VSU logo
Diane L. Judd, Ph.D.
Early Childhood &  Reading Education
College of Education 
Valdosta State University
Introduction to the Management of Learning Environments
ECSE 3210B Spring 2012
classroom
     
ECSE 3210B Schedule for Spring 2012
(Please note, this is a tentative schedule: assignments and assignment due dates are subject to change.)

Week & Dates   
Class Topics & Reading Assignments
Due Dates & Tests
1-Jan. 10
   game Introductions & Syllabus Overview
- Assignments for "Excellent Teacher" Presentations
- "Plan Ahead"- Have your "Excellent Teacher" Presentation ready for class Jan. 12.
1-Jan. 12 DAP Chapter 1, "To Be An Excellent Teacher"
   game "Excellent Teacher" Presentations

* Information & Hand-out PBS Modules Assignment (Due Jan. 19)
- "Plan Ahead"- Have  PBS Modules Assignment completed for class Jan. 19
2-Jan. 17 DAP Introduction Section Pages 1-16
   game Principles of Child Development & Learning Activity  (written assignment -due Jan. 17)
1. a. List and explain the "Critical Issues" in Education (p. 2-6).
b. Also note how each of the critical issues has effected the education in the USA. 
2. a. Explain the areas of the "New Knowledge to the Critical Issues" (p. 6-9).
b. State examples of how this new knowledge has changed the way educators teach in our schools today.

- "Group & Share" In-Class Activity & Presentations

Kozol's bookby Jonathan Kozol
and Savage Inequalities: Children in American Schools

In the passion of the civil rights campaigns of 1964 and 1965, Jonathan Kozol moved from Harvard Square into a poor black neighborhood of Boston and became a fourth grade teacher in the Boston public schools. He has devoted the subsequent four decades to issues of education and social justice in America.

PBS Modules Assignment Questions? (Due Jan. 19)
- "Plan Ahead"- Have  PBS Modules Assignment completed for class Jan. 19
2-Jan. 19 DAP Introduction Section Pages 16-24
   game Guidelines for Developmentally Appropriate Practice - In-Class Assignment (Due for Jan. 19 class)
Five Key Areas of Practice (pages 16-23)
Key 1 - Creating a Caring Community of Learners (Table 1)
Key 2 - Teaching to Enhance Development and Learning (Table 2)
Key 3 - Planning Curriculum to Achieve Important Goals (Table 3)
Key 4 - Assessing Children's Development and Learinging (Table 3)
Key 5 - Establishing Reciprocal relationships with Families (Table 1)


- In-Class Activity - Discuss PBS quizzes and discussion questions
Due: At the beginning of class, turn in PBS Modules Assignment

- "Plan Ahead"- Need copies of Health Education and Physical Education Standards for PreK & K to use in class Jan. 24.    Links at: PreK- Bright for the Start Standards & K - GPS Standards
3-Jan. 24 Evertson Chapter 1
    game "Organizing Your Classroom & Supplies" Activity - In-Class Assignment (Due for Jan. 24 class)

- Discuss Health Education and Physical Education Standards for PreK & K (PreK- Bright for the Start Standards & K - GPS Standards)

*Hand-out: Design An Ideal Classroom Assignment 
(Design your classroom for the size of 900-1000 sq. ft.)
Online classroom floor plan: classroom.4teachers.org
Due: Have copies of Health Education and Physical Education Standards for PreK & K to use in class. Links at: PreK- Bright for the Start Standards & K - GPS Standards

- "Plan Ahead"- Need to have Design An Ideal Classroom Assignment for Jan. 26  class.
3-Jan. 26
Continue Evertson Chapter 1 Discussion
    game Share your Ideal Classroom Design

- Discuss Health Education and Physical Education Standards for PreK & K
Due: Design An Ideal Classroom Assignment

- "Plan Ahead"- Need copies of practicum school & classroom rules for Feb. 2 class.

- "Plan Ahead"- Have copies of your health education and physical education standards ready to show your mentor teacher and to ask your mentor teacher about assisting you to select a health or physical education standard for you to develop and to teach a lesson during your full two weeks in the schools (March 19-30).
4-Jan. 31 Evertson Chapter 2
    game Classroom Rules & Procedures Activity
List two important ideas and or facts for each of the main sections of Chapter 2 (listed below) (8 total ideas and/or facts)
1. What is an Effectively Managed Classroom?
2. Preliminary Considerations
3. Planning Classroom Rules
4. Planning Classroom Procedures

- Discuss Health Education and Physical Education Standards for PreK & K
- Practicum School & Classroom Rules Question?

- "Plan Ahead"- Need copies of practicum school & classroom rules for Feb. 2 class.

-
"Plan Ahead"- Be sure you have the health or physical education standard selected and approved by your mentor teacher for Feb. 2 class.
4- Feb. 2
Continue Evertson Chapter 2 Discussion
    game Classroom Rules & Procedures Activity

-Begin developing Lesson Plan for health or physical education lesson
ECSE Lesson Plan Format & Guidelines
Health Education & Physical Education Links
ECSE Links for Accommodations & Modifications
Accommodations Links for Special Students
Due: Turn in a copy of the health education or physical education standard that has been approved by your mentor teacher.

Due: Turn in copies of practicum school & classroom rules
5-Feb. 7
Evertson Chapter 5
   game Planning and Conducting Instruction Activity
* Review of Chapter 2 - Together with your paper of the main points for Chapter 2 about classroom rules and with a copy of your practicum classroom rules, describe how your practicum classroom rules illustrates some of the same qualities as what Evertson noted in Chapter 2.

* Poster paper presentation of group assignments for Chapter 5 below.  Each group will present helpful information from Chapter 5 to assist everyone in the development of their health/physical education lesson plan. 
(Be sure each member of your group has one or more helpful information ideas to report and to discribe to the class.)


Group Assignments for Chapter 5
Teacher candidates at each table will be responsible to share the information in their section to the class.
Table 1 - Pages 97-102
Table 2 - Pages 102 to top half of page 108
Table 3 - Bottom of page 108-114

*Work in class on Stage 1 of Lesson Plan for health or physical education lesson - Have ready for the 2/9  class your ideas of the assessment for your lesson, also ask mentor teacher about prior assessments to list in your lesson plan. - Lesson Plan due Feb. 23 class.
PreK - Physical Development Information - DAP p. 113-119, 163-164
Kindergarten - Physical Development Information - DAP p. 188-191, 232-233
- "Plan Ahead"- Lesson Plan for health or physical education lesson - due Feb. 23 class.
5-Feb. 9 Continue Evertson Chapter 5 Discussion
   game Planning and Conducting Instruction Activity
* Review of Chapter 5

*Work in class on Assessment section of Lesson Plan for health or physical education lesson

Chapter 7  Maintaining Appropriate Student Behavior Assignment

Lesson Plan due Feb. 23 class.
PreK - Physical Development Information - DAP p. 113-119, 163-164 (Resource material for preK)
Kindergarten - Physical Development Information - DAP p. 188-191, 232-233 (Resource material for K)
- "Plan Ahead"- Lesson Plan for health or physical education lesson - due Feb. 23 class.

6-Feb. 14
heart
Evertson Chapter 7
    game Maintaining Appropriate Student Behavior Assignment
- Concept Map Presentations

-Lesson Plan for health or physical education lesson.  Complete discussion on Assessment & and begin working on Stage 3 on - Lesson Plan due Feb. 23 class. .
- "Plan Ahead"- Lesson Plan for health or physical education lesson - due Feb. 23 class.





6-Feb. 16 Evertson Chapter 7
    game Review Maintaining Appropriate Student Behavior Assignment

-Work on Lesson Plan for health or physical education lesson - Lesson Plan due Feb. 23 class.
See assignment due Feb. 21:  Communication Skills for Teaching Assignment

- "Plan Ahead"- Lesson Plan for health or physical education lesson - due Feb. 23 class.





7-Feb. 21 Evertson Chapter 8 Role Play & Discussion
   game Communication Skills for Teaching Assignment

-Work on Lesson Plan for health or physical education lesson - Lesson Plan due Feb. 23 class.
- "Plan Ahead"- Lesson Plan for health or physical education lesson - due Feb. 23 class.


7-Feb. 23 Evertson Chapter 9 Role Play & Discussion
game Managing Problem Behaviors Assignment

See Feb. 28 assignment: Review for Test.
Due: Turn in a hard copy of your lesson plan for health or physical education lesson at beginning of class. 

Due: Need to have posted your lesson plan in LiveText by 11:00 PM tonight.
8-Feb. 28
Review for Test
game Review for Test: Evertson Chapters 1, 2, 5, 7, 8, 9 & DAP Introduction (pages 1-24) and Chapter 1

*Assignment for review for test: Develop one question with an answer from each of the Evertson chapters listed for the test above.  Be ready to ask your six questions in class Feb. 28. 

*Hand-out: Photo Story Assignment Information (LiveText) Due: April 5 class
Online classroom floor plan: classroom.4teachers.org




8-March 1 Test:
game Evertson Chapters 1, 2, 5, 7, 8, 9 & DAP Introduction (pages 1-24) and Chapter 1


- Photo Story Assignment Questions?

