Early Childhood Education: Unit Overview and Learning Activities, Exercises of Communication

Download Early Childhood Education: Unit Overview and Learning Activities and more Exercises Communication in PDF only on Docsity! MIDDLESEX Community College B E D FO R D  MAS SAC H US ET TS  LOW E L L Strategies for Success COURSE GUIDE Curriculum in Early Childhood Programs Sponsored by the U.S. Department of Education Title III Grant, Strategies for Success: Increasing Achievement, Persistence, Retention & Engagement, 2008-2013.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            Title III Strengthening Institutions Project Strategies for Success: Increasing Achievement, Persistence, Retention and Engagement The Strategies for Success Title III initiative is a major, five‐year project (2009‐2013) funded by a two million dollar grant from the U.S. Department of Education. This initiative is intended to transform Middlesex Community College by improving the academic achievement, persistence, retention, and engagement of its students. The project focuses on reformed curricula and comprehensive advising. Reformed Curriculum involves the design of developmental and college Gateway courses and learning communities embedded with Core Student Success Skills related to critical thinking, communication, collaboration, organization, and self‐assessment. Overall, 45 courses will be impacted over the five years of the project. Comprehensive Advising involves the design of integrated advising services to include identification of academic and career goals, creation of realistic educational plans, and continuous tracking and intervention with an emphasis on the Core Student Success Skills. Comprehensive Advising Services will be specifically tailored to each program of study. Cross‐division curriculum and advising design teams composed of faculty and staff are designing, piloting, and assessing the curriculum and advising initiatives. The Title III grant provides resources to support faculty professional development related to designing and piloting new curriculum and advising students. The grant also supports the purchase of advising software programs and the hiring of a Pedagogical Instructional Designer, Learning Engagement Specialist, Advising Coordinator, and two academic advisors. The resources provided by the grant offer an exciting opportunity for the college community to work together to develop the strong programs and services that will increase student success.                                                                                                                                                                                                                     3 Handout: Today’s Puppets Handout .....................................................................................85 Learning Activity 8.3: People in Your Neighborhood ................................................................86 Learning Activity 8.4: Places in Your Neighborhood .................................................................87 Handout: Field Trip Checklist ................................................................................................88 Appendix........................................................................................................................................89 Sample Syllabus ......................................................................................................................... 90 Curriculum Guideline Packet EDU 101 ‐ Curriculum in ECE Programs....................................103 Middlesex Community College Honor Code ...........................................................................126 Overview of the NAEYC Accreditation Project at Middlesex Community College..................127 NAEYC Accreditation Study .....................................................................................................129 at Middlesex Community College Publication Release Form..................................................129 NAEYC Curriculum Key Assessment Rubric .............................................................................130 Extended Lesson Plan..............................................................................................................134 Assessment Rubric: Extended Lesson Plan and Teaching Demonstration .............................136                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                4 Introduction EDU 101 Curriculum in Early Childhood Programs will explore the creative experiences for young children through awareness of children's individual interests, strengths, and needs. Students will learn to plan and modify activities based on children's individual needs, inclusion and the environment. Major areas to be explored are: English Language Arts, Reading Readiness, Math, Science, Technology, History, Social Science, and Health Education. These major areas will be reflected in course work and discussions based on the Massachusetts Department of Education Pre‐K Standards and Experiences. The course prerequisite is Child Growth and Development (PSY 122). The Intensive Value covered in this course is Written Communication. As a part of the Title III grant, Strategies for Success: Increasing Achievement, Persistence, Retention and Engagement, this course has been redesigned to incorporate the following College Student Success Skills (CSSS): Critical Thinking, Collaboration, Communication, Organization, and Self ‐Assessment. The course materials and activities focus on helping students to develop these key skills which have been linked to success in college classrooms. The purpose of the grant is to help students apply these skills as they learn the course content. Students will have an opportunity to think more explicitly about these skills, apply them while learning about and engaging with theories and concepts of society, and then demonstrate how they have improved their communication, critical thinking, collaboration, organization and self‐ reflection skills by the end of the semester. What are Key Student Success Skills? 1. Critical Thinking includes the ability to use and analyze information gathered from multiple sources and form conclusions based on evidence rather than assumption. Critical Thinking involves a variety of means for integrating knowledge, using reasoning and solving problems. At its “Developing” Level (Application) it requires that students identify and use relevant information and reach conclusions consistent with evidence presented. At more “Proficient” and “Advanced” Levels it requires that students compare and contrast differing views, analyze and evaluate information logically, and make inferences based on testable hypotheses. 2. Communication skills can include the ability to write, speak, use numbers, and/or use technology effectively. Communication entails the ability of students to explain ideas related to what they are learning in clear oral or written forms. Such information may be presented individually or in groups. Skills may include the ability to break content down into smaller pieces, organizing and summarizing information, and demonstrating informational, technological, and quantitative literacy.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    5 3. Collaboration includes participating as a member of a community, either as part of a group of students in the class, and/or a group of people outside of the classroom. Collaboration rests on the skills necessary for students to work together in group activities and projects. This includes direct skills such as dividing tasks into parts, collecting and sharing information, and making group decisions. It also includes skills related to the processes for learning in community with others such as learning to appreciate differences, negotiating, compromising, and reaching consensus. 4. Organization skills related to time management, note‐taking, test‐taking, and studying are important for success in college. Organization involves a variety of related abilities. These include the ability to systematically relate areas of content to each other, the ability to take an overarching piece of information and to present concepts in a logical manner, and the ability to come up with an outline to show how concepts relate to one another. It may also include the ability to read and follow the syllabus, time management, and the use of effective study skills. 5. Self‐Assessment skills include setting academic and career goals, developing and following a plan to achieve those goals, and utilizing college resources to help students achieve their goals. It involves the ability to assess oneself to gain insight into how one learns, plans, makes decisions, and studies. It also involves the ability to examine how relevant theories apply to real life. How do Skills Connect to Course Content? Each Curriculum Unit contains four learning activities that have the Student Success Skills incorporated into the lessons. Most of the activities contain at least two Student Success Skills. The activity ideas try to use a variety of methodologies such as handouts, videos, websites, small group work, large group work, as well as reflective individual work. The team felt that a variety of methodologies would keep students from getting bored and unproductive. Make sure if the students participate in‐group work that the groups are rotated so students will build relationships with all the class members not just some of the same classmates. One technique that has been proven successful is to put each student’s name on a Popsicle stick. Every time group work is required, the sticks are chosen randomly according to the number of students in each group. We wish you success and congratulate you on your willingness to try new ways to engage student success. Course Guide Design This resource guide was developed by a team of instructors that currently teach or have taught Curriculum in Early Childhood Programs. The activities were a collaboration of ideas we consider “best practices” for teaching the content for Curriculum. These activities are suggestions for ways to keep students engaged and interactive in the learning process. The suggested time management of the course content dictates the class should have 20 minutes of content, followed by 20 minutes of the suggested unit activity, and then finish with 20 minutes of content. Each unit is designed to take two weeks to complete (except the Overview of Course Requirements, which can be combined to last one week.) Any activities that require right and wrong answers have a correct answer sheet after the handout.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     8 Unit 1: Overview of Course Requirements and Course Subject Unit Description Welcome to the world of Curriculum in Early Childhood Programs. This week you will be introduced to your fellow classmates, as well as the classroom instructor. The syllabus contains important information about the course assignments, due dates and descriptions of written assignments, as well as the instructor’s policies and procedures. Review the syllabus for important information about the Curriculum class. You will also discuss the unit you will create for the class. All of your written assignments will relate to your theme so at the end of the semester, you will have twenty‐five different curriculum unit ideas that you can use in your child care educational setting. Unit Information The reading assignment for this unit is to: Re‐read they syllabus, purchase the textbook, and begin looking over the text. Unit Objectives At the completion of this unit, the student should be able to: 1. Highlight the important information and due dates in the syllabus 2. Talk about interesting ways teachers can present course content to engage learners 3. Discuss the typical ECE curriculum units and explain why you cannot choose those ideas for your curriculum unit 4. List different possible units you could use for your theme topic 5. Name the ways that you can be successful in the Curriculum course Key terms to know for this unit: • Student Success Program • Critical Thinking • Communication • Collaboration • Organization • Self‐Assessment • Early Alert Program • Honor Policy                                                                                                                                                                                                                                                                                                                                                                                                  9 Learning Activity 1.1: Preparing for Curriculum in EC Programs Learning Objectives: After successfully completing this activity, students should be able to: • Name four of the different written assignments due in class • Discuss some of the ways a student can be prepared for class • Explain how the responsibilities in college are different from high school • Identify ways a student can stay organized in a college classroom College Student Success Skills Addressed: Communication, Organization, Self‐Assessment Context in the Course: This activity should be used in the first class to prepare students for the upcoming semester and the requirements for completing the Curriculum class. Activity Description: After going over the class syllabus, students will get a list of questions that relate to the syllabus. Students will answer the syllabus questions, either individually or in a group. Each student is responsible for turning in the assignment. Instructors can change questions based on their syllabus. Materials for Lesson: • Class Syllabus • Sample Syllabus Hunt (instructor can change questions if needed) Assessment: Students will complete a syllabus hunt to be collected as part of the class participation grade.