the environmental considerations, including classroom organization for visibility, distractibility, and accessibility; and appropriate assistive technology for the facilitation of development and learning in prekindergarten and kindergarten students. (CFS II, III, V; GEO 3, 4, 7)

2.      Compare and contrast different teaching formats including teacher-led whole group, small group, and center-based; and hierarchy of interventions (e.g., eye contact, proximity, redirection) that result in development and learning in prekindergarten and kindergarten students. (CFS II, III, V; GEO 3, 4, 7)

3.      Describe the use of developmentally appropriate practice (individually, age, and culturally appropriate) for designing and managing learning environments for prekindergarten and kindergarten students. (CFS II, III, IV, V; GEO 2, 4, 7)

4.      Collect and use teacher candidate performance, student behavior, and student learning data to plan and manage an effective learning environment for prekindergarten and kindergarten students. (CFS II, III, IV, V, VI; GEO 2, 4, 7)

5.      Examine legal and PSC ethical foundations, including procedural safeguards, due process, and discipline, of planning and managing an effective learning environment for prekindergarten and kindergarten students. (CFS I, II, III, IV, V, VI; GEO 2, 3, 4, 7)

6.      Plan for differentiating instruction and modifying the classroom environment (e.g., High vs. Low classroom structure, Physical Arrangement, etc.) for students with diverse developmental and learning needs. (CFS I, II, III, IV, V, VI; GEO 2, 3, 4, 7)

7.      Examine components of Positive Behavior Supports (PBS: Foundations of Positive Behavioral Support, Creating Positive Lifestyles, and Redesigning Environmental Systems) that address individual student behaviors. (CFS II, III, IV, V; GEO 2, 3, 4, 7)

COURSE ACTIVITIES / ASSIGNMENTS / REQUIREMENTS

1. Classroom Environment Photo Story: Development of a Photo Story PowerPoint that includes digital pictures with written descriptions to illustrate the issues discussed in Evertson Chapters 1 and 2.  (CO 1, 2, 3)

2. In-Class Participation, Assignments, and Activities (CO 1, 2, 3, 4, 5, 6) includes:

·         Design of an Ideal Classroom

·         Copies of School and Classroom Rules

·         In-class Video/Website Presentations

·         In-class Participation

·         Reflections of Classroom Management that focuses on teacher transitions and whole group instruction practice as related to your practicum experiences.

·         IRIS and COMP Resources & other in-class assignments

3. Course Content Projects, Presentations, Tests, and Quizzes (CO 1, 2, 3, 4, 5, 6, 7)

4. Positive Behavior Support Modules Assignment University of Kansas Online Academy
PBS Module Website: uappbs.apbs.org/pbsModules/index.html

Module Topics:

·         Foundations of Positive Behavioral Support

·         Redesigning Environmental Systems

·         Creating Positive Lifestyles

This assignment includes multiple choice quizzes and a discussion question.  (CO 5, 6, 7)

5. Data Collection Assignment: Collection of data related to social and academic behaviors of students (e.g., task completion and student engagement) and teaching behaviors (e.g., frequency of teacher feedback, group alerting, and formative assessment) based on videos.  Teacher candidates will identify appropriate methods to collect and analyze student and teacher behaviors related to facilitating a safe learning environment. Teacher candidates will identify management strategies which positively impact these behaviors. (CO 1, 2, 3, 4)

6. Lesson Plan Developed for Health/P.E. Lesson: Develop a health/P.E. lesson plan to teach in your elementary practicum students.  Assignment includes lesson plan, students’ assessment data, and reflections of your lesson. (CO 1, 2, 3, 4, 5, 6, 7)

7. Posting & Completing Information in your LiveText Portfolio:

• Photo Story PowerPoint
• Health/P.E. Lesson Plan
• Individual Topic Paper (the first part of the Final Group Project)

8. Final Individual and Group Projects and Presentation: The final group projects will be based on a class scenario.  A different class scenario will be provided for each group.  Each of the class scenarios will identify a grade level; a content area; a diverse student; a student with special needs; and a student with a problem behavior.  Together group members will select a Performance Indicator in the Bright from the Start, Georgia’s Pre-K Program Content Standards, or a Georgia Performance Standards according to their class scenario grade level.  Each member of the group will be responsible for a written Individual Topic Paper for their group and all group members will combine their information to develop their Final Group Presentation. (CO 1, 2, 3, 5, 6, 7)

COURSE EVALUATION

This class is part of your professional preparation. Appropriate dispositions are expected and required. You may earn the maximum number of points for all assignments and activities, contingent upon the knowledge, originality, and quality demonstrated in your work. Demonstrated mastery of formal Standard English is required in all facets of the course. Therefore, evaluation of all written work will be made based upon both content and mechanics. 