Due: Your Corrected Lesson Plan  You could receive half of you deducted points:

* If you make the needed corrections
*
If you turn in your graded lesson plan with your corrected lesson plan
*
If you highlight the corrections on your corrected lesson plan
*
If you turn in your graded and corrected lesson plan in class on March 1

- "Plan Ahead"- Need to turn in hard copy of Photo Story PowerPoint for April 5 class.
9-March 6 game * Discuss data collection and Data Collection/Reflections of Classroom Management Assignment (due April 10)

- Go over Mid-term Test

- Give back Lesson Plans

- Photo Story Assignment Questions?

- "Plan Ahead"- Need to turn in hard copy of Photo Story PowerPoint for April 5 class.
9-March 8 Evertson Chapter 3
game Managing Student Work Activities and

* Review Behavior Management Strategies for Full Time Practicum

Data Collection/Reflections of Classroom Management Assignment Questions?

- Photo Story Assignment Questions?
Please Note: ECSE 3210 Lesson Plans must be approved first by Dr. Judd, and then approved by mentor teacher before teaching lesson.  You are not allowed to teach your ECSE 3210 lesson until it is approved by Dr. Judd and also approved by your mentor teacher.

- "Plan Ahead"- Need to turn in hard copy of Photo Story PowerPoint for April 5 class.

- "Plan Ahead"- Data Collection/Reflections of Classroom Management Assignment (due April 10)
10-Mar. 13 Spring Break
No Class
10-Mar. 15 Spring Break
No Class
11-Mar. 20
Full Time Practicum
Full Time Practicum - No ECSE 3210 Class
11-Mar. 22 Full Time Practicum
Full Time Practicum - No ECSE 3210 Class
12-Mar. 27 Full Time Practicum
Full Time Practicum - No ECSE 3210 Class
12-Mar. 29 Full Time Practicum
Full Time Practicum - No ECSE 3210 Class
13-April 3 Evertson Chapter 6
 game Cooperative Learning Groups
Check Due Dates

"Things I Learned in the Practicum Real-World"
(Do they agree with our textbooks or not?)

"Recommendations" for students next semester when teaching Health or P.E. lesson

- Hand-out Individual Reports (due April 19) and Final Group Presentation (due Exam Day)

- Data Collection/Reflections of Classroom Management Assignment Questions?  (due April 10)

- Photo Story Assignment Questions?  (due April 5)
- "Plan Ahead"- Need to turn in hard copy of Photo Story PowerPoint for April 5 class.

- "Plan Ahead"- Need to  turn in a copy of the Observation Evaluation for your Health/P. E. Lesson.

- "Plan Ahead"- Data Collection/Reflections of Classroom Management Assignment (due April 10)
13-April 5 Evertson Chapter 10 Discussion
game Managing Special Groups Activities

- Questions about Individual Reports (due April 19) and Final Group Presentation (due Exam Day)

Questions about
Data Collection/Reflections of Classroom Management Assignment (due April 10)
Due: At the beginning of class, turn in a copy of the Observation Evaluation for your Health/P. E. Lesson.

Due
: At the beginning of class, turn in a hard copy of your Photo Story PowerPoint.

Due: Need to have posted your Photo Story PowerPoint in your LiveText Portfolio by 11:00 PM tonight.

- "Plan Ahead"- Data Collection/Reflections of Classroom Management Assignment (due April 10)
14-April 10
DAP Chapter 4
game DAP in Preschool Years Activities

- Share Photo Story PowerPoint

- Discuss Data Collection and Reflection Assignment

- Questions about Individual Reports (due April 19) and Final Group Presentation (due Exam Day)
Due: At beginning of class, turn in Data Collection/Reflections of Classroom Management Assignment

14-April 12 DAP Chapter 5
game DAP in Preschool Years Activities

- Share Photo Story PowerPoint

- Questions about Individual Reports (due April 19) and Final Group Presentation (due Exam Day)
- "Plan Ahead"- Be sure you have a digital copy of your Individual Report for your group to develop the final group presentation for April 19 class.
15-April 17 DAP Chapters 5 & 7
game DAP Pre-Kindergarten & Kindergarten Content Activity
A. Each group will present two DAP activities that align with their grade level and content area. (See: DAP Chapters 5 & 7)
B. Explain why each of your activities are "Developmentally Appropriate Practices" for your grade level and content area. (See: DAP Chapters 5 & 7)


In-Class Developmentally Appropriate Practice
Content Activity


DAP Content Activities for PreK-Math
 
 Shanead
 Resa
 Dawn
 Tressa
 Mechelle

DAP Content Activities for K-Language Arts
 
 Ashley H.
 Amanda
 Rebecca
 DD
 Perryn

DAP Content Activities for K-Social Studies
 
 Fatumata
 Josh
 Lani
 Lydia

DAP Content Activities for PreK-Language Arts
 
 Natasha
 Ashley M.
 Heather
 Maria

DAP Content Activities for K-Science

 Denisha
 Lindsey
 Ashley P.
 Brittany


- Share Photo Story PowerPoint

- Questions about Individual Reports (due April 19) and Final Group Presentation (due Exam Day)
- "Plan Ahead"- Be sure you have a digital copy of your Individual Report for your group to develop the final group presentation for April 19 class.



15-April 19
DAP Chapter 10
game FAQs about DAP

Evertson Chapters 5 & 7 Activities

- Questions about Final Group Presentation
Due: beginning of class: Turn in hard copy of your Individual Reports for the Final Group Project & Presentation
16-April 24 Meet in Computer Lab 1140 to work on Final Group Project & Presentation

- Questions about Final Group Presentation
Meet in Computer Lab 1140 :
* Tuesday 2:00-3:30 Room 1140

Meet in Computer Lab 1140 to work on Final Group Project & Presentation.  Be sure to have a digital copy of your Individual Report for your group to develop the final group presentation.

16-April 26 Meet in Computer Lab 1140 to work on Final Group Project & Presentation.  Be sure to have a digital copy of your Individual Report for your group to develop the final group presentation.

Meet in Computer Lab 1140 :
* Thursday 2:00-3:30 Room 1140

Due: 4:00 PM -
Submit in your Initial Portfolio with Standard III ECSE 3210 Assignments 1 and 2:
Assignments 1 is Photo Story and Assignment 2 is your Individual Report posted both assignments and complete information for Standard III in your LiveText Portfolio & Submit to Dr. Judd

Meet in Computer Lab 1140 to work on Final Group Project & Presentation.  Be sure to have a digital copy of your Individual Report for your group to develop the final group presentation.
May 2
Exam
May 2  Wednesday Exam Day for
ECSE 3210 Section B
ExamTime: 2:45-4:45 PM
Final Group Presentations
Exam Day
Due: Beginning of exam turn in hard copy of Final Group Project & Presentation PowerPoint (copy one PowerPoint slide per page)
Final Group Presentations

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ECSE 3210 Section B

Introduction to the Management of Learning Environments

3 SEMESTER HOURS
Spring 2012

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

 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. (8th 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.

 

Assignments   

Points

 

 

1.  Classroom Environment Photo Story

100

2.  In-Class Participation, Assignments & Activities

100

3.  Course Content Projects, Presentations, Tests & Quizzes

200

4.  Positive Behavior Support Assignment (PBS)           

50

5.  Data Collection Assignment

100

6.  Health/P.E. Lesson Plan

150

7.  Postings in LiveText Portfolio

100

8.  Final Individual & Group Project/Presentation

200

 

   Total Points     1000


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 2:454:45 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.)




LiveText
LiveText How To Pages

Google Maps of Earth
Google Map of Moon
EdTech Intro & Tech Resources

computer and books

Past ECSE 3210 Information
PBS & Final Presentation Assignments
students and computer
APA Punctuation
APA Info & Examples
Resources forTeaching & Learning
Pay Attention Video


Collaborative and Constructivist Learning Environment


Judd's Home Page
Assignment


djudd@valdosta.edu


Judd's Websites
Performance-Based PPT





Introduction to the Management of Learning Environments
ECSE 3210
classroom
     


ECSE 3210B Schedule for Spring 2012
(Please note, this is a tentative schedule: assignments and assignment due dates are subject to change.)

Week & Dates   
Class Topics & Reading Assignments
Due Dates & Tests
1-Jan. 10
   game Introductions & Syllabus Overview
- Assignments for "Excellent Teacher" Presentations
- "Plan Ahead"- Have your "Excellent Teacher" Presentation ready for class Jan. 12.
1-Jan. 12 DAP Chapter 1, "To Be An Excellent Teacher"
   game "Excellent Teacher" Presentations

* Information & Hand-out PBS Modules Assignment (Due Jan. 19)
- "Plan Ahead"- Have  PBS Modules Assignment completed for class Jan. 19
2-Jan. 17 DAP Introduction Section Pages 1-16
   game Principles of Child Development & Learning Activity  (written assignment -due Jan. 17)
1. a. List and explain the "Critical Issues" in Education (p. 2-6).
b. Also note how each of the critical issues has effected the education in the USA. 
2. a. Explain the areas of the "New Knowledge to the Critical Issues" (p. 6-9).
b. State examples of how this new knowledge has changed the way educators teach in our schools today.