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          10 Handout: Syllabus Quiz NOTE: This quiz is specifically for Maureen Goulet’s syllabus. Please feel free to change the questions to fit your syllabus. Name of Student: _______________________ Day/Class Meeting Times: _________________ 1. If you are sick and do not attend class, what do you need to do? How many times can you be absent without it effecting your grade? 2. How often should you check your MCC email? Do I send emails to addresses other than MCC addresses? 3. What do you have to do every time after you submit an assignment electronically? 4. What is the format that is acceptable to send a file in? .docx? .rtf? .doc? or other? 5. What does “being prepared” for class mean? 6. How many lesson plan write‐ups are required? Extended lesson plans? Language and Literacy units? 7. Can you bring cell phones to class? What do you need to do with cell phones? 8. How do you know when an assignment is due? Can you turn in a curriculum write‐up late? 9. What happens if you do not document your sources? Can you fail an assignment if you do not document your sources? 10. Do I take off points for grammar errors such as comma mistakes and sentence structure errors? 11. When should you buy the textbook? When should you read the chapters in the book? 12. What is the Early Alert Program? When do I turn in your name to Early Alert Program? 13. When you send me an email, what do I always do? What do you put in the subject line of an email? 14. Where do you have to put a copy of all of the assignments from the Curriculum class? 15. What is the correct procedure for officially withdrawing from class?                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            13 Learning Activity 1.2: Getting to Know Your Classmates Learning Objectives: After successfully completing this activity, students will be able to: • Discuss personality traits in terms of colors of the rainbow • Identify a color of the rainbow that represents their personality trait • Tell how the colors of a rainbow relate to the different personalities of children • Name the MCC Core Commitments that are addressed by this activity College Student Success Skills Addressed: Communication Self‐Assessment Context in the Course: This activity can be used in the Overview of Course and Course Subject Unit. Activity Description: The instructor will put a rainbow on the whiteboard. Students will describe character traits that they associate with the colors of the rainbow. After describing the traits, students will think of the color that best represents their personality. The students will then come up to the rainbow and put their name in the color semi‐circle that represents their personality. The instructor will emphasize how different colors make up the beauty of a rainbow and how one color alone is not responsible for its beauty. The instructor can relate how the classroom composition and is similar to a classroom of children made up of many different personalities. The instructor can discuss that everyone is entitled to an opinion and “one size does not fit all” and disagreements may occur but it is important to listen to others’ opinions. The instructor should also stress the importance of confidentiality in classroom discussions and explain that what happens in the class stays in the class. The topic can connect to the MCC Core Commitment – Choose to… Respect Diversity, Strive for Excellence, Contribute to Society, Develop Strong Ethics, and Act with Integrity. Materials for Lesson: A large picture of a rainbow Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  14 Learning Activity 1.3: My Favorite Things Student Learning Outcomes: After successfully completing this activity, students should be able to: • List their favorite educational units • Explain why some students enjoy some units and dislike other units • Discuss unit success or failure depends on how unit is presented by teacher • Compare and contrast positive and negative teaching techniques and their effect on learning College Student Success Skills Addressed: Communication Collaboration Self‐Assessment Context in the Course: This activity can be used in the Overview of Course and Course Subject Unit. Activity Description: Students divide into groups that will brainstorm the units that they enjoyed learning about in preschool or elementary school. Students will explain what they liked about the unit and what knowledge they retained in the unit. Students will present the findings to the class. Next, the students will address the topics that challenged them to learn in school. Students should also address and tell why those units were challenging for them. Students will report findings to the class. Students should take the Learning Styles Inventory on next page to see about their personal learning style. Instructors should emphasize that not everyone learns best by the “one size fits all” philosophy, and that for students to be successful, information needs to be presented in different modalities. Materials for Lesson: What’s Your Style Learning Inventory quiz? Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               15 Handout: What's Your Learning Style For these questions, choose the first answer that comes to mind and mark on A, B, or C. Don't spend too much time thinking about any one question. 1. When you study for a test, would you rather: a) read notes, read headings in a book, and look at diagrams and illustrations b) have someone ask you questions, or repeat facts silently to yourself c) write things out on index cards and make models or diagrams 2. Which of these do you do when you listen to music? a) daydream (see things that go with the music) b) hum along c) move with the music, tap your foot, etc. 3. When you work at solving a problem do you: a) make a list, organize the steps, and check them off as they are done b) make a few phone calls and talk to friends or experts c) make a model of the problem or walk through all the steps in your mind 4. When you read for fun, do you prefer? a) a travel book with a lot of pictures in it b) a mystery book with a lot of conversation in it c) a book where you answer questions and solve problems 5. To learn how a computer works, would you rather: a) watch a movie about it b) listen to someone explain it c) take the computer apart and try to figure it out for yourself 6. You have just entered a science museum; what will you do first? a) look around and find a map showing the locations of the various exhibits b) talk to a museum guide and ask about exhibits c) go into the first exhibit that looks interesting, and read directions later 7. What kind of restaurant would you rather not go to? a) one with the lights too bright b) one with the music too loud c) one with uncomfortable chairs 8. Would you rather go to:                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                         18 Learning Activity 1.4: The Typical Units Student Learning Outcomes: After successfully completing this activity, students should be able to: • Name 10 typical units done in childcare centers or early elementary schools • Discuss why typical units cannot be chosen for the Curriculum class units/themes • Choose an ‘atypical’ theme for their curriculum unit • Tell why the curriculum instructor needs to approve of all theme units College Student Success Skills Addressed: Critical Thinking, Communication, Organization Context in the Course: This activity can be used in the Overview of Course and Course Subject Unit. Activity Description: The instructor will write September on the dry erase board. The instructor will explain that most preschools and elementary schools start their school year in September. Students will think of the typical themes or units that are taught in September. Some common themes are: Getting to Know You, Friendship, The color red, Apples etc... When September is finished, the instructor will write October and the exercise is repeated until all the months have been completed. Instructors can combine the months of June, July and August, as some centers have summer programs and change to a weekly theme rather than monthly. The instructor will stress that ‘typical’ units cannot be chosen for theme units for the Curriculum class. This way, at the completion of the Curriculum class, the student will have so many more unit ideas to create their own unique classroom curriculum. After this exercise, students will choose a unit for their curriculum. Themes for the Curriculum unit need to be approved by the instructor to avoid duplication of ideas. Materials for Lesson: There are no materials required for this lesson. Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                         19 Unit 2: The Theories behind the Design Unit Description: Over the years, early childhood professionals have often been referred to as babysitters and that the only thing that early childhood professionals do all day is “play.” Early childhood educators are professionals! The work is based on the proven theories of Piaget, Erikson, Montessori, Vygotsky, and Gardner. Using the theories, early childhood educators create lessons and teach skills necessary to set the stage for life‐long learning. In this unit, you will learn about the theorists, the different curriculum models, and how the theory provides the backbone of early learning. Using that information, you will learn how to plan the activities and experiences that are developmentally appropriate for the different ages and stages of development. Unit Information: The reading assignment for this unit is to: Read Chapter 2, Written Guideline Packet and Preschool Learning Experiences. Unit Objectives: At the completion of this unit, the student should be able to: 1. Explain how curriculum and developmentally appropriate practice is connected back to the early childhood theorists 2. List the different curriculum models for early childhood programs 3. Discuss the role of the classroom environment in creating curriculum 4. Name the components of an Early Childhood Curriculum unit 5. Identify the names of standards used in Massachusetts to assess the skills of the different age groups from infants to high school students. Key terms to know for this unit: • Theory of Multiple Intelligences • Developmentally Appropriate Practice • Goals • Curriculum • Curriculum Model • Theme Web • Lesson Plan • Evaluation • Rubric • Preschool Learning Experiences • Early Learning Experiences for Infants and Toddlers • Anti‐bias • Inclusion • Multicultural • Open ended • Child Centered                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                         20 Learning Activity 2.1: Early Childhood Theories and Theorists Student Learning Outcomes: After successfully completing this