·      Each spelling, punctuation, syntax, grammatical, and typographical error will result in up to a one-point deduction from the total score, regardless of the point value of the assignment.

·      All assignments prepared outside of class must be produced using a word processing computer program (Microsoft Word is best), 12-point font (Times New Roman is best), and double-spaced (unless otherwise noted) and include the teacher candidate’s name, course number and section, and date. This includes any e-mail assignments sent to the instructor.

·      All assignments must be the original work of the teacher candidate submitting the work.

All assignments must be completed by the teacher candidate during the current semester and not submitted to another instructor to fulfill requirements for any other course. References and citations (using APA 6th edition format) are required when referring to the work of others. (See POLICY STATEMENT ON PLAGIARISM AND CHEATING, which follows).

·      Assignments must be submitted at the beginning of the class period on the day they are due. An assignment is considered late if it is not available at the start of class. Late assignments will be accepted up to one week after the due date. Ten percent (10%) of the grade/points will be deducted for each day an assignment is late. If the late assignment is not completed within one week, a grade of zero (0) will be assigned. Make-up exams will be given at the discretion of the instructor.

Teacher candidates’ knowledge of information contained in reading assignments, class notes, and class handouts will be assessed during class on dates designated in the tentative course schedule. Daily in-class assessments may be conducted individually or in groups. Should a teacher candidate be absent when the in-class assessment is completed, he or she will not earn the points assigned to the in-class assessment. Make-up work will not be assigned for the in-class assessment.

NOTE: If you have difficulty preparing written assignments help is available at the Student Success Center (SSC) located in Langdale Residence Hall. The SSC is available to all students and provides free peer tutoring in core curriculum courses, including biology, chemistry, math, writing, and foreign languages. The SSC also provides free professional academic advising and on-campus job information in one location. Call 333-7570 to make an appointment, or visit the website: www.valdosta.edu/ssc

Each of the assignments listed below corresponds to the same number assignment and course objectives listed in the Course Activities/Assignments/Requirements section.  Point values for all assessments are listed below.

Grade Scale:

A = 90-100%  (900-1000 Points)

B = 80-89%  (800-899 Points)

C = 70-79%  (700-799 Points)

D = 60-69%  (600-699 Points)

F = 59% and below  (599 and below Points)
 

FINAL EXAM TIME
ECSE 3210B Exam - Wednesday, May 2, 2012 at 2:45‐4:45 PM

PLEASE NOTE: To provide the best possible learning experience it may be necessary for the instructor to change, adapt, or adjust the requirements, evaluations, activities and /or schedule as presented here. As the instructor of this course I reserve the right to add or delete objectives and assignments depending upon the progress made by the class.

ATTENDANCE POLICY & PARTICIPATION

Teacher candidates are to attend all class sessions and actively participate in class discussions, groups, and activities. All assignments and class activities are the teacher candidate’s responsibility. If you are absent from class, please ask another member of the class to collect handouts and other materials distributed in class to ensure that you have all the course materials. 

Attendance is important.  Please be familiar with the attendance policy as stated here. You are expected to attend every class for the full session. This is an activity-based class; you must participate to be successful.  Missing class or part of a class will affect your in-class activity grade.  You will not receive the points for the in-class activity if you are not in class to present or complete the in-class assignments.  One absence will be allowed with no penalty. Each subsequent absence will result in the deduction of five (5) points from the participation grade and two (2) points will be deducted for each tardy or early departure.  

As per VSU policy (stated below), a teacher candidate who misses more than 20% the scheduled classes of a course will be subject to receiving a failing grade in the course.

"The University expects that all students shall attend all regularly scheduled class meetings held for instruction or examination…. Instructors are required to maintain records of class attendance… It is recognized that class attendance is essentially a matter between students and their instructors. Instructors must explain their absence policy in the course syllabus. All students are held responsible for knowing the specific attendance requirements as prescribed by their instructors and for the satisfactory make-up work missed by absences. When students are compelled for any reason to be absent from class, they should immediately contact the instructor. A student who misses more than 20% of the scheduled classes of a course will be subject to receiving a failing grade in the course" (VSU Undergraduate Catalog 2010-2011, p. 92).