- "Group & Share" In-Class Activity & Presentations

Kozol's
                            bookby Jonathan Kozol
and Savage Inequalities: Children in American Schools

In the passion of the civil rights campaigns of 1964 and 1965, Jonathan Kozol moved from Harvard Square into a poor black neighborhood of Boston and became a fourth grade teacher in the Boston public schools. He has devoted the subsequent four decades to issues of education and social justice in America.

PBS Modules Assignment Questions? (Due Jan. 19)
- "Plan Ahead"- Have  PBS Modules Assignment completed for class Jan. 19
2-Jan. 19 DAP Introduction Section Pages 16-24
   game Guidelines for Developmentally Appropriate Practice - In-Class Assignment (Due for Jan. 19 class)
Five Key Areas of Practice (pages 16-23)
Key 1 - Creating a Caring Community of Learners (Table 1)
Key 2 - Teaching to Enhance Development and Learning (Table 2)
Key 3 - Planning Curriculum to Achieve Important Goals (Table 3)
Key 4 - Assessing Children's Development and Learinging (Table 3)
Key 5 - Establishing Reciprocal relationships with Families (Table 1)


- In-Class Activity - Discuss PBS quizzes and discussion questions
Due: At the beginning of class, turn in PBS Modules Assignment

- "Plan Ahead"- Need copies of Health Education and Physical Education Standards for PreK & K to use in class Jan. 24.    Links at: PreK- Bright for the Start Standards & K - GPS Standards
3-Jan. 24 Evertson Chapter 1
    game "Organizing Your Classroom & Supplies" Activity - In-Class Assignment (Due for Jan. 24 class)

- Discuss Health Education and Physical Education Standards for PreK & K (PreK- Bright for the Start Standards & K - GPS Standards)

*Hand-out: Design An Ideal Classroom Assignment 
(Design your classroom for the size of 900-1000 sq. ft.)
Online classroom floor plan: classroom.4teachers.org
Due: Have copies of Health Education and Physical Education Standards for PreK & K to use in class. Links at: PreK- Bright for the Start Standards & K - GPS Standards

- "Plan Ahead"- Need to have Design An Ideal Classroom Assignment for Jan. 26  class.
3-Jan. 26
Continue Evertson Chapter 1 Discussion
    game Share your Ideal Classroom Design

- Discuss Health Education and Physical Education Standards for PreK & K
Due: Design An Ideal Classroom Assignment

- "Plan Ahead"- Need copies of practicum school & classroom rules for Feb. 2 class.

- "Plan Ahead"- Have copies of your health education and physical education standards ready to show your mentor teacher and to ask your mentor teacher about assisting you to select a health or physical education standard for you to develop and to teach a lesson during your full two weeks in the schools (March 19-30).
4-Jan. 31 Evertson Chapter 2
    game Classroom Rules & Procedures Activity
List two important ideas and or facts for each of the main sections of Chapter 2 (listed below) (8 total ideas and/or facts)
1. What is an Effectively Managed Classroom?
2. Preliminary Considerations
3. Planning Classroom Rules
4. Planning Classroom Procedures

- Discuss Health Education and Physical Education Standards for PreK & K
- Practicum School & Classroom Rules Question?

- "Plan Ahead"- Need copies of practicum school & classroom rules for Feb. 2 class.

-
"Plan Ahead"- Be sure you have the health or physical education standard selected and approved by your mentor teacher for Feb. 2 class.
4- Feb. 2
Continue Evertson Chapter 2 Discussion
    game Classroom Rules & Procedures Activity

-Begin developing Lesson Plan for health or physical education lesson
ECSE Lesson Plan Format & Guidelines
Health Education & Physical Education Links
ECSE Links for Accommodations & Modifications
Accommodations Links for Special Students
Due: Turn in a copy of the health education or physical education standard that has been approved by your mentor teacher.

Due: Turn in copies of practicum school & classroom rules
5-Feb. 7
Evertson Chapter 5
   game Planning and Conducting Instruction Activity
* Review of Chapter 2 - Together with your paper of the main points for Chapter 2 about classroom rules and with a copy of your practicum classroom rules, describe how your practicum classroom rules illustrates some of the same qualities as what Evertson noted in Chapter 2.

* Poster paper presentation of group assignments for Chapter 5 below.  Each group will present helpful information from Chapter 5 to assist everyone in the development of their health/physical education lesson plan. 
(Be sure each member of your group has one or more helpful information ideas to report and to discribe to the class.)


Group Assignments for Chapter 5
Teacher candidates at each table will be responsible to share the information in their section to the class.
Table 1 - Pages 97-102
Table 2 - Pages 102 to top half of page 108
Table 3 - Bottom of page 108-114

*Work in class on Stage 1 of Lesson Plan for health or physical education lesson - Have ready for the 2/9  class your ideas of the assessment for your lesson, also ask mentor teacher about prior assessments to list in your lesson plan. - Lesson Plan due Feb. 23 class.
PreK - Physical Development Information - DAP p. 113-119, 163-164
Kindergarten - Physical Development Information - DAP p. 188-191, 232-233
- "Plan Ahead"- Lesson Plan for health or physical education lesson - due Feb. 23 class.
5-Feb. 9 Continue Evertson Chapter 5 Discussion
   game Planning and Conducting Instruction Activity
* Review of Chapter 5

*Work in class on Assessment section of Lesson Plan for health or physical education lesson

Chapter 7  Maintaining Appropriate Student Behavior Assignment

Lesson Plan due Feb. 23 class.
PreK - Physical Development Information - DAP p. 113-119, 163-164 (Resource material for preK)
Kindergarten - Physical Development Information - DAP p. 188-191, 232-233 (Resource material for K)
- "Plan Ahead"- Lesson Plan for health or physical education lesson - due Feb. 23 class.

6-Feb. 14
heart
Evertson Chapter 7
    game Maintaining Appropriate Student Behavior Assignment
- Concept Map Presentations

-Lesson Plan for health or physical education lesson.  Complete discussion on Assessment & and begin working on Stage 3 on - Lesson Plan due Feb. 23 class. .
- "Plan Ahead"- Lesson Plan for health or physical education lesson - due Feb. 23 class.





6-Feb. 16 Evertson Chapter 7
    game Review Maintaining Appropriate Student Behavior Assignment

-Work on Lesson Plan for health or physical education lesson - Lesson Plan due Feb. 23 class.
See assignment due Feb. 21:  Communication Skills for Teaching Assignment

- "Plan Ahead"- Lesson Plan for health or physical education lesson - due Feb. 23 class.





7-Feb. 21 Evertson Chapter 8 Role Play & Discussion
   game Communication Skills for Teaching Assignment

-Work on Lesson Plan for health or physical education lesson - Lesson Plan due Feb. 23 class.
- "Plan Ahead"- Lesson Plan for health or physical education lesson - due Feb. 23 class.


7-Feb. 23 Evertson Chapter 9 Role Play & Discussion
game Managing Problem Behaviors Assignment

See Feb. 28 assignment: Review for Test.
Due: Turn in a hard copy of your lesson plan for health or physical education lesson at beginning of class. 

Due: Need to have posted your lesson plan in LiveText by 11:00 PM tonight.
8-Feb. 28
Review for Test
game Review for Test: Evertson Chapters 1, 2, 5, 7, 8, 9 & DAP Introduction (pages 1-24) and Chapter 1

*Assignment for review for test: Develop one question with an answer from each of the Evertson chapters listed for the test above.  Be ready to ask your six questions in class Feb. 28. 

*Hand-out: Photo Story Assignment Information (LiveText) Due: April 5 class
Online classroom floor plan: classroom.4teachers.org




8-March 1 Test:
game Evertson Chapters 1, 2, 5, 7, 8, 9 & DAP Introduction (pages 1-24) and Chapter 1


- Photo Story Assignment Questions?

Due: Your Corrected Lesson Plan  You could receive half of you deducted points:

* If you make the needed corrections
*
If you turn in your graded lesson plan with your corrected lesson plan
*
If you highlight the corrections on your corrected lesson plan
*
If you turn in your graded and corrected lesson plan in class on March 1

- "Plan Ahead"- Need to turn in hard copy of Photo Story PowerPoint for April 5 class.
9-March 6 game * Discuss data collection and Data Collection/Reflections of Classroom Management Assignment (due April 10)

- Go over Mid-term Test

- Give back Lesson Plans

- Photo Story Assignment Questions?

- "Plan Ahead"- Need to turn in hard copy of Photo Story PowerPoint for April 5 class.
9-March 8 Evertson Chapter 3
game Managing Student Work Activities and

* Review Behavior Management Strategies for Full Time Practicum

Data Collection/Reflections of Classroom Management Assignment Questions?

- Photo Story Assignment Questions?
Please Note: ECSE 3210 Lesson Plans must be approved first by Dr. Judd, and then approved by mentor teacher before teaching lesson.  You are not allowed to teach your ECSE 3210 lesson until it is approved by Dr. Judd and also approved by your mentor teacher.

- "Plan Ahead"- Need to turn in hard copy of Photo Story PowerPoint for April 5 class.