activity, students should be able to: • Name four early childhood theorists and name their theory • Discuss the components of the following theories: Erikson’s Psychosocial, Piaget’s Cognitive Development, Vygotsky’s Socio‐cultural, and Gardner’s Multiple Intelligences • Explain the concept of developmentally appropriate practices and give examples of developmentally appropriate materials and supplies for each age group: infants, toddlers, preschoolers, kindergartners, and school age children • Give examples of each of the seven different stages of play • List the skills children learn thru play College Student Success Skills Addressed: Communication, Collaboration, Organization Context in the Course: This lesson is used in Unit 2‐ Theories Behind the Design. Activity Description: This PowerPoint is an overview of the main Early Childhood theorists and their theories: Erikson, Piaget, Vygotsky, and Gardner. The concept of developmentally appropriate practice and the stages of play are included in the PowerPoint. There are small group activities within the PowerPoint in the areas of developmentally appropriate practices and stages of play. Students will be given index cards with the descriptions of stages of play and the names of the stages of play. Students are to match the stage to the description of the stage of play. After the stages of play are discussed, students will list the skills learned by playing. Materials for Lesson: • PowerPoint Presentation‐ Go to NAEYC Accreditation Blackboard Site‐ Curriculum Redesign‐Unit 2.1 • Index cards with description of stages of play and the names of the stages of play Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.                                                                                                                                                                                                                                                                                                                                                                                                                                                            23 Learning Activity 2.4: MA Learning Guidelines Student Learning Outcomes: After successfully completing this activity, students should be able to: • Identify the Guideline Categories in the Massachusetts Preschool Learning Experiences • Explain how one activity can meet two different Preschool Guidelines. • Discuss the alignment between the Early Learning Guidelines and the Preschool Learning Guidelines • Name the different age groups in the Early Learning Guidelines for Infants and Toddlers College Student Success Skills Addressed: Critical Thinking, Communication, Collaboration Context in the Course: This activity can be used in Unit 2: The Theories behind the Design. It should be used after Unit 2.3: Creating Curriculum. Activity Description: After discussing the MA Early Learning Guidelines for Infants and Toddlers & the MA Preschool Learning Experiences, students will complete a Scavenger Hunt using the Massachusetts Preschool Learning Experiences. The students will be divided into groups of four. Each group will be given a preschool activity. Students will analyze the activity to determine how it meets two different Preschool Learning Experiences. Materials for Lesson: • Massachusetts Early Learning Guidelines for Infants and Toddlers • Massachusetts Preschool Learning Experiences booklet • Preschool Learning Experiences Scavenger Hunt • Preschool Learning Guideline Exercise Sheet Assessment: Students will complete a scavenger hunt to be collected as part of the class participation grade.                                                                                                                                                                                                                                                                                                                                                                                                                                                            24 Handout: Early Learning and Preschool Learning Experience Sheet Activity One: A group of infants/toddlers or preschoolers is playing with play dough. Activity Two: A group of infants/toddlers or preschoolers is taking a walk outside. Activity Three: A group of infants/toddlers or preschoolers is playing with felt pieces to the Very Hungry Caterpillar. Activity Four: A group of infants/toddlers or preschoolers is making an age appropriate snack. Using the Early Learning Guidelines for Infants and Toddlers, figure out‐‐ Pick an age group: Development Guideline: Learning Guidelines: (# ) Indicator: Pick an age group: Development Guideline: Learning Guidelines: (# ) Indicator: Using the Guidelines for Preschool Learning Experiences, figure out‐‐ Guideline: Category: Learning Guidelines: (# ) Guideline: Category: Learning Guidelines: (# ) If time, make up your own activity. Description of Activity: Using the Early Learning Guidelines for Infants and Toddlers, figure out‐‐ Pick an age group: Development Guideline: Learning Guidelines: (# ) Indicator: Using the Guidelines for Preschool Learning Experiences, figure out‐‐ Guideline: Category: Learning Guidelines: (# ) Guideline: Category: Learning Guidelines: (# )                                                                                                                                                                                                                                                                                                                                                                                                                                                    _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ________ ___________________________________________________________________________ ___________________________________________________________________________ 25 Handout: Preschool Learning Experiences Scavenger Hunt 1. Name the six main guidelines: 1. 2. 3. 4. 5. 6. 2. How many categories does the English Language Arts guideline have? _____________ 3. Name the categories in the Mathematics guideline: ____________________________ 4. How many learning guidelines are in the Earth and Space Science category? ________ 5. How many categories in History and Social Science Guideline? ____________________ 6. How many learning guidelines are in the History and Social Science Guideline? 7. Which of the following categories is not in the Arts? Music Visual Arts Theatre Arts Movement & Dance Physical Arts 8. What does framework #23 in the Health guideline cover? 9. What does framework #14 in the Life Science category of the Science and Technology/ Engineering guideline cover? 10. Name the six categories in the Science and Technology/Engineering guideline. 1. 2. 3. 4. 5. 6.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        28 Grading Rubric: A parent’s idea of a clean room is not the same as the child’s idea. You are the parent. Describe what a child’s room should look like if you were to inspect it and give it a point value. Areas: 1 Point 3 Points 5 Points Bed • Bed is not made • Pillow missing or on floor • Covers are pulled up • Wrinkles evident • Pillow is thrown on bed • No wrinkles in sheets • Corners tucked in • Pillow is centered on bed Floor • Objects out of place • Floor is dirty • No toys on floor • Under bed is clean • Floor is not vacuumed • Floor is spotless • Floor vacuumed • No items under bed Closet • Dirty and clean clothes in closet • Items on closet floor • Clothes are hung up • Items on floor of closet • Dirty laundry in closet • Clothes are hung up • Dirty clothes in hamper • Toys put neatly away Child’s Name: Date of Inspection: Bed Total: out of 5 points Floor Total: out of 5 points Closet Total: out of 5 points What would determine if a child got a grade of an A or the grade of a C‐? You need to figure out the maximum number of points then divide by 15 then times 100 points. For example: 13 points equals a grade of 86.6 (B+), while 10 points would equal a 66.6 (D+). A Range A+ = 96.0 to 100 A= 93.1 to 100 A‐ = 90 to 93.0 B Range B+ = 86.0 to 89.9 B= 83.1 to 85.9 B‐ = 80.0 to 83.0 C Range C+ = 76.0 to 79.9 C= 73.1 to 75.9 C‐ = 70.0 to 73.0 D Range D + = 66.0 to 69.9 D= 63.1 to 65.9 D‐ = 60.0 to 63.0 F Range F= below 59.9 Skill Rubric: Now, design the skill rubric, what would the room look like if the child’s skills were evaluated on each area. Skill 0 Does Not Meet Expectations 1 Minimally Meets Expectation 5 Exceeds Expectations Making Bed Bed is not made Bed made but not neat Bed made no wrinkles Toys Toys all over the room Toys in closet or under bed Toys away neatly Clothes Away Clothes on floor Clothes in closet but on floor Clothes in hamper or in closet. Pillow Pillow is on floor Pillow is thrown on bed Pillow centered in bed Does the child have the skills to clean his/her room? How did you determine it? What is the difference between the two rubrics?                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             29 Unit 3: How to Write Curriculum Unit Description: In this unit, you will learn about the components of lesson plans. This unit is very important! Students should be strongly encouraged to attend all the classes in this unit because all of the required written assignments due in the Curriculum class are discussed, as well as all the required components within those assignments. Topics covered in this unit include: Curriculum areas, Preschool Learning Guidelines, goals, objectives, diverse learning objectives, content, teaching techniques, and evaluation. After this unit is complete, students will choose a theme for their Curriculum Unit assignments. Unit Information: The reading assignment for this unit is to: Read Chapter 2, Written Guideline Packet and Preschool Learning Experiences Unit Objectives: At the completion of this unit, the student should be able to: 1. Explain the importance of “why” and evaluation in lesson planning 2. Name the components of a curriculum unit 3. Write a Weekly Overview for a theme (chosen by the student) 4. Discuss how the guidelines, goals, objectives, and diverse objectives are circular and connect back to each other 5. Write an Extended Lesson Plan for a theme (chosen by the student) Key terms to know for this unit: • Objectives • Goals • Student Learning Outcomes • Teaching Techniques • Measurability • Physical, social, emotional and cognitive domains • Evaluation • Emergent Curriculum • Differential Learning • Inclusive Curriculum • Integrated Curriculum                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      30 Learning Activity 3.1: Writing Goals and Objectives Student Learning Outcomes: After successfully completing this activity, students should be able to: • Name the different types of objectives and the three types of diverse learning objectives • Describe how goals and objectives are interrelated • Discuss the term “measurable” and how ‘measurability” relates to objectives and not goals • Write one physical, social, emotional, cognitive, auditory, visual, and kinesthetic objective College Student Success Skills Addressed: Communication, Collaboration, Organization Context in the Course: This lesson is used in Unit 3‐ How to Write Curriculum. The Goals and Objectives PowerPoint introduces students on how to write goals, objectives, and diverse learning objectives used in the written assignments in the Curriculum class. Activity Description: Students will be shown the Goals and Objectives PowerPoint. At the completion of the PowerPoint, the class is divided into four groups. The instructor will hand out four completed art activities. Using the Written Guideline Packet, each group has to write one objective for each of the four categories: physical, cognitive, social, and emotional. Each group will present the objectives to the class. When completed, student will write three diverse learning objectives: visual, auditory and kinesthetic for each art activity. The groups will present the diverse learning objectives to the class. Materials for Lesson: • PowerPoint Presentation‐ Go to NAEYC Accreditation Blackboard Site‐ Curriculum Redesign‐ Unit 3.1 • Curriculum Guideline Packet • Four sample art activities Assessment: The goals and objectives written by the students will be the assessment. Students will be assessed for their participation as part of the class participation portion of their grade.                                                                                                                                                                                                                                                                                                                                                                                                                                                           