(Please note that at the end of every semester the ECSE faculty meet to discuss the total number of times each student has been absent or tardy in his or her ECSE and ECED classes during the semester.  This information may be added to the student’s ECSE Disposition Form.)


CELL PHONE POLICY

This is an ECSE Department course and cell phones must be turned off and put away before entering the classroom.  Therefore, students will not talk on their cell phones or send, receive, or check text messages in the classroom.  Cell phones must be put away & out of sight at all times. Since this communication use would interfere with your participation, points will be deducted from your in-class activity grade if any student does not adhere to this cell phone policy.  In case of an emergency, please let me know to make special arrangements.

DEWAR COLLEGE OF EDUCATION POLICY STATEMENT ON PLAGIARISM

Below is information directly quoted from the Academic Honesty Policies and Procedures:

Academic integrity is the responsibility of all VSU faculty and students. Faculty members should promote academic integrity by including clear instruction on the components of academic integrity and clearly defining the penalties for cheating and plagiarism in their course syllabi. Students are responsible for knowing and abiding by the Academic Integrity Policy as set forth in the Student Code of Conduct and the faculty members’ syllabi. All students are expected to do their own work and to uphold a high standard of academic ethics.

The full text of the Academic Honesty Policies and Procedures is available in the on the Academic Affairs website (http://www.valdosta.edu/academic/AcademicHonestyatVSU.shtml).

The consequences for acts of academic dishonesty in the Dewar College of Education are:

FIRST OFFENSE:  

1.      The faculty member will administer an academic response (e.g. resubmit / retake assignment, failure of the assignment, failure of the course).

2.      The faculty member will complete a Level Two Dewar College of Education Concern form (http://www.valdosta.edu/coe/studentsinfo.shtml).

3.      The faculty member will complete a Valdosta State University Report of Academic Dishonesty (http://www.valdosta.edu/academic/AcademicHonestyatVSU.shtml).

SECOND OFFENSE:

1.      The faculty member will administer an academic response (e.g. resubmit / retake assignment, failure of the assignment, failure of the course).

2.      The faculty member will complete a Level Two Dewar College of Education Concern form (http://www.valdosta.edu/coe/studentsinfo.shtml).  According to the Dewar College of Education Concern Form Policy, “a second level two concern form will result in the student being dismissed from his/her program of study. This dismissal will result in an automatic review by the COE Undergraduate Policies Committee.”

3.      The faculty member will complete a Valdosta State University Report of Academic Dishonesty (http://www.valdosta.edu/academic/AcademicHonestyatVSU.shtml).  According to the Academic Honesty Policies and Procedures document, “after a second (or subsequent) Report of Academic Dishonesty has been submitted to the Student Conduct Office in the Dean of Students Office, official charges will be drawn up and the disciplinary matter will be referred to the Valdosta State University Judicial Committee.”

ACCESS OFFICE

Valdosta State University is an equal opportunity educational institution. It is not the intent of the institution to discriminate against any applicant for admission or any student or employee of the institution based on the sex, race, religion, color, national origin or handicap of the individual. It is the intent of the institution to comply with the Title VI of the Civil Rights Act of 1964 and subsequent executive orders as well as Title XI in Section 504 of the Rehabilitation Act of 1973.

Students requesting classroom accommodations or modifications due to a documented disability must contact the Access Office for Students with Disabilities located in the Farber Hall. The phone numbers are 245-2498 (V/VP) and 219-1348 (TTY).

INSTRUCTOR

Name: Dr. Diane L. Judd

Office address: Room 1179   Dewar College of Education Building

Office phone: 229-245-3796; and ECSE Dept. phone: 229-333-5929

E-mail address: djudd@valdosta.edu

Office hours: Posted on Office Door & on ECSE Website: www.valdosta.edu/coe/ecre/FacultyOfficeHours.shtml

Dr. Judd’s Website: www.valdosta.edu/~djudd
ECSE 3210 Website Information: www.valdosta.edu/~djudd/ECSE3210.html

(Please note: assignments, points, and other syllabus information are subject to change.)