- "Plan Ahead"- Data Collection/Reflections of Classroom Management Assignment (due April 10)
10-Mar. 13 Spring Break
No Class
10-Mar. 15 Spring Break
No Class
11-Mar. 20
Full Time Practicum
Full Time Practicum - No ECSE 3210 Class
11-Mar. 22 Full Time Practicum
Full Time Practicum - No ECSE 3210 Class
12-Mar. 27 Full Time Practicum
Full Time Practicum - No ECSE 3210 Class
12-Mar. 29 Full Time Practicum
Full Time Practicum - No ECSE 3210 Class
13-April 3 Evertson Chapter 6
 game Cooperative Learning Groups
Check Due Dates

"Things I Learned in the Practicum Real-World"
(Do they agree with our textbooks or not?)

"Recommendations" for students next semester when teaching Health or P.E. lesson

- Hand-out Individual Reports (due April 19) and Final Group Presentation (due Exam Day)

- Data Collection/Reflections of Classroom Management Assignment Questions?  (due April 10)

- Photo Story Assignment Questions?  (due April 5)
- "Plan Ahead"- Need to turn in hard copy of Photo Story PowerPoint for April 5 class.

- "Plan Ahead"- Need to  turn in a copy of the Observation Evaluation for your Health/P. E. Lesson.

- "Plan Ahead"- Data Collection/Reflections of Classroom Management Assignment (due April 10)
13-April 5 Evertson Chapter 10 Discussion
game Managing Special Groups Activities

- Questions about Individual Reports (due April 19) and Final Group Presentation (due Exam Day)

Questions about
Data Collection/Reflections of Classroom Management Assignment (due April 10)
Due: At the beginning of class, turn in a copy of the Observation Evaluation for your Health/P. E. Lesson.

Due
: At the beginning of class, turn in a hard copy of your Photo Story PowerPoint.

Due: Need to have posted your Photo Story PowerPoint in your LiveText Portfolio by 11:00 PM tonight.

- "Plan Ahead"- Data Collection/Reflections of Classroom Management Assignment (due April 10)
14-April 10
DAP Chapter 4
game DAP in Preschool Years Activities

- Share Photo Story PowerPoint

- Discuss Data Collection and Reflection Assignment

- Questions about Individual Reports (due April 19) and Final Group Presentation (due Exam Day)
Due: At beginning of class, turn in Data Collection/Reflections of Classroom Management Assignment

14-April 12 DAP Chapter 5
game DAP in Preschool Years Activities

- Share Photo Story PowerPoint

- Questions about Individual Reports (due April 19) and Final Group Presentation (due Exam Day)
- "Plan Ahead"- Be sure you have a digital copy of your Individual Report for your group to develop the final group presentation for April 19 class.
15-April 17 DAP Chapters 5 & 7
game DAP Pre-Kindergarten & Kindergarten Content Activity
A. Each group will present two DAP activities that align with their grade level and content area. (See: DAP Chapters 5 & 7)
B. Explain why each of your activities are "Developmentally Appropriate Practices" for your grade level and content area. (See: DAP Chapters 5 & 7)


In-Class Developmentally Appropriate Practice
Content Activity


DAP Content Activities for PreK-Math
 
 Shanead
 Resa
 Dawn
 Tressa
 Mechelle

DAP Content Activities for K-Language Arts
 
 Ashley H.
 Amanda
 Rebecca
 DD
 Perryn

DAP Content Activities for K-Social Studies
 
 Fatumata
 Josh
 Lani
 Lydia

DAP Content Activities for PreK-Language Arts
 
 Natasha
 Ashley M.
 Heather
 Maria

DAP Content Activities for K-Science

 Denisha
 Lindsey
 Ashley P.
 Brittany


- Share Photo Story PowerPoint

- Questions about Individual Reports (due April 19) and Final Group Presentation (due Exam Day)
- "Plan Ahead"- Be sure you have a digital copy of your Individual Report for your group to develop the final group presentation for April 19 class.



15-April 19
DAP Chapter 10
game FAQs about DAP

Evertson Chapters 5 & 7 Activities

- Questions about Final Group Presentation
Due: beginning of class: Turn in hard copy of your Individual Reports for the Final Group Project & Presentation
16-April 24 Meet in Computer Lab 1140 to work on Final Group Project & Presentation

- Questions about Final Group Presentation
Meet in Computer Lab 1140 :
* Tuesday 2:00-3:30 Room 1140

Meet in Computer Lab 1140 to work on Final Group Project & Presentation.  Be sure to have a digital copy of your Individual Report for your group to develop the final group presentation.

16-April 26 Meet in Computer Lab 1140 to work on Final Group Project & Presentation.  Be sure to have a digital copy of your Individual Report for your group to develop the final group presentation.

Meet in Computer Lab 1140 :
* Thursday 2:00-3:30 Room 1140

Due: 4:00 PM -
Submit in your Initial Portfolio with Standard III ECSE 3210 Assignments 1 and 2:
Assignments 1 is Photo Story and Assignment 2 is your Individual Report posted both assignments and complete information for Standard III in your LiveText Portfolio & Submit to Dr. Judd

Meet in Computer Lab 1140 to work on Final Group Project & Presentation.  Be sure to have a digital copy of your Individual Report for your group to develop the final group presentation.
May 2
Exam
May 2  Wednesday Exam Day for
ECSE 3210 Section B
ExamTime: 2:45-4:45 PM
Final Group Presentations
Exam Day
Due: Beginning of exam turn in hard copy of Final Group Project & Presentation PowerPoint (copy one PowerPoint slide per page)
Final Group Presentations

School and
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                Students


ECSE 3210 Section B

Introduction to the Management of Learning Environments

3 SEMESTER HOURS
Spring 2012

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

 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. (8th 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.

 

Assignments   

Points

 

 

1.  Classroom Environment Photo Story

100

2.  In-Class Participation, Assignments & Activities

100

3.  Course Content Projects, Presentations, Tests & Quizzes

200

4.  Positive Behavior Support Assignment (PBS)           

50

5.  Data Collection Assignment

100

6.  Health/P.E. Lesson Plan

150

7.  Postings in LiveText Portfolio

100

8.  Final Individual & Group Project/Presentation

200

 

   Total Points     1000


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 2:454:45 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.)




LiveText
LiveText How To Pages

Google Maps of Earth
Google Map of Moon
EdTech Intro & Tech Resources

computer and
                      books

Past ECSE 3210 Information
PBS & Final Presentation Assignments
students and computer
APA Punctuation
APA Info & Examples
Resources forTeaching & Learning
Pay Attention Video


Collaborative and Constructivist Learning Environment


Judd's Home Page
Assignment


djudd@valdosta.edu


Judd's Websites
Performance-Based PPT





ECSE 3210 Schedule for Fall 2011
(Please note, this is a tentative schedule: assignments and assignment due dates are subject to change.)

Week & Dates
Class Topics
Due Dates & Tests
1-Aug. 15/16
Introductions & Syllabus Overview

1-Aug. 17/18 DAP Chapter 1, "To Be An Excellet Teacher" 

2-Aug. 22/23 DAP Introduction Section Pages 1-16
2-Aug. 24/25 DAP Introduction Section Pages 16-24

3-Aug. 29/30 Evertson Chapter 1

*Hand-out: Design An Ideal Classroom Assignment
*COMP Resource Hand-out

3-8/31; 9/1
Evertson Chapter 2
*IRIS & COMP Resource Hand-outs

Due: Design An Ideal Classroom Assignment
Due: Design An Ideal Classroom Assignment
4- Sept. 5
(Labor Day Holiday)
Sept. 5, Labor Day Holiday for Monday Classes Sept. 5, Labor Day Holiday for Monday Classes
4- Sept. 6,
7 & 8
Evertson Chapter 2

Review for Test: DAP Introduction & Chapter 1 and
Evertson Chapters 1 & 2
Due: (Sept. 6 for Tuesday Class and Sept. 7 for Wednesday Classes)
Have ready to present and turn in eight
written questions and answers (two from DAP Introduction and two from each chapter) for review of DAP Introduction & Chapter 1
Evertson Chapters 1 & 2
5-Sept. 12/13
Data Collection Introduction

Test: DAP Introduction & Chapter 1 and
Evertson Chapters 1 & 2

* Information & Hand-out PBS Modules Assignment

- "Plan Ahead" - Need copies of practicum school & classroom rules

- "Plan Ahead" - Need to make copies of Health Education and Physical Education Standards for PreK & K
Test: DAP Introduction & Chapter 1
Evertson Chapters 1 & 2
5-Sept. 14/15 Evertson Chapter 7
Chapter 7 Activities

*IRIS & COMP Resource Hand-outs

*Hand-out: Photo Story Assignment Information (LiveText)
Online classroom floor plan: classroom.4teachers.org

- Discuss Health Education and Physical Education Standards for PreK & K (PreK- Bright for the Start Standards & K - GPS Standards)

- "Plan Ahead" - Need copies of practicum school & classroom rules
Due: Have copies of Health Education and Physical Education Standards for PreK & K to use in class
6-Sept. 19/20 Evertson Chapter 8

- Discuss Health Education and Physical Education Standards for PreK & K

PBS Modules Assignment Questions? 
- Photo Story Assignment Questions?
Due: Copies of Practicum School & Classroom Rules
6-Sept. 21/22 Evertson Chapter 9
Chapter 9 Activities

- Discuss Health Education and Physical Education Standards for PreK & K

- Photo Story Assignment Questions?
Due: PBS Modules Assignment
7-Sept. 26/27 Review for Test: Evertson Chapters 7, 8, 9, & PBS Module Questions

- Discuss Health Education and Physical Education Standards for PreK & K

- "Plan Ahead" - Have information ready to ask your mentor teacher about assisting you to select a health education or physical education standard for a lesson to teach.