33 Learning Activity 3.3: What’s wrong with the Lesson Plan? Student Learning Outcomes: After successfully completing this activity, students should be able to: • List 10 errors in the lesson plan • Correct the errors in the lesson plan • Discuss how to use the Preschool Learning Guidelines for a curriculum piece write‐up • Explain the difficulty level in the cognitive‐based question section and discuss how the difficulty levels of the questions have to relate to the age group College Student Success Skills Addressed: Critical Thinking, Communication, Collaboration Context in the Course: This lesson should be used in Unit 3‐ How to Write Curriculum. This lesson should be used after lesson 3.1: Writing Goals and Objectives, or 3.2: Categorize the Objectives. Activity Description: Students will be given the lesson plan. The lesson is poorly written and has 10 mistakes in it. The students try to find the 10 mistakes. Once a mistake is found, students have to tell why it is a mistake and how to fix the mistake. Materials for Lesson: The Snowman on a Stick Lesson Plan Assessment: The corrections to the lesson plan will be the assessment. Students will be assessed for their participation as part of the class participation portion of their grade.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          34 Handout: Lesson Plan Write up Name of Student: Mary Moo Cow A. Name of Activity: Snowman on a Stick Main Curriculum Area: Teacher to Child Ratio: 1 Teacher to 4 Children Age Group: Preschool Length of Activity: 20 Minutes B. Curriculum Frameworks for Preschool Experiences: Guideline: Science and Technology/Engineering Category: Earth and Space Sciences Learning Guidelines: (# 7) Identify the characteristics of local weather based on first‐hand observations. Guideline: Science and Technology/Engineering Category: Living Things and Their Environment Learning Guidelines: (# 16) Observe and describe seasonal changes in their personal lives. C. Describe the Activity in Detail: The children get a tongue depressor. They will paint the depressor white and wait until it dries. When the stick is dry, they will glue a black felt hat and googly eyes. With a magic marker, they will draw three buttons and a carrot nose. The last step is to cut yarn and wrap around the stick for a scarf. D. Goals of Lesson: At the completion of this activity, the learner should be able to: 1. Understand the parts of a snowman: eyes, hat, scarf, eyes, nose, buttons, etc. 2. Name the type of snow needed to make a snowman: heavy sticky snow E. Objectives: At the completion of this activity, the learner should be able to: Physical: Be able to wrap the yarn around the stick to make a scarf. Emotional: Children will discuss their likes/dislikes about winter and snow. Cognitive: Remember the number of buttons on their snowman. Social: Name the materials in the project. F. Objectives to Accommodate Diverse Learning Styles: At the completion of this activity, the learner should be able to: Visual: Draw the nose and buttons on the snowman. Auditory: Describe what happens to weather in winter months. Kinesthetic: Point out where they are going to draw the nose and buttons.                                                                                                                                                                                                                                        35 G. Materials and Preparation: Black felt cut in the shape of a hat, tongue depressors, white paint, black magic markers, orange magic marker, yarn and googly eyes. H. List seven cognitive based questions and answers you would ask during the activity: 1. How many buttons did you use? 2. What color is snow? 3. What color is the scarf? 4. Why is the paint white? 5. What is your favorite color? 6. What did you do last night? 7. What do you do in the winter? I. Name 10 “words of the week” associated with this lesson: button, popsicle stick, yarn, eye, and scarf. J. Reference Source:                                                                                                                                                                                                                                                                                                                                                                                                                                                   38 Learning Activity 3.4: Teaching Techniques Student Learning Outcomes: After successfully completing this activity, students should be able to: • Describe the difference between active and inactive teaching approaches • Name four ways to add visual aides to the classroom • Discuss the advantages of the four different group sizes • List five ways the classroom teacher can maximize the class’s attention College Student Success Skills Addressed: Communication, Collaboration, Organization Context in the Course: This lesson should be used in Unit 3‐ How to Write Curriculum. Instructors should emphasize that some of the techniques should be listed in the Extended Lesson Plan assignment. Activity Description: The PowerPoint describes various ways to keep students engaged in the learning process. The instructor should show the PowerPoint and emphasize the important parts of the lecture. On slide 5 (Bulletin Board‐March 2003), have the students name the different activities on the board and list the curriculum area. Materials for Lesson: • PowerPoint Presentation‐ Go to NAEYC Accreditation Blackboard Site‐ Curriculum Redesign‐Unit 3.4 • Handout of Lori Harries’ List of Teaching Techniques/Strategies Assessment: Students will be assessed for their participation as part of the class participation portion of their grade. Students will also be assessed in the Extended Lesson Plan Write‐Up.                                                                                                                                                                                                                                                                                                                                                                                                   39 Handout: List of Teaching Techniques/Strategies by Lori Harries • Guest speakers (other teachers, community members, parents, other children, etc.) • Ask open‐ended questions • Props • Field trips • Singing (directions, what comes next, etc.) • Social story • Physical activity before you start or during activity • Hands‐on exploration • Flashcards and/or other visuals • Involve children in decision‐making – give choices • Have the children help with set‐up and clean‐up – gives them ownership • Act out the lesson; dramatize; role play • Oral repetition • Acrostics, puzzles, poems • Get on children’s level – eye level • Small groups • Musical transitions • Games (bees, large group, I Spy, charades, etc.) • Speaking with enthusiastic voice • Be prepared – smooth transitions • Write down ideas on chart paper • Art projects • Know when to abandon ship! • Show and tell • Use names and eye contact to draw back in • Catch them being good • Media – videos, tapes, computer • Humor • Consider attention span • Preferential seating • Non‐verbal cues • Discussions • Lectures • Teamwork; group work; large group; pairs • Pose critical thinking questions – thinking outside the box • Have children teach you what they know • Room adjustments to create new interest • K‐W‐L chart (Know, What they want to know, What they Learned)                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                40 Learning Activity 3.5: All Mixed Up Lesson Plan Student Learning Outcomes: After successfully completing this activity, students should be able to: • Determine if an index card is a “content” card or a “teaching technique” card • Put the content cards in the correct order for the mixed up lesson plan • Match the various teaching techniques cards to the correct content column • Demonstrate a technique for determining if a card is a content card or teaching technique card College Student Success Skills Addressed: Critical Thinking, Communication, Collaboration, Self‐Assessment Context in the Course: This lesson should be used in Unit 3‐ How to Write Curriculum. This lesson should be used after the instructor has discussed how to write content and teaching techniques for the Extended Lesson Plan. Activity Description: The instructor cuts up the content and teaching techniques in the Invisible Snowman Lesson Plan and glues them to index cards. Students read the index cards and determine if the card is a content card or a teaching technique card. After the content cards are separated from the teaching technique cards, students try to figure out the correct order so that the lesson content is in logical order. Once the content card order is determined, students try to figure out the correct teaching techniques to match to the content. Students should be reminded that they should employ these techniques when they write their activity plans. Materials for Lesson: • Index Cards • Cut‐up pieces of Invisible Snowman Lesson Plan Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   43 Unit 4: English Language Arts: Language, Literacy, and Literature Unit Description: This unit begins the start of the individual curriculum areas. In each of the six English Language Art activities, you will learn about the various topics in the English Language Arts. The topics covered in this unit are: terminology associated with ELA, connecting written and spoken language, early writing, and reading experiences. You will also learn about the variety of activities you can do with the children to promote ELA knowledge, even if English is not the child’s first language. Unit Information: The reading assignment for this unit is to: Read Chapter 3, and 4. The written assignment due in this unit: Language and Literacy Unit. Lesson Plan Write Ups due for this unit: Rebus Chart, Flannel Board, and Book Activity. Unit Objectives: At the completion of this unit, the student should be able to: 1. Explain Marie Clay’s Principles and Concepts of Early Learning 2. Define the English Language Arts terms: phonics, phonemic awareness, and phonological awareness 3. Name four activities that can be made for an English Language Arts unit 4. Discuss the importance of early reading experiences in the early childhood classroom 5. Describe how children learn to read by sight word recognition 6. Write the components for the Language and Literacy Unit for their theme Key terms to know for this unit: • Literacy • Literacy Development • Phonological Awareness • Phonemic Awareness • Phonics • Phonemes • Rhyming • ELL‐ English Language Learners • DLL‐ Dual Language Learners • Flannel board • Rebus chart • Genre • Word wall                                                                                                                                                                                                                                                                                                                                                                                                                                                                                         44 Learning Activity 4.1: Language and Literacy Terminology Student Learning Outcomes: After successfully completing this activity, students should be able to: • Define the following terms: phonics, phonemic awareness, phonological awareness • Give two examples of each language and literacy term: phonics, phonemic awareness, phonological awareness • Design a rebus chart or flannel board to enhance a language and literacy concept • Explore websites that can be used as research for the Language and