- Photo Story Assignment Questions?
Due: Have ready to present and turn in eight
written questions and answers (two from each
chapter and PBS Modules) for review of Evertson Chapters 7, 8, 9, & PBS Module Questions

7-Sept. 28/29 Review for Test: Evertson Chapters 7, 8, 9, & PBS Module Questions

- Photo Story Assignment Questions?  (LiveText)

- "Plan Ahead" - Ask your mentor teacher about assisting you to select a health education or physical education standard for a lesson to teach. Be sure to have a health education or physical education standard approved by your mentor teacher.



8-Oct. 3/4
Review for Test: Evertson Chapters 7, 8, 9, & PBS Module Questions

*COMP Resource Hand-out

*Work on Lesson Plan for health or physical education lesson
ECSE Lesson Plan Format & Guidelines
Health Education & Physical Education Links
ECSE Links for Accommodations & Modifications
Accommodations Links for Special Students
Due: Photo Story Assignment  (LiveText)

Due: Turn in name of health education or physical education standard that has been approved by your mentor teacher
8-Oct. 5/6 Test: Evertson Chapters 7, 8, 9, & PBS Module Questions

*Work on Lesson Plan for health or physical education lesson
PreK - Physical Development Information - DAP p. 113-119, 163-164
Kindergarten - Physical Development Information - DAP p. 188-191, 232-233


Test: Evertson Chapters 7, 8, 9, & PBS Module Questions

Due
: Oct 5 - All classes to have Photo Story posted in LiveText in the ECSE 3210 Class Assignment section.
9-Oct. 10/11 Evertson Chapter 3

*Work on Lesson Plan for health or physical education lesson

9-Oct. 12/13 Evertson Chapter 5
*IRIS & COMP Resource Hand-outs

*Work on Lesson Plan for health or physical education lesson



10-Oct. 17/18 Evertson Chapter 3 & 5

Review for Test: Evertson Chapters 3, 5, 6, & 10

Due: Lesson Plan for health or physical education lesson
Due: Lesson Plan for health or physical education lesson


10-Oct. 19/20 Evertson Chapter 6

* Hand-out Information for Data Collection/Reflections of Classroom Management Assignment
Section C only (M&W-8:00) - Dr. Judd will give back lesson plans that need corrections
11-Oct. 24/25
(Fall Break)
Fall Break

Fall Break - No Class
11-Oct. 26/27 Evertson Chapter 10

- Data Collection/Reflections of Classroom Management Assignment Questions?
Due: Section C only (M&W-8:00) - Corrected lesson plans. To have the opportunity to receive the deducted points need to turn in on due date and have together the corrected lesson plan and original graded lesson plan.
Section C only - Submit corrected lesson plan (that you turned in to me on 10/26) in LiveText (in assignment section) before Thursday (10/27) at midnight for extra credit.

Sections A (T&Th-8:00) & B (M&W-12:15) - Dr. Judd will give back lesson plans that need corrections

12-10/31; 11/1 Review for Test: Evertson Chapters 3, 5, 6, & 10

- Data Collection/Reflections of Classroom Management Assignment Questions?

* Review Behavior Management Strategies for Full Time Practicum

*Hand-out Information for Individual Reports and Final Group Project & Presentation
Due: Have ready to present and turn in eight
written questions and answers (two from each
chapter) for review of Evertson Chapters 3, 5, 6, & 10

Due: Sections A (T&Th-8:00) & B (M&W-12:15) - Corrected lesson plans. To have the opportunity to receive the deducted points need to turn in together: corrected lesson plan and original graded lesson plan.
12-Nov. 2/3 Test: Evertson Chapters 3, 5, 6, & 10

- Data Collection/Reflections of Classroom Management Assignment Questions?

- Questions about Individual Reports and Final Group Presentation?
Test: Evertson Chapters 3, 5, 6, & 10

Due: Section A only (T&TH-8:00) -
Submit corrected lesson plan (that you turned in to me on 11/1) in LiveText (in assignment section) before Wednesday (11/2) at midnight for extra credit.

Due: Section B only (M & W-12:15) -
Submit corrected lesson plan (that you turned in to me on 10/31) in LiveText (in assignment section) before Thursday (11/3) at midnight for extra credit.


Please Note: ECSE 3210 Lesson Plans must be approved first by Dr. Judd, and then approved by mentor teacher before teaching lesson.  If your ECSE 3210 lesson plan is not approved then you are not allowed to teach it.

13-Nov. 7/8 Full Time Practicum

Full Time Practicum - No Class

13-Nov. 9/10 Full Time Practicum

Full Time Practicum - No Class

14-Nov. 14/15 Full Time Practicum

Full Time Practicum - No Class

14-Nov. 16/17 Full Time Practicum

Full Time Practicum - No Class
15-Nov. 21/22 DAP Chapters 4, 5, 6, & 7

In-Class Activity - Discuss practicum teaching and learning experiences during your full-time two weeks in the schools.

- Questions about Individual Reports and Final Group Presentation
Due: Be sure to read the four chapters in the DAP book, Chapters 4, 5, 6, & 7.


15-Nov. 23/24
(Thanksgiving Break)
Thanksgiving Break - No Class Thanksgiving Break - No Class
16-Nov. 28/29 Review time before the Test:
DAP Chapters 4, 5, 6, & 7

Test:
DAP Chapters 4, 5, 6, & 7

- Questions about Individual Reports and Final Group Presentation
Test: DAP Chapters 4, 5, 6, & 7

Due: Data Collection/Reflections of Classroom Management Assignment
16-11/30; 12/1 Work on Final Group Project & Presentation
in computer lab with your group.  Be sure to have a digital copy of your Individual Report for your group to develop the final group presentation.

Due beginning of class: Turn in hard copy of your Individual Reports for the Final Group Project & Presentation
Meet in Computer Lab to work on Final Group Project & Presentation.  Be sure to have a digital copy of your Individual Report for your group to develop the final group presentation.
Meet in Computer Lab:
* Monday 8:00-9:30 Room 2007
* Monday 12:15-1:45 Room 1140
* Tuesday 8:00-9:30 Room 1140

Due beginning of class: Turn in hard copy of your Individual Reports for the Final Group Project & Presentation
17- Dec 5
(Monday Classes Only)
Work on Final Group Project & Presentation Meet in Computer Lab:
* Monday 8:00-9:30 Room 1140
* Monday 12:15-1:45 Room 1140

Due: 2:00 PM - Individual Report posted in your LiveText Portfolio & Submit Portfolio to Dr. Judd
ECSE 3210
Exam Schedule

Dec. 7  Wednesday Exam Day for:
Section C - M & W 8:00 am Class
Exam Time:8:00-10:00 am  Final Group Presentations

Dec. 7  Wednesday Exam Day for:
Section A - T & Th 8:00 am Class 
Exam Time 10:15 am-12:15 pm  Final Group Presentations
Exam Day
Due: Hard copy of Final Group Project & Presentation PowerPoint (one slide per page)
Final Group Presentations
ECSE 3210
Exam Schedule
Dec. 8 Thursday
Section B - M & W 12:15 pm Class
Exam Time:12:30-2:30 pm  Final Group Presentations
Exam Day
Due: Hard copy of Final Group Project & Presentation PowerPoint (one slide per page)
Final Group Presentations

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ECSE 3210 Syllabus

ECSE 3210

Introduction to the Management of Learning Environments

3 SEMESTER HOURS
Fall 2011

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

 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. (8th 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.)

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 1, 2, 4, 7, 8)

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 4, 7, 8)

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 1, 2, 3, 4, 7, 8)

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, 8)

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, 4, 7, 8)

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 Assignments and Activities
(CO 1, 2, 3, 4, 5) includes:

·         Design of an Ideal Classroom

·         Copies of School and Classroom Rules

·         Data Collection Assignments/In-class Activities: 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)

·         In-class Presentations

·         IRIS and COMP Resources & other in-class assignments


3. Written assignment on your Reflections of Classroom Management that focuses on teacher transitions and whole group instruction practice as related to your practicum experiences. (CO 1, 2, 3, 4, 5, 6)

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

Topics include:

·         Foundations of Positive Behavioral Support

·         Redesigning Environmental Systems

·         Creating Positive Lifestyles

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

5. Final Group Project/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, 7)

6. Quizzes, Tests, & Exams (CO 1, 2, 3, 4, 5, 6, 7)

7. You will need to post two things in your LiveText Portfolio for ECSE 3210:

  • Your Photo Story PowerPoint
  • Your Individual Topic Paper (which is part of the Final Group Project)
  • Your Lesson Plan for ECSE 3210

COURSE EVALUATION

Assignments

Points

Classroom Environment Photo Story

  100

In-Class Assignments & Activities

  100

Reflections  of Classroom Management

    50

Data Collection Assignment       50
Positive Behavior Support Assignment (PBS) 
      50

Postings Assignments in LiveText Portfolio

    50

Final Individual & Group Project/Presentation     200
Quizzes, Tests, Exams, & Lesson Plan
  400


Total Points

1000

    

Grade Scale:

A = 900-1000 Points

B = 800-899 Points

C = 700-799 Points

D = 600-699 Points

F = 599 Points and below

 

ATTENDANCE POLICY & PARTICIPATION

Students are expected to arrive promptly for every class and to call or email me in the case of an emergency. Come to class prepared to contribute to discussions, ask appropriate questions, and participate in class activities. Roll is taken at the beginning of each class. Please see me at end of class if you come in tardy to ensure that I indicate your attendance in my records.