Literacy Unit College Student Success Skills Addressed: Communication Collaboration Organization Context in the Course: This activity can be used in the Unit 4: English Language Arts: Language, Literacy, and Literature. This lesson has to be the first lesson in the unit. Activity Description: This lesson introduces all the language and terms that students will need to know regarding language and literacy. After going over the terms, the instructor should go to the website: http://phonologicalawareness.org/. This website gives examples of activities to do to with the students to enhance phonological awareness, rhyming, segmenting, manipulation, blending, etc. Students will be introduced to the concept of rebus charts and flannel boards as part of the curriculum unit components. Materials for Lesson: • Handout on Language and Literacy Terms • Handout of Hierarchy of Phonological Awareness Tasks Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     45 Handout: Language and Literacy Terms Emergent Literacy ‐ the process of developing awareness about reading and writing before they can actually read and write Language ‐ human speech, the written symbols for speech, or any means of communicating Language Development ‐ developmental process of a predictable sequence, which includes both sending and receiving information It is related, but not tied, to chronological age Literacy ‐ the ability to read and write, which gives one the command of a common native language for the purpose of communicating Literacy Development ‐ a lifelong process that begins at birth and includes listening, speaking, reading, and writing Listening Speaking Reading and Writing Phonemic Awareness ‐ the ability to hear, think about, and rearrange the sounds of spoken language Phonological Awareness ‐ the ability to hear and manipulate sounds Phonics ‐ emphasizes the sound‐symbol relationship or “sounding out” Phonics includes rhyme awareness, sound similarities, and syllables Whole Language ‐ introduces literacy by building on what children already know about oral language, reading, and writing while highlighting experiences and meaningful language rather than isolated skill development Phoneme ‐ the smallest unit of speech Rhyming ‐ the ability to hear two words that end the same way Manipulation of sound ‐ children change words by substituting or omitting sounds Separations of sound ‐ children determine the number of phonemes in a word and segment words into phonemes Sequence of sounds ‐ children identify where a sound occurs within a word and determine the initial, medial, or final sound of a word                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   48 Handout: Making the Connection between Written Language and Spoken Language Terminology in Reading Awareness: • Phonological Knowledge • Phonological Awareness • Phonemic Awareness • Phonics How Children Acquire Phonemic Awareness: • Relate letters to sounds‐segmenting words into smaller units • Manner of articulation‐placement of mouth, tongue, and teeth when speaking • Identity of sound‐associate letter and sound name • Letter name strategy‐use letter name with a known sound segment in a word • Inventive spelling‐hear a phoneme and represent it with a letter • Phonetic cue reading‐attempt to sound out new words • Functional experiences with written language‐recognize sight words Ways to Incorporate Phonics Instruction and Phonemic Awareness: • Naming words with same initial sound (onset) Same onset a M: macaroni, mouse, machine, mice, mole, Mickey Mouse, monitor • Naming words with same final sound (rime) Same rime as p: clip, dip, hop, map, nap, cap, chip • Naming words with the same blend Same blend as “St”: start, staple, stick, stuff, stage, still • I can hear the sound ___ in the word ____ I hear the “P” sound in the word “principal” • Can you show us activity It is Sunday, April 15, 2012. It is my birthday. I am 10 years old! Can you show us the word birthday? Can you show us the capital letters? Can you show us the punctuation marks? Let children experiment with inventive spelling. Ask a question of the day and students answer it. First, the children check off answer, then as the school year progresses the students write answers to the questions. • Spell out words during calendar time D‐e‐c‐e‐m‐b‐e‐r‐; M‐o‐n‐d‐a‐y • Play rhyming games Rhymes with cat: hat, bat, fat, rat, vat, mat • Analyzing onset, rime, spelling patterns, vowels, and letter recognition • Matching pictures and words • Putting sentences in mixed up order and students put in correct order The around the bowl. Swam in fish • Have shared writing activities Have students bring in a blue objective. Make a Blue Object Book. On each page, I have a blue . Students inventive spell the word and draw a picture of the blue object. • Encourage list making and story writing “My favorite snack is…….”                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                         49 Learning Activity 4.3: I c­n rht. c­n u. (I can write. Can you?) Student Learning Outcomes: After successfully completing this activity, students should be able to: • Discuss the concept of inventive spelling • List five of each of Marie Clay’s Principles and Concepts of Early Writing • Analyze a child’s writing sample College Student Success Skills Addressed: Critical Thinking, Communication, Collaboration, Organization Context in the Course: This activity can be used in the Unit 4: English Language Arts: Language, Literacy, and Literature. Activity Description: The instructor will go over Marie Clay’s Principles and Concepts of Early Writing and give examples of each principle. Next, the instructor will go over the Handout of Learning about Children’s Writing Styles and give the students samples of children’s writing. The students will be divided into groups. Each group will analyze one of the three children’s writing samples. The students will present the information to the class. The instructor will go over the concept of inventive spelling. A child’s book called C D B, by William Steig, is funny and the entire book is inventive spelling. Materials for Lesson: • Handout of Marie Clay’s Principles and Concepts of Early Writing • Handout of Learning about Children’s Writing Styles and Analysis of Children’s Writing • Samples of Children’s Writing (David, Michael and Peter). For copies of these samples, please contact Maureen Goulet at gouletm@middlesex.mass.edu. • Optional Book: C D B, by William Steig Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       50 Handout: Marie Clay's Principles and Concepts of Early Writing 1. Sign Concept: Writing carries a message. 2. Message Concept: Child realizes that the messages that she/he speaks can be written down. 3. Copying Principle: Some letters, words, and word groups must be imitated or copied in a slow and laborious way to establish the first units of printing behavior. 4. Flexibility Principle: Children create a variety of new symbols by repositioning or decorating the standard forms which enables them to explore the limits within which each letter form may be varied and still retain its identity. 5. Inventory Principle: Children organize or take stock of their own learning by making lists of what they know. 6. Recurring Principle: Writing will be repeated to help establish habitual response patterns and to produce pleasant feelings of competence. 7. Generating Principle: The learner will extend his/her writing repertoire by combining or arranging elements in an inventive fashion. 8. Directional Principle: Development of the patterns of left to right and top to bottom is required. 9. Reversing the Directional Pattern: Mirror writing suggests the need to learn more about body space in relation to the book pages. 10. Contrastive Principle: Contrasts can be made between units at several levels ‐ shapes, meanings, sounds, and word patterns. 11. Space Concept: A space is needed to signal the end of one word and another. 12. Page and Book Arrangement: The child will often use up left‐over spaces with his/her left‐ over utterances ignoring directional principles. 13. Abbreviation Principle: Child comprehends that words are constructed out of letters that stand for fuller forms. Source: http://www.learningtowrite.ecsd.net/principles%20and%20concepts.htm                                                                                                                                                                                                                                                                                                                                                                                  53 Learning Activity 4.4: Book Smarts Student Learning Outcomes: After successfully completing this activity, students should be able to: • List 10 different genres of literature • Identify five different considerations when selecting classroom literature • Discuss five different book‐reading skills College Student Success Skills Addressed: Critical Thinking, Communication, Collaboration, Organization Context in the Course: This activity can be used in the Unit 4: English Language Arts: Language, Literacy, and Literature. Activity Description: After going over the Literacy Experiences in the Early Childhood Classroom handout, the instructor will handout various children’s books and the Book Reading Skills Handout. Students will divide into groups and complete the handout. When the students are finished, the students will present the book and describe the book skills for the children’s book. Materials for Lesson: • Lecture Notes on Literacy Experiences in the Early Childhood Classroom • Various children’s reading books • Book Reading Skills Handout Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.                                                                                                                                                                                                                                                                                          54 Handout: Literacy Experiences in the Early Childhood Classroom Selecting Literature for Early Childhood Classrooms: • Different types of illustrations • Length of stories are appropriate for age • Choose books that don’t stereotype • Choose variety of genres • Provide different prospective • Expand vocabulary • Reinforce learning concepts • Different writing styles‐poetry, rhyme • Pick books that are humorous Genres of Books: • Alphabet Books • Beginning to Read Books • Big Books • Board Books • Concept Books • Counting Books • Traditional Literature • Interactive Books • Historical Fiction Books • Multicultural Books • Picture Books • Poetry • Predictable Books • Realistic Books • Reference Books • Series or Chapter Books • Wordless Picture Books • Biographies or Autobiographies Book‐Reading Skills: • Showing pictures • Asking open‐ended questions • Enhancing critical thinking skills • Making predictions • Understanding points of view • Recalling events • Making inferences • Connecting book to real life • Noting character traits • Book handling skills • Taking turns when talking                                                                                                                                                                                                                                                                                                                                                 55 Handout: Book Reading Skills Name of Children’s Book: 1. How would you discuss book handling skills? 2. Besides the name of the book and the author, what other parts of the book would you discuss? 3. What predictions would you ask the children about the cover of the book? 4. Could the children connect this book to a real life situation? 5. Pick out two examples of when you could have the children name the feeling that the main character is experiencing. 6. At what page (be specific) would you have the children make predictions about the story? 7. How would you enhance critical thinking skills when reading this book? 8. After the story, what recall questions would you ask? 9. In what theme units could you “integrate” this book?                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             58 Handout: Strategies for Teaching Reading to Young School Age Children Lecture Notes How Children Learn Sight Word Recognition: • Make mental connections between a few letters • Encounter same word over and over • Connect memory of word to spoken word • Seeing predictable text in stories • Repeated exposure to word • Relate letter sequences with spoken word parts • Decode words by knowing pronunciation parts • Sound‐letter relationships to sound out unknown words Ways to Incorporate Reading Skills into Daily Routine: • Daily oral language • Words of the week • Word wall • Flashlight reading • Teaching word families • Shared and partner reading • Patterned writing • Pocket chart activities Rhyming words, Naming words with same initial sound (onset) Naming words with same final sound (rime), Recognizing blends Letter recognition, Matching pictures and words, Discussing long and short vowels sounds, Putting mixed up sentences in correct order, “I can hear the sound ___ in the word ____,” Can you show us activity? Let children experiment with inventive spelling, Word play books • Take home books • Linking familiar to unknown • Make a word activity • Word sorts Academic Strategies for Teaching Reading: • Language experience approach • Teaching word spacing • Sound letter correspondences • Discuss punctuation • Connect written language with spoken language • Encourage critical thinking by writing down hypotheses • Use word frames which help with letter recognition • Teach patterns in rhyming words • Write sentences so children can see structure and punctuation • Say it and move it activities when teaching syllables • Have teacher and child reading time • Make text reconstruction cards                                                                                                                                                                                                                                                                                                                                                              59 Handout: Young Children’s Reading Handout Name of Children’s Book:_______________________________ Author: _____________________________________________ In what unit could you use this book? Choose five vocabulary words and tell how you would describe these words to children: 1. 2. 3. 4. 5. Write five words using word frames: Write a simple question that you could ask each child to answer about the story. Are there any words with the same onset? Are there any words with the same rime? Pick out three words that have more than two syllables. 1. 2. 3. Pick out three long vowel words and three short vowel words. Pick a letter of the week. Write down any words from the book that starts with that letter. Make a word wall of all the words from the book. Is there any punctuation besides periods at the end of sentences? Name the other punctuation marks.                                                                                                                                                                                                                                                                                                                                                                                                               60 Handout: Making the Classroom a Print Rich Environment Ways to Facilitate Print Exposure in Centers: • Filling a classroom with print • Web themes in center areas • Label classroom materials and supplies • Have children make signs (in own handwriting) • Separate individual centers by furniture • Make prop theme boxes • Have realistic writing materials • Discuss how to correctly use materials and supplies • Asking questions to encourage thinking skills • Invite children to interact with print • Plan activities that involve reading and writing Changing Play Centers to Include Reading and Writing: • Clipboard and estimate sheets in block areas • Library book check out center • Restaurant center with bill of sale, signs, menus etc. • Adding stamp and inkpads • Classroom mailbox • Writing center with greeting cards, messages, signs, and envelopes • Journal and letter writing • Writing children’s own books using their ideas • Sign in sheets • Children survey questions and having them write daily answer • Drawing attention to concepts of print • Encourage inventive spelling • Read stories more times in the day and reread children’s favorite stories Classroom Materials that are Developmentally Appropriate: • Helper board • Tooth graph • Calendar • Weather chart • Pocket chart • Carpeted area • Easels • Various writing tools • Soft cushions • Posted daily schedule                                                                                 63 • Colored 8.5 x 11 sheets of paper • PowerPoint Presentation‐ Go to NAEYC Accreditation Blackboard Site‐ Curriculum Redesign‐Unit 5.1 Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.                                                                                                                                                                                                                                                                                                                                                                                                                                                                  64 Learning Activity 5.2: Prop Boxes Student Learning Outcomes: After successfully completing this activity, students should be able to: • List materials and supplies that can be placed in a theme prop box • Discuss the advantages of making several prop boxes for an ECE classroom • Given a prop box idea, make a specific prop box list for that idea • List some characteristics of the “box” and organization techniques to use with prop box College Student Success Skills Addressed: Communication, Collaboration Context in the Course: This lesson can be used in Unit 5: Creative Arts and Imaginary Play Activity Description: Instructor will teach the students about prop boxes. The instructor will give a simple idea such as ‘Christmas’ to have students create ideas for the prop box. After the discussion, the students will be given a more complex theme: Travel Agency, Beauty Salon, Doctor’s Office or Grocery Store. Students will make a list of materials, books, props, dress‐up clothes, etc. related to the theme. The students will share the sample prop boxes with the rest of the class. Materials for Lesson: If available, a prop box (can be borrowed from a childcare center or library) Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     65 Unit 6: Sensory Areas Unit Description: The sensory areas include: Sand/Water Table, Woodworking, Computer/Technology, Cooking, Blocks, and Outdoor Play. These centers encourage students to explore and experiment. Block area is most common area for boys during free time. Sand and water table is one of the messiest areas. Keep children engaged by changing the focus of the sensory centers by adding theme related materials and supplies. Outdoor time is required in a childcare setting. Engage students in outdoor games as recommended in unit 6.3? Unit Information: The reading assignment for this unit is to: Read Chapter 9 The written assignments due in this unit: Extended Lesson Plan Lesson Plan Write Ups due for this unit: Cooking and Cooperative Game Unit Objectives: At the completion of this unit, the student should be able to: 1. Describe the skills that are learned in the Sensory Centers 2. Discuss the teacher’s role during Sensory Center play 3. List some of the positive effects of outdoor physical exercise in the childcare setting 4. Brainstorm ways to change the focus of three sensory centers 5. Explain the importance of “anticipation” in a classroom environment Key terms to know for this unit: • Sensory Awareness • Nutrition • Five Senses‐ hearing, sight, smell, touch and taste • Food guide pyramid • Physical exercise • Stretch • Flexibility • Heart rate • Muscles • Anticipation                                                                           68 Handout: Cooking Theme Integrated Learning Centers Directions: Try to think of five skills or ideas (per box) to use in the different Learning Center. Use Cooking as the theme. Math: Science: Sensory (Sand/Water/Blocks): Dramatic Play: Vocabulary: Children’s Literature: Art: Diversity/Multicultural: Writing Center:               69 Cooking Theme Integrated Learning Centers Examples of Possible Answers Math: Measurement Greater than Less Than Fractions Temperature Order of Ingredients Science: Food Groups Solid, Liquid, Gas Above/Below the Ground Healthy vs. Unhealthy Five Senses Sensory (Sand/Water/Blocks): Put different materials in sand table: rice, popcorn, bird seed Boiled chicken bones buried in sand (anthropologist) Measuring Scales Put egg in soda Dramatic Play: Vocabulary: Children’s Literature: Add these props: There are tons of Vocabulary Cook with Kids by R. Kirby Cereal boxes Words for Cooking- let Fun Recipes by C. Rodgers Egg Beaters students go wild! Sesame Street Silly Snacks Strawberry Baskets Family Fun: Cooking w/Kids Pots and Pans Cheerios Cookbook Milk Containers Art: Potato Grass Heads Apple Stamps Pudding Painting Diversity/Multicultural: Multicultural Food Festival Name of Foods in Languages Sort vegetables by color Foods with Seeds Parents cook favorite foods Writing Center: Make Food Shopping Lists Make Party Invitations List Pizza Toppings Design Lunch Menus Favorite Food List                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 70 Learning Activity 6.3: You’re It! Student Learning Outcomes: After successfully completing this activity, students should be able to: • Discuss the negative impact of the “school yard pick” to determine team players • Name five other activities that can be done outdoors besides play games and use playground equipment • Talk about the concept of “teachable moment” • List five outdoor games for each age group: infants/toddlers, and preschool/school age • Explain the difference between Competitive and Cooperative games College Student Success Skills Addressed: Communication, Collaboration, Organization, Self‐Assessment Context in the Course: This lesson can be used in Unit 6: Sensory Areas. If possible, have a big classroom space booked so you can play some of the games. Activity Description: The instructor will ask the students about their favorite outdoor activity. The instructor will list the positive and the negative things about outdoor activities. Using the positive and negative list, the instructor will ask the student to connect the concept of competition and cooperation. Have the students move back the tables and chairs in the classroom. The students will play games in the handout. The instructor handout describes the directions to the games. Materials for Lesson: • Handout on Game Ideas • Props for Games Assessment: Students will be assessed for their participation as part of the class participation portion of their grade. NOTE: Maureen Goulet used these games when she worked in childcare and school age centers. The ideas came from books written a while ago but the games would stand the test of time.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                73 Games for Preschoolers and School Age: 1. Alphabet Game ‐ Students line up alphabetically by their last name. 2. Birthday Bash ‐ Using non‐verbal skills, students line up by the month and day of their birthday. No cheating! 3. Ring on a String ‐ Using yarn or string, make a big circle (big enough for the group to all hold the string at the same time). Put a paperclip on the string. One person is it. “It” turns their back around. The paperclip is moved back and forth around the circle until the teacher says “Stop.” Each person holds the string with a closed fist. “It” takes three turns to try to guess who has the paperclip. If the hand is guessed, the child opens only one hand. Each hand is one guess. Another child is chosen to be “it” for the next round. 