Attendance is important.  If it is necessary for you to miss a class, you should arrange for a classmate to take notes and pick up handouts for you. You are responsible for the content of classes that are missed. 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.  In addition, 2 points will be deducted for each tardy or if leaves class early, and 4 points will be deducted for each absence.  

“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)  The VSU 20% absence rule regarding attendance applies to this course.  Since this class will meet 26 times, the 20% rule would be 5 or more absences from class sessions may result in a failing grade in the course.

(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 classes during the semester.  This information may be added to the student’s ECSE Disposition Form.)

FINAL EXAM TIME

Monday/Wednesday (Section C - 8:00 am class) Exam - Wednesday, Dec. 7, 2011 at 8:00-10:00 am
Tuesday/Thursday (Section A - 8:00 am class) Exam - Wednesday, Dec. 7, 2011 at 10:15 am-12:15 pm
Monday/Wednesday (Section B - 12:15 pm class) Exam - Thursday, Dec. 8, 2011 at 12:30-2:30 pm


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.

DUE DATES & ASSIGNMENT POLICY

Assignments are due at the beginning of class on assigned dates.  If an assignment is late, 20% may be deducted for each day it is late.

INFORMATION FOR WRITTEN ASSIGNMENTS

Written assignments must be prepared in a scholarly manner. Written assignments are required to be typed (12 point font), double-spaced, and organized.  All assignments must be well written with correct grammar, spelling, and punctuation. 

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.”

SPECIAL NEEDS STATEMENT

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: http://www.valdosta.edu/coe/ecre/FacultyOfficeHours.shtml

Dr. Judd’s Website: http://www.valdosta.edu/~djudd

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

  2nd "Old"
ECSE 3210 Schedule for Spring 2011 (See updated schedule at:  www.valdosta.edu/~djudd/ECSE3210.html)

(Please note, this is a tentative schedule: assignments and assignment due dates are subject to change.)
Week & Dates
Class Topics
Due Dates & Tests
1-Aug. 15/16
Introductions & Syllabus Overview

1-Aug. 17/18 DAP Chapter 1, "To Be An Excellet Teacher" 

2-Aug. 22/23 DAP Introduction Section Pages 1-16
2-Aug. 24/25 DAP Introduction Section Pages 16-24

3-Aug. 29/30 Evertson Chapter 1

*Hand-out: Design An Ideal Classroom Assignment
*COMP Resource Hand-out

3-8/31; 9/1
Evertson Chapter 2
*IRIS & COMP Resource Hand-outs

Due: Design An Ideal Classroom Assignment
Due: Design An Ideal Classroom Assignment
4- Sept. 5
(Labor Day Holiday)
Sept. 5, Labor Day Holiday for Monday Classes Sept. 5, Labor Day Holiday for Monday Classes
4- Sept. 6,
7 & 8
Evertson Chapter 2

Review for Test: DAP Introduction & Chapter 1 and
Evertson Chapters 1 & 2
Due: (Sept. 6 for Tuesday Class and Sept. 7 for Wednesday Classes)
Have ready to present and turn in eight
written questions and answers (two from DAP Introduction and two from each chapter) for review of DAP Introduction & Chapter 1
Evertson Chapters 1 & 2
5-Sept. 12/13
Data Collection Introduction

Test: DAP Introduction & Chapter 1 and
Evertson Chapters 1 & 2

* Information & Hand-out PBS Modules Assignment

- "Plan Ahead" - Need copies of practicum school & classroom rules

- "Plan Ahead" - Need to make copies of Health Education and Physical Education Standards for PreK & K
Test: DAP Introduction & Chapter 1
Evertson Chapters 1 & 2
5-Sept. 14/15 Evertson Chapter 7
Chapter 7 Activities

*IRIS & COMP Resource Hand-outs

*Hand-out: Photo Story Assignment Information (LiveText)
Online classroom floor plan: classroom.4teachers.org

- Discuss Health Education and Physical Education Standards for PreK & K (PreK- Bright for the Start Standards & K - GPS Standards)

- "Plan Ahead" - Need copies of practicum school & classroom rules
Due: Have copies of Health Education and Physical Education Standards for PreK & K to use in class
6-Sept. 19/20 Evertson Chapter 8

- Discuss Health Education and Physical Education Standards for PreK & K

PBS Modules Assignment Questions? 
- Photo Story Assignment Questions?
Due: Copies of Practicum School & Classroom Rules
6-Sept. 21/22 Evertson Chapter 9

- Discuss Health Education and Physical Education Standards for PreK & K

- Photo Story Assignment Questions?
Due: PBS Modules Assignment
7-Sept. 26/27 Review for Test: Evertson Chapters 7, 8, 9, & PBS Module Questions

- Discuss Health Education and Physical Education Standards for PreK & K

- "Plan Ahead" - Have information ready to ask your mentor teacher about assisting you to select a health education or physical education standard for a lesson to teach.

- Photo Story Assignment Questions?
Due: Have ready to present and turn in eight
written questions and answers (two from each
chapter and PBS Modules) for review of Evertson Chapters 7, 8, 9, & PBS Module Questions

7-Sept. 28/29 Test: Evertson Chapters 7, 8, 9, & PBS Module Questions

- Photo Story Assignment Questions?  (LiveText)

- "Plan Ahead" - Ask your mentor teacher about assisting you to select a health education or physical education standard for a lesson to teach. Be sure to have a health education or physical education standard approved by your mentor teacher.
Test: Evertson Chapters 7, 8, 9, & PBS Module Questions


8-Oct. 3/4
Evertson Chapter 3

*COMP Resource Hand-out

*Work on Lesson Plan for health or physical education lesson
Due: Photo Story Assignment  (LiveText)

Due: Turn in name of health education or physical education standard that has been approved by your mentor teacher
8-Oct. 5/6 Evertson Chapter 5
*IRIS & COMP Resource Hand-outs

*Work on Lesson Plan for health or physical education lesson

* Hand-out Information for Data Collection/Reflections of Classroom Management Assignment
Due: Oct. 5 - All classes to have Photo Story posted in LiveText in the ECSE 3210 Class Assignment section.
9-Oct. 10/11 Evertson Chapter 6

*Work on Lesson Plan for health or physical education lesson

- Data Collection/Reflections of Classroom Management Assignment Questions?

9-Oct. 12/13 Evertson Chapter 10

*Work on Lesson Plan for health or physical education lesson

- Data Collection/Reflections of Classroom Management Assignment Questions?



10-Oct. 17/18 Review for Test: Evertson Chapters 3, 5, 6, & 10

* Review Behavior Management Strategies for Full Time Practicum

Due: Lesson Plan for health or physical education lesson
Due: Lesson Plan for health or physical education lesson

Due: Have ready to present and turn in eight
written questions and answers (two from each
chapter) for review of Evertson Chapters 3, 5, 6, & 10
10-Oct. 19/20 Test: Evertson Chapters 3, 5, 6, & 10

Test: Evertson Chapters 3, 5, 6, & 10
11-Oct. 24/25
(Fall Break)
Fall Break

Fall Break - No Class
11-Oct. 26/27 DAP Chapter 4

Data Collection Activity

12-10/31; 11/1 DAP Chapter 5

Data Collection Activity

*Hand-out Information for Individual Reports and Final Group Project & Presentation

12-Nov. 2/3 DAP Chapters 6 & 7

- Questions about Individual Reports and Final Group Presentation?

13-Nov. 7/8 Full Time Practicum

Full Time Practicum - No Class

13-Nov. 9/10 Full Time Practicum

Full Time Practicum - No Class

14-Nov. 14/15 Full Time Practicum

Full Time Practicum - No Class

14-Nov. 16/17 Full Time Practicum

Full Time Practicum - No Class
15-Nov. 21/22 Review for Test: DAP Chapters 4, 5, 6, & 7

In-Class Activity

- Questions about Individual Reports and Final Group Presentation
Due: Have ready to present and turn in eight
written questions and answers (two from each
chapter) for review of DAP Chapters 4, 5, 6, & 7

Due: Data Collection/Reflections of Classroom Management Assignment
15-Nov. 23/24
(Thanksgiving Break)
Thanksgiving Break - No Class Thanksgiving Break - No Class
16-Nov. 28/29 Test: DAP Chapters 4, 5, 6, & 7

- Questions about Individual Reports and Final Group Presentation
Test: DAP Chapters 4, 5, 6, & 7


16-11/30; 12/1 Work on Final Group Project & Presentation
in computer lab with your group.  Be sure to have a digital copy of your Individual Report for your group to develop the final group presentation.