4. Clandestine Clothespin ‐ Get three colored big paperclips. The teacher explains that he/she will be hiding paperclips somewhere on somebody’s body. The teacher explains the rules. The teacher walks around the room and “clips” the different colors of paperclip on the students. If a student is tapped on the shoulder by the teacher, it signifies that the student has a colored paperclip and has to walk around until everyone sits down. Everyone closes his or her eyes. The teacher can put the clips in the hair, bottom of jeans, sticking out of a pocket. When ready, everyone opens their eyes. The teacher calls out a color, students walk around the room and when they see the certain color, they sit on the floor. The game continues until the last person finds the right color. The teacher can call out another color. 5. Yarn Shapes ‐ Divide the group into four groups. Make a yarn circle. The teacher calls out a shape. Each group races to try to be the first group to make the shape. This activity can be simplified or complicated (hexagon, pentagon). 6. Fill it Up ‐ Great game to play on a summer hot day. The students get into their bathing suits. Put a line around a paper cup. Students are divided into teams. Students are given a spoon (to put in mouth) or put a small paper cup (to put on their head). They fill up the object with water. Race to another area and transfer the water to the lined cup. First team to fill up the designated cup wins. Keep playing the game over and over. The children get soaked and they love it. 7. Invisible Sports ‐ The group spreads out. The teacher yells out a sport. Everyone pretends to be playing that game. Try playing this game while you are waiting for a bus to pick up the children. Call out names like tennis, baseball, basketball, polo.                                                                                                                                                                                                                                                                                                               74 8. Spot Check ‐ Divide the group into teams of two. Give each team a numbered circle. Four groups will participate at one time. One member of the team closes their eyes. The teacher put the circles on the floor. The partner tries to guide the closed team member to the circle. The trick is everyone in four groups of students is calling out directions at the same time. 9. Herd Hunt‐Make index cards with the names of animals. On the count of three, everyone closes their eyes and makes the sound of the animal. The animals try to get with other children making the same sound. 10. It’s a Toss‐Up‐ The teacher tosses a box of assorted pom poms all over the classroom. The teacher calls out a certain color. Students race around the room trying to find the correct color or shape.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              75 Learning Activity 6.4: You’re a Blockhead Student Learning Outcomes: After successfully completing this activity, students should be able to: • List the developmental stages of block play • Discuss the teacher’s role while children are playing with blocks • Name five different ways to extend block play • Explain some of the cognitive skills children learn when playing in the block area College Student Success Skills Addressed: Communication, Collaboration, Organization Context in the Course: This lesson can be used in Unit 6: Sensory Areas. Activity Description: Instructors will explain the different stages of block play: carrying place‐to‐place, pile blocks, row making, bridging, and representation. After each stage, students will name the appropriate age group for the developmental stage. Students will list the different types of blocks that childcare centers purchase for the different age groups‐ fabric, Legos, cardboard, wooden, Lincoln logs, foam blocks, etc. Next, students will come to the board and try to draw the different shapes of wooden blocks‐ roman arches, curves, intersections, cylinders, ellipse, etc. Students will name math skills that can be learned in block play. Next, the students will brainstorm props that can be added to the block area to extend the activity. Ideas include‐ zoo animals, transportation vehicles, etc. Ideas can also include hand drawn props such traffic signs. If blocks are available, students will create a picture and see if they can make it out of blocks. If wooden blocks are not available, foam pieces can be substituted for the block pieces. Materials for Lesson: Wooden blocks (foam blocks can be substituted if needed) Samples of different types of blocks used in a childcare center Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        78 Learning Activity 7.2: What I Don’t Like about Science Student Learning Outcomes: After successfully completing this activity, students should be able to: • Compare and contrast teaching styles of the student’s previous science teachers • List terminology associated with the biological and physical sciences • Define the following branches of science in terms of “the study of”: chemistry, physics, geology, meteorology, astronomy, ecology, physiology, and biology • Brainstorm materials and supplies that can be added to enhance the science center • Discuss the importance of preparation when teaching science topics College Student Success Skills Addressed: Critical Thinking, Communication, Collaboration, Organization, Self‐Assessment Context in the Course: This lesson can be used in Unit 7: Math, Science, Engineering, and Technology. Activity Description: Students will think about their past science experiences. The instructor will label two columns: What I liked about science and What I didn’t like about science. Next, the students will think about the science teachers, what did the science teachers do to make you enjoy or dislike science. The students will be divided into three groups: Earth and Space Sciences, Life Sciences, and Physical Sciences. Using the Massachusetts Preschool Learning Guidelines, the groups will list materials and supplies that could be used for that specific science area. When completed, students will make a list of the basic science concepts or terminology associated with that specific area of science. Students will talk about how to be “prepared” for teaching science. If time allows, students will discuss how they would conduct a science experiment to determine – Does using Miracle Grow increase the size and height of marigolds plants? Materials for Lesson: Copies of Massachusetts Preschool Learning Guidelines Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           79 Learning Activity 7.3: Building a Card Tower Student Learning Outcomes: After successfully completing this activity, students should be able to: • Work cooperatively to build a tower made of index cards • Explain the design process that the group used to make the tower • Discuss the ways that succeeded or failed when building the tower • Identify ways to connect the index‐card tower experiment to the engineering process College Student Success Skills Addressed: Critical Thinking, Communication, Collaboration Context in the Course: This lesson can be used in Unit 7: Math, Science, Engineering, and Technology. Activity Description: Students will be divided into groups of four. The students will be given 100 index cards. The concept of the idea is to build a card tower strong enough to support a Matchbox car for 5 seconds. The time limit to complete the task is 20 minutes. When the time is up, place the object on the top of the stack for five seconds. After five seconds, measure the tower. The students justify their strategies about the card design. Materials for Lesson: • Index Cards • Matchbox car or an object light enough to be put on the top of a tower made of cards. • 36 inches of tape • Scissors • Ruler Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                80 Learning Activity 7.4: Introducing Engineering is Elementary Student Learning Outcomes: After successfully completing this activity, students should be able to: • Name the steps in the Engineering Process • Discuss the dampening properties of felt, clay, aluminum foil, etc. • Research possible Museum of Science, Boston‐ Engineering is Elementary Units to use in Theme Based Curriculum Units College Student Success Skills Addressed: Critical Thinking, Communication, Collaboration Context in the Course: This lesson can be used in Unit 7: Math, Science, Engineering, and Technology. It can be used after Lesson 7.3 ‐ Building a Card Tower. Activity Description: This activity was designed by the Museum of Science, as part of their Engineering is Elementary Curriculum. The Five Step Engineering Design Process is: Ask, Imagine, Plan, Create, and Improve. In each Museum of Science unit, a story presents a problem and a field of engineering is highlighted that is used to solve the problem. This lesson is adapted from the Museum of Science EiE Unit ‐ Sounds Like Fun!: Seeing Animal Sounds. The science topic is sound and the engineering field is acoustical engineering. Students will make rubber band guitars using three different widths of elastics and use various materials (clay, aluminum foil, flannel) to dampen the sounds made by the elastics. NOTE: Education Department Faculty Maureen Goulet and Nancy Higgins are trained to use the Engineering is Elementary Materials. Maureen or Nancy will come‐in as guest speakers, read the EiE unit book, and teach the unit to your students. There are several EiE units at the college: Catching the Wind: Designing Windmills; Sounds Like Fun: Seeing Animal Sounds; A Work in Process: Improving a Play Dough Process. The MCC Science Department has additional units but to avoid overlap, the education department will use different EiE units from the Science Department. On the next page, you will find a list of all of the EiE Units. Materials for Lesson: All of the materials for this unit are contained in the Sounds Like Fun EiE Unit in Jessie Klein’s office. See Maureen Goulet to arrange pick‐up. Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                83 Learning Activity 8.1: Music, Music Everywhere Student Learning Outcomes: After successfully completing this activity, students should be able to: • List the different genres of music • Name and give examples of the five types of songs: repetitive chorus, repetitive words or phrases, children supply sound effects or noises, ballads, or songs that tell stories, question and answer or name games • Discuss how music and physical exercise can be combined • Make a small musical instrument out of common household items College Student Success Skills Addressed: Communication, Collaboration, Organization Context in the Course: This lesson can be used in Unit 8: Music, Puppets, and the World Around Us. Activity Description: Students will name places that they hear music and the purpose of the music in that place. The instructor will list the different types of songs and the students will name common childhood songs that belong in that category. The students will name some of the common musical instruments in the classroom. The students will make their own musical instruments using common classroom materials. The students will combine their musical instruments with a song and physical movement. Materials for Lesson: • Small objects that can make noise such as rice, beans, or beads • Yarn • Long plastic containers such as oatmeal or parmesan cheese containers • Aluminum foil plates • Sandpaper • Wooden blocks • Toilet paper or paper towel rolls • Small round containers such as film canisters Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.                                                                                                                                                                                                                                                                                                                                                                                                                                    