Due beginning of class: Turn in hard copy of your Individual Reports for the Final Group Project & Presentation
Meet in computer lab, room TBA, to work on Final Group Project & Presentation.  Be sure to have a digital copy of your Individual Report for your group to develop the final group presentation.

Due beginning of class: Turn in hard copy of your Individual Reports for the Final Group Project & Presentation
17- Dec 5
(Monday Classes Only)
Work on Final Group Project & Presentation Meet in computer lab, Room TBA

ECSE 3210
Exam Schedule

Dec. 7  Wednesday Exam Day for:
Section C - M & W 8:00 am Class
Exam Time:8:00-10:00 am  Final Group Presentations

Dec. 7  Wednesday Exam Day for:
Section A - T & Th 8:00 am Class 
Exam Time 10:15 am-12:15 pm  Final Group Presentations
Exam Day
Due: Hard copy of Final Group Project & Presentation PowerPoint
Final Group Presentations
ECSE 3210
Exam Schedule
Dec. 8 Thursday
Section B - M & W 12:15 pm Class
Exam Time:12:30-2:30 pm  Final Group Presentations
Exam Day
Due: Hard copy of Final Group Project & Presentation PowerPoint
Final Group Presentations



"Old"
ECSE 3210 Schedule for Spring 2011 (See updated schedule at:  www.valdosta.edu/~djudd/ECSE3210.html)

(Please note, this is a tentative schedule: assignments and assignment due dates are subject to change.)


Week & Dates
Class Topics
Due Dates & Tests
1-Aug. 15/16
Introductions & Syllabus Overview

1-Aug. 17/18 DAP Chapter 1, "To Be An Excellet Teacher" 

2-Aug. 22/23 DAP Introduction Section Pages 1-16
2-Aug. 24/25 DAP Introduction Section Pages 16-24

3-Aug. 29/30 Evertson Chapter 1

*Hand-out: Design An Ideal Classroom Assignment
*COMP Resource Hand-out

3-8/31; 9/1
Evertson Chapter 2
*IRIS & COMP Resource Hand-outs

Due: Design An Ideal Classroom Assignment
Due: Design An Ideal Classroom Assignment
4- Sept. 5
(Labor Day Holiday)
Sept. 5, Labor Day Holiday for Monday Classes Sept. 5, Labor Day Holiday for Monday Classes
4- Sept. 6,
7 & 8
Evertson Chapter 2

Review for Test: DAP Introduction & Chapter 1 and
Evertson Chapters 1 & 2
Due: (Sept. 6 for Tuesday Class and Sept. 7 for Wednesday Classes)
Have ready to present and turn in eight
written questions and answers (two from DAP Introduction and two from each chapter) for review of DAP Introduction & Chapter 1
Evertson Chapters 1 & 2
5-Sept. 12/13
Data Collection Introduction

Test: DAP Introduction & Chapter 1 and
Evertson Chapters 1 & 2

- "Plan Ahead" - Need copies of practicum school & classroom rules
Test: DAP Introduction & Chapter 1
Evertson Chapters 1 & 2
5-Sept. 14/15 DAP Chapter 4
Data Collection Activity

*Hand-out: Photo Story Assignment Information
Online classroom floor plan: classroom.4teachers.org

- "Plan Ahead" - Need copies of practicum school & classroom rules

6-Sept. 19/20 DAP Chapter 5

Data Collection Activity
- Photo Story Assignment Questions?
Due: Copies of practicum school & classroom rules
Due: Copies of Practicum School & Classroom Rules
6-Sept. 21/22 DAP Chapters 6 & 7

Data Collection Activity
- Photo Story Assignment Questions?

7-Sept. 26/27 Review for Test: DAP Chapters 4, 5, 6, & 7
In-Class Activity

* Information & Hand-out PBS Modules Assignment
- Photo Story Assignment Questions?
Due: Have ready to present and turn in eight
written questions and answers (two from each
chapter) for review of DAP Chapters 4, 5, 6, & 7
7-Sept. 28/29 Test: DAP Chapters 4, 5, 6, & 7 

PBS Modules Assignment Questions?
- Photo Story Assignment Questions?
Test: DAP Chapters 4, 5, 6, & 7
8-Oct. 3/4
Evertson Chapter 7
*IRIS & COMP Resource Hand-outs

PBS Modules Assignment Questions?
Due: Photo Story Assignment
Due: Photo Story Assignment
8-Oct. 5/6 Evertson Chapter 8

PBS Modules Assignment Questions?

9-Oct. 10/11 Evertson Chapter 9

Due: PBS Modules Assignment
Due: PBS Modules Assignment
9-Oct. 12/13 Review for Test: Evertson Chapters 7, 8, 9, & PBS Module Questions

In-Class Activity
Due: Have ready to present and turn in eight
written questions and answers (two from each
chapter and PBS Modules) for review of Evertson Chapters 7, 8, 9, & PBS Module Questions
10-Oct. 17/18 Test: Evertson Chapters 7, 8, 9, & PBS Module Questions Test: Evertson Chapters 7, 8, 9, & PBS Module Questions
10-Oct. 19/20 Evertson Chapter 3
*COMP Resource Hand-out

11-Oct. 24/26
(Fall Break - No Class)
Fall Break

Fall Break - No Class
11-Oct. 26/27 Evertson Chapter 5
*IRIS & COMP Resource Hand-outs

* Hand-out Information for Data Collection/Reflections of Classroom Management Assignment

12-10/31; 11/1 Evertson Chapter 6

Review Behavior Management Strategies for Full Time Practicum

- Data Collection/Reflections of Classroom Management Assignment Questions?
*Hand-out Information for Individual Reports and Final Group Project & Presentation

12-Nov. 2/3 Evertson Chapter 10

- Data Collection/Reflections of Classroom Management Assignment Questions?
- Questions about Individual Reports and Final Group Presentation?

13-Nov. 7/8 Full Time Practicum

Full Time Practicum - No Class

13-Nov. 9/10 Full Time Practicum

Full Time Practicum - No Class

14-Nov. 14/15 Full Time Practicum

Full Time Practicum - No Class

14-Nov. 16/17 Full Time Practicum

Full Time Practicum - No Class
15-Nov. 21/22 Review for Test: Evertson Chapters 3, 5, 6, & 10
In-Class Activity

- Questions about Individual Reports and Final Group Presentation
Due: Have ready to present and turn in eight
written questions and answers (two from each
chapter) for review of Evertson Chapters 3, 5, 6, & 10
Due: Data Collection/Reflections of Classroom Management Assignment
15-Nov. 23/24
(Thanksgiving Break)
Thanksgiving Break - No Class Thanksgiving Break - No Class
16-Nov. 28/29 Test: Evertson Chapters 3, 5, 6, & 10

- Questions about Individual Reports and Final Group Presentation
Test: Evertson Chapters 3, 5, 6, & 10
16-11/30; 12/1 Work on Final Group Project & Presentation
in computer lab with your group.  Be sure to have a digital copy of your Individual Report for your group to develop the final group presentation.

Due beginning of class: Turn in hard copy of your Individual Reports for the Final Group Project & Presentation
Meet in computer lab, room TBA, to work on Final Group Project & Presentation.  Be sure to have a digital copy of your Individual Report for your group to develop the final group presentation.

Due beginning of class: Turn in hard copy of your Individual Reports for the Final Group Project & Presentation
17- Dec 5
(Monday Classes Only)
Work on Final Group Project & Presentation Meet in computer lab, Room TBA

ECSE 3210
Exam Schedule

Dec. 7  Wednesday Exam Day for:
Section C - M & W 8:00 am Class
Exam Time:8:00-10:00 am  Final Group Presentations

Dec. 7  Wednesday Exam Day for:
Section A - T & Th 8:00 am Class 
Exam Time 10:15 am-12:15 pm  Final Group Presentations
Exam Day
Due: Hard copy of Final Group Project & Presentation PowerPoint
Final Group Presentations
ECSE 3210
Exam Schedule
Dec. 8 Thursday
Section B - M & W 12:15 pm Class
Exam Time:12:30-2:30 pm  Final Group Presentations
Exam Day
Due: Hard copy of Final Group Project & Presentation PowerPoint
Final Group Presentations


ECSE 3210 Schedule for Spring 2011
(Please note, this is a tentative schedule: assignments and assignment due dates are subject to change.)
Week/Dates
Class Topics
Due Dates & Tests
1/Jan. 10
Introductions & Syllabus Overview

1/Jan. 12 DAP Chapter 1

2/Jan. 17 Dr. Martin Luther King, Jr. Day - Holiday Holiday - No Class
2/Jan. 19 DAP Introduction Section (pages 1-31)

3/Jan. 24 Evertson Chapter 1
IRIS Resource - Design Ideal Classroom Arrangement
*Need copies of practicum school & classroom rules

3/Jan. 26 *Due: Ideal Classroom Arrangements
Evertson Chapter 2
*Need copies of practicum school & classroom rules
Due: Ideal Classroom Arrangements
4/Jan. 31 Review for Test: DAP Introduction & Chapter 1
Evertson Chapters 1 & 2
Photo Story Information
*Due: copies of practicum school & classroom rules
Due: Copies of Practicum School
& Classroom Rules
4/Feb. 2
Test: DAP Introduction & Chapter 1
Evertson Chapters 1 & 2
Test: DAP Introduction & Chapter 1
Evertson Chapters 1 & 2
5/Feb. 7 DAP Chapter 4
Data Collection Introduction

5/Feb. 9 DAP Chapter 5
Data Collection Activity

6/Feb. 14 DAP Chapter 6
Data Collection Activity

6/Feb. 16 DAP Chapter 7
Data Collection Activity
*Due: Photo Story
Due: Photo Story
7/Feb. 21 Review for Test: DAP Chapters 4, 5, 6, & 7
Data Collection Introduction

7/Feb. 23 Test: DAP Chapters 4, 5, 6, & 7
Information for PBS Modules Assignment
Test: DAP Chapters 4, 5, 6, & 7
8/Feb. 28 Full Time Practicum
Full Time Practicum - No Class
8/Mar. 2
Full Time Practicum Full Time Practicum - No Class
9/Mar. 7 Full Time Practicum Full Time Practicum - No Class
9/Mar. 9 Full Time Practicum Full Time Practicum - No Class
10/Mar. 14 Spring Break
Spring Break - No Class
10/Mar. 16 Spring Break Spring Break - No Class
11/Mar. 21 Evertson Chapter 3
  *Information & Hand-out PBS Modules Assignment
  *Information & Hand-out Data Collection/Reflections of  Classroom Management Assignment

11/Mar. 23 Evertson Chapter 5
IRIS Resources

12/Mar. 28 Evertson Chapter 6
IRIS Resources

12/Mar. 30 Evertson Chapter 7
IRIS Resources
*Due: PBS Modules Assignment
Due: PBS Modules Assignment
13/April 4
Review for Test: Evertson Chapters 3, 5, 6, & 7
Due: Have ready to present and turn in eight
written questions and answers (two from each
chapter) for review of Evertson Chapters 3, 5,
6, & 7.
13/April 6 Test: Evertson Chapters 3, 5, 6, & 7
Test: Evertson Chapters 3, 5, 6, & 7
14/April 11 Evertson Chapter 8
*Due: Data Collection/Reflections of  Classroom Management Assignment (see hand-out)
Due: Data Collection/Reflections of  Classroom Management Assignment Assignment
14/April 13 Evertson Chapter 9
Information for Final Group Project & Presentation

15/April 18 Evertson Chapter 10
In-Class Activity

15/April 20 Review for Test: Evertson Chapters 8, 9, & 10
In-Class Activity
Due: Have ready to present and turn in six
written questions and answers (two from each
chapter) for review of Evertson Chapters 8, 9,
& 10.
16/April 25 Test: Evertson Chapters  8, 9, & 10 Test: Evertson Chapters  8, 9, & 10
16/April 27 Work on Final Group Project & Presentation Meet in computer lab, room 1140
17/May 2 Work on Final Group Project & Presentation Meet in computer lab, room 1140
Due beginning of class: Individual Reports for the Final Group Project & Presentation
May 4
Exam Day
Exam Time 12:30-2:30  Final Group Presentations
Exam Day
Due: Hard copy of Final Group Project & Presentation PowerPoint
Final Group Presentations



ECSE 3210

Introduction to the Management of Learning Environments

3 SEMESTER HOURS 

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

 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. (8th 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.)  

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 1, 2, 4, 7, 8)

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 4, 7, 8)

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 1, 2, 3, 4, 7, 8)

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, 8)

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, 4, 7, 8)

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 Assignments and Activities that includes:

·         Design of an Ideal Classroom

·         Copies of School and Classroom Rules

·         Data Collection Assignments/In-class Activities: 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 provided by the instructor.  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, 5)

·         In-class Presentations

     ·         IRIS Resources & other in-class assignments


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

(CO 1, 2, 3, 4, 5, 6)

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

Topics include:

·         Foundations of Positive Behavioral Support

·         Redesigning Environmental Systems

·         Creating Positive Lifestyles

This assignment includes multiple choice quizzes and discussion questions.  (CO 6, 7, 8)

5. Final Group Project/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 group presentation. (CO 1, 2, 3, 5, 7)

6. Quizzes, Tests, & Exams (CO 1, 2, 3, 4, 5, 6, 8)

7. You will need to post two things in your LiveText Portfolio for ECSE 3210:

  • Your Photo Story PowerPoint and
  • Your Individual Topic Paper (which is part of the Final Group Project)

COURSE EVALUATION

Assignments

Points

Classroom Environment Photo Story

  100

In-Class Activities & Assignments

  100

Reflections of Classroom Management

  100

Positive Behavior Support Assignment

    50

Final Group Project/Presentation

  200

Quizzes, Tests, & Exams

  400

LiveText Portfolio Assignments

    50

Total Points

1000

Grade Scale:

A = 90-100% of total points possible for course

B = 80-89%

C = 70-79%

D = 60-69%

F = 59% and below

ATTENDANCE POLICY & PARTICIPATION

Students are expected to arrive promptly for every class and to call or email me in the case of an emergency. Come to class prepared to contribute to discussions, ask appropriate questions, and participate in class activities. Roll is taken at the beginning of each class. Please see me at end of class if you come in tardy to ensure that I indicate your attendance in my records.

Attendance is important.  If it is necessary for you to miss a class, you should arrange for a classmate to take notes and pick up handouts for you. You are responsible for the content of classes that are missed. 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 assignment.  In addition, 2 points will be deducted for each tardy or if leaves class early, and 4 points will be deducted for each absence.  

“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)  The VSU 20% absence rule regarding attendance applies to this course.  Since this class will meet 26 times, the 20% rule would be 5 or more absences from class sessions may result in a failing grade in the course.

(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 classes during the semester.  This information may be added to the student’s ECSE Disposition Form.)

FINAL EXAM TIME
Monday/Wednesday (2:00 class) Exam -
Wednesday, May 4, 2011 at 12:302:30pm
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.

DUE DATES & ASSIGNMENT POLICY

Assignments are due on assigned dates.  If an assignment is late, 20% may be deducted for each day it is late.

INFORMATION FOR WRITTEN ASSIGNMENTS

Written assignments must be prepared in a scholarly manner. Written assignments are required to be typed (12 point font), double-spaced, and organized.  All assignments must be well written with correct grammar, spelling, and punctuation. 

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.”

SPECIAL NEEDS STATEMENT

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: http://www.valdosta.edu/coe/ecre/FacultyOfficeHours.shtml

Dr. Judd’s Website: http://www.valdosta.edu/~djudd

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




Introduction to the Management of Learning Environments


ECSE 3210 Fall 2010  - Past Information
classroom
     

November 2 - Due Date for Photo Story
(Photo Story rubric, organizer, and PowerPoint Slide Example are linked on the
LiveText ECSE 3210 course page)
 
* Turn in hard copy of you Photo Story in class.  Important: to receive narrative credit, slide copies must include narrative notes.
(How to print slides with notes: Open PowerPoint Print Window -->Under "Print What" -->Select: Note Pages)
 * Post PowerPoint in ECSE 3210 course assignment in your LiveText account before 11:00 pm.

Class Assignments for November 2:
 * Read Evertson Chapter 10
 * Each student will be responsible for the page listed below beside their class number.  You will need to do two things:
    a. Summarize your assigned page in 4-6 sentences
    b. Develop one question (with the answer) to ask the class to answer with the "clickers".  Be sure that you have included the information for your question in your summary.  (Strategy for assessing teaching and learning.)

Student number in ECSE 3210 class with assigned page
1 - Page 210
6 - Page 215 11 - Page 220 16 - Page 225 21 - Page 230
2 - Page 211 7 - Page 216 12 - Page 221 17 - Page 226 22 - Page 231
3 - Page 212 8 - Page 217 13 - Page 222 18 - Page 227 23 - Page 232
4 - Page 213 9 - Page 218 14 - Page 223 19 - Page 228 24 - Page 233
5 - Page 214 10 - Page 219 15 - Page 224 20 - Page 229 25 - Page 234

* Read and be able to discuss the three "What We Know from Research" pages in the hand-outs Pages: 4.04E, 4.05E, & 6.04E


Assignment for October 26:
     Read Evertson Chapters 8 & 9

Develop One Question with the Answer for each Group of Pages Listed Below (total of 6 questions with answers)

          Pages:
  • 184-187
  • 188-191
  • 192-195
  • 196-199
  • 200-203
  • 204-205



LiveText
LiveText How To Pages

EdTech Intro & Tech Resources
computer and books

Google Maps of Earth
Google Map of Moon
Pay Attention Video
students and computer
APA Punctuation
APA Info & Examples
Resources forTeaching & Learning


   





Collaborative and Constructivist Learning Environment


Judd's Home Page
Assignment


djudd@valdosta.edu


Judd's Websites
Performance-Based PPT