84 Learning Activity 8.2: Today’s Puppets Student Learning Outcomes: After successfully completing this activity, students should be able to: • Explain three ways a teacher can introduce puppets in the classroom • List six famous puppets and the TV show associated with that puppet • Discuss the different types of puppets: hand puppets, stick or rod puppets, marionettes, shadow puppets, and paper mache heads • Name 20 arts and crafts materials that can used to make puppets College Student Success Skills Addressed: Communication, Collaboration, Organization Context in the Course: This lesson can be used in Unit 8: Music, Puppets, and the World Around Us. Students are required to watch a TV show that has puppets so give advance warning of this activity. Activity Description: The students will watch an episode that has puppets such as Sesame Street. Students need to watch a current episode not remember an episode from their past. Explain that the focus and technology of puppets have changed greatly from years ago. Students will complete the Puppets Worksheet and be prepared to answer the questions in class. Materials for Lesson: Today’s Puppet Handout Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.                                                                                                                                                                                                                                                               85 Handout: Today’s Puppets Handout Name of the TV Show: ___________________________________________ Date of TV airing: _______________________________________________ 1. What are the names of the puppets on this show? 2. How many times do puppets appear? 3. Do the puppets appear during the show or at the end of the show? 4. What kind of technology is used to manipulate the puppets? 5. What are three skills that the TV puppet taught the children? 6. How could you incorporate this TV show into a Curriculum Unit? 7. What would be the goals of this puppet lesson? 8. What would be the objectives of this puppet lesson: Physical: Emotional: Cognitive: Social:                   88 Handout: Field Trip Checklist □ Contact Site □Check date□Activities □Bathrooms □Costs / Discounts □Meals / snacks / drinks □Group sizes □ Visit Site □ Check bathrooms □ Hazards □ Exits □ Parking □ Plan □Day □Time□Transportation □Chaperones □ Pre-trip activities □ Ticket Purchase □ Group / Chaperone Assignments □ Lost child □ Sick child/chaperone □ Disaster / weather emergency □ Check □ Volunteer background checks □ Drivers’ licenses □ Car seats / seat belts □ Vehicle registration, inspection, insurance □ Gasoline□ Permission slips □ Pack □ Emergency information □ Medications □ Food / water / snacks □ First aid kits □ Telephones□ Group lists □ Clothing □ Sunscreen □ Program name, phone number tags □Supervise □ Face to name count before leaving program □ Face to name count after each activity □ Face to name count before returning to program                                                                                                                      89 Appendix • Sample Syllabus • Curriculum Guideline Packet EDU 101 ‐ Curriculum in ECE Programs • Middlesex Community College Honor Code • Overview of the NAEYC Accreditation Project at Middlesex Community College • NAEYC Accreditation Study at Middlesex Community College Publication Release Form • NAEYC Curriculum Key Assessment Rubric • Extended Lesson Plan • Assessment Name: Extended Lesson Plan and Teaching Demonstration                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               90 Sample Syllabus Curriculum in Early Childhood Programs EDU 101 Section Semester/Year Instructor: Maureen Conrad‐Goulet Email: gouletm@middlesex.mass.edu Course Description: This course will explore the creative experiences for young children through awareness of children's individual interests, strengths, and needs. Students will learn to plan and modify activities based on children's individual needs, inclusion and the environment. Major areas to be explored are: English Language Arts, Reading Readiness, Math, Science, Technology, History, Social Science, and Health Education. These major areas will be reflected in course work and discussions based on the Massachusetts Department of Education Pre‐K Standards and Experiences. Primary Core Competency Area: # 5: Learning Environments and Implementing Curriculum Age groups: Preschool Age Children, School Age Children Course Prerequisites: PSY 122 ‐ Child Growth and Development Required Text: Jackman, Hilda, L. (2011), Early Education Curriculum: A Child’s Connection to the World, Fifth Edition, New York: Delmar Thompson Learning. (You may use an earlier edition, just be sure to go by chapter topic not chapter number) Course Goals: a. Promote Child Development and Learning • Know developmentally appropriate curriculum content for a particular age group • Understand process vs. product approach and open‐ended activities. b. Build Family and Community Relationships • Discuss how parents can help increase language and literacy skills • Access community resources to help create an age appropriate curriculum c. Observe, Document, and Assess to Support Young Children and Families • Recognize the importance of accessing the effectiveness of curriculum • Know the different ways to evaluate a curriculum d. Using content knowledge to build meaningful curriculum • Understand how to write goals and objectives • Become more aware of the different curriculum content areas • Know the components of a curriculum e. Build Meaningful Curriculum • Understand MA Curriculum Frameworks for Early Learning thru Grade 2 • Explore diverse learning styles and apply them to written lessons                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             93 Code of Conduct: I feel it is my responsibility to model and support a code of classroom conduct that emphasizes courtesy, respect, confidentiality, and sensitivity. To accomplish these goals I ask students to observe the following guidelines: • Arrive for class on time and prepared‐ have notebook, pencil/pen and homework • Read required chapters in textbook before class and come prepared to participate in class discussions • Ask questions to understand information and clarify points • Use active listening skills and avoid engaging in distracting side conversations • Allow all students to participate in class discussions; avoid monopolizing conversations • Respect diversity of opinion and experience; maintain an unbiased approach • Give whoever is talking your undivided attention • Respect confidentiality by omitting identifying information such as child’s name and program names in written assignments and classroom discussions • Personal experiences shared with the class should stay in the classroom and not be discussed outside of the classroom Cell Phone / Laptop Computers / Internet Access: Digital equipment can disrupt a learning environment. Cell phones must be turned off or set to vibrate and should be stored out of site, during class time. Please speak to me BEFORE class if you are expecting an urgent call. If you answer an emergency call, the conversation must take place out of the classroom. Laptops can be used for note‐taking purposes and legitimate class activities. Students are not permitted to engage in personal activities during class, including but not limited to: checking email, visiting social networks, participating in Instant Messaging, text messages, or chatting. Videotaping an instructor, without permission of instructor, is against Massachusetts state laws. Students with Disabilities: The Disability Support Service Office can assist students with differing learning abilities and medical needs by providing educational accommodation plan. You must register for these services and have a documented need. If you are on an educational plan, it is important that students share learning accommodations with instructors at the beginning of the semester, within two weeks of the start of class so accommodations can be made. Early Alert Program: This class has been selected to participate in the Strategies for Success Early Alert Program. The program is designed to promote student success through coordination and communication between students, instructors, advisors, and campus support service departments. If I observe that you are experiencing difficulties in the course (in terms of attendance, test scores, or participation, for example), I will: • send an email message to your Middlesex email account and will tell you about my concerns • ask you to meet with an academic counselor who can work with you to create a Strategies for Success Plan that will address any difficulties that you are having in the course                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                94 • ask you if you have taken advantage of various campus support services, such tutoring or advising Course Withdraw Policy: Students failing class may withdraw, but there is a deadline date to withdraw without penalty of failure. If you are withdrawing, you have to fill out a withdraw form at the Student Information Center located in the Lowell and Bedford campuses. I will fail a student that does not follow the correct withdraw procedure. If you are going to drop the class, please notify me by email so that I do not send an Early Alert. Honor Policy: Adherence to ethical standards is obligatory. Cheating is a serious offense, whether it consists of taking credit for work done by another person, or doing work for which another person will receive credit. Taking and using ideas or writings of another without clearly and fully crediting the source is plagiarism, a violation of the academic code, and if it is proven that a student, in any course in which he/she is enrolled, has knowingly committed such a violation, suspension from the course and a failing grade in the course may result. Due process is accorded to students in the event of any alleged violation of college regulations. A copy of the MCC Honor Policy is found in the attachment section. Service‐Learning: Service‐Learning is an educational experience that integrates community service with classroom instruction. Students are encouraged to participate in Service‐Learning as part of this course. Students are required to spend 22 hours a semester (two to three hours a week) at their community site working with children in preschool and elementary schools for 11 weeks during the semester. Students are also responsible for reflecting on their service‐learning work and relating it to what they learn in their classes and textbooks. In exchange for completing community service and service‐learning journals, students participating in Service‐Learning, will not be required to take the final examination. Early Childhood Education Portfolio: Starting with Child Growth and Development, Early Childhood majors are required to begin the development of a portfolio of their education‐related work. Students are expected to begin compiling their written assignments and syllabi for each education course together in a binder for their portfolio as they progress working on their degree. The syllabus and graded written work should be placed in a two or three inch three ring binders with all work in plastic protector sheets. The portfolio will be reviewed at the end of the semester during the finals period. NOTE: This requirement does not apply to students that are not Early Childhood or ECE Transfer majors.                                                                                                                                                                                                                                                                                                                           95 Tutoring Centers: Academic support/tutoring is available, free of charge, to all students in many subjects. Tutoring Centers are located at both the Bedford and Lowell campuses. Each Center provides a challenging and supportive environment, offering drop‐in and individual appointments, depending on the subject matter. Professional and peer tutors staff the Writing, Reading/Study Skills, Math, Science and Accounting/Business/Economics Tutoring Centers. Tutors assist students with assignments and projects, lead study groups, and provide guidance in the use of computers and other multimedia. Students are encouraged to take advantage of all the support early in the semester. Online tutoring is also offered in many subjects. Tutoring hours and locations differ from campus to campus. Students can also access computers and computer tutoring/support in the Academic Support Centers, Library and in the Language Arts Center in Lowell. For more information, call 781‐280‐3724 or 978‐656‐3279 and/or visit the Academic Support Website: www.middlesex.mass.edu/tutoringservices.