College of Education



California State University, San Bernardino

College of Education

EELB 301-(5) Growth and Development in Socio-Educational Context, Spring 2012

Professor: Young Suk Hwang

Office: COE 225

Telephone: 909-537-5672 (O)

Office Hours: T 8:00 am -12:00 noon

e-mail : yhwang@csusb.edu

Quarter: Spring 2012

Class day, time, location: Tuesday, 12:00 noon- 3:50 pm, COE 353

Blackboard

I will use Blackboard to post the syllabus, grades, handouts, supplemental readings and resources. Blackboard is also the location of your Field Observation Assignments. There are also student discussion boards where you can discuss your class projects with others in the class.

To access Blackboard go to

• From here the blackboard homepage will direct you in how to sign on the first time. It is very important that you update your personal profile/information to reflect your current student ID number as well as your current email address.

• Your grades will be posted on your personal page in Blackboard. Only you will be able to access your grades.

The Mission of the College of Education

The Mission of the College of Education at California State University, San Bernardino is to prepare education and human service professionals for lives of leadership, service, and continual growth through the development of curriculum and programs that transform individuals and the community. Our core beliefs form the foundation of our work and are as follows:

We hold to the dignity and inherent worth of all people.

We believe that diversity and multiple perspectives as essential and treasured assets.

We hold to the importance of a collaborative teaching/learning community.

We believe in the crucial leadership role of education professionals in promoting positive social change fostering human development, achieving social justice, and promoting human rights.

As outlined in our Conceptual Framework, we accomplish our mission through our personal and professional commitment to practice the following behaviors, which we model for and encourage in our students:

• develop and maintain knowledge, skills and expertise in our fields through scholarship and reflection;

• behave ethically, responsibly and professionally;

• comprehend the specific contexts experienced by our students and use that understanding to make instructional decisions;

• respect the experiences of various groups with whom we interact and make concerted efforts to incorporate knowledge of and sensitivity to those experiences in (a) professional decisions and (b) interactions with students, colleagues and members of the broader community;

• reflect on the outcomes of our actions and make adaptations as necessary.

Adopted by the College faculty and staff April 22, 2008

Course Description

There are two components of this course: (1) Growth and development in socio-educational context, delivered in the class (4 units) and (2) Observation and Methods in child development in an educational context by Blackboard (2 units).

1) Growth and development in socio-educational context (4 units), delivered in the class: Developmental characteristics of children from birth through adolescence in the areas of physical, cognitive, language, emotional, personal, social and moral development. Interaction between individual development and social and educational contexts as affected by culture, language, gender, sexual orientation, socio-economic status or physical/emotional/learning handicaps. Emphasis on creating democratic classrooms which allow equitable access to education for all students. Requires a minimum of 15 hours fieldwork in an approved setting.

2) Observation and Methods in child development in an educational context (2 units): This part is designed to help you gain a better understanding of observational methods.

Course Overview/Rationale

This course will explore fundamental issues, research and theories in human development and how development is impacted by the experience of school. A focus of the course will be how knowledge of human development can inform educators’ decisions. Classroom practices that support equitable access to education will be emphasized.

Relevant Professional Standards and Course Objectives

The following objectives identify the knowledge, skills, and dispositions that should be attained by the end of this course. The numbers in parentheses directly link the objectives to the CSTP/TPE listed previously. Additionally, items are linked to CCTC Professional Teacher Preparation Program standards which can be found at

1. Analyze and reflect on the relationships between theory and practice related to teaching and learning and the use of developmental theory and research in making educational decisions and improving pedagogical practices. (CSTP 1/TPE4, Program standards 3b, d, 11a, 13d

• Candidates learn about research-based theories and principles of human learning and development and reflect on how these theories and practices inform school policies and practices, and affect student conduct, attitudes and achievements.

• Candidates learn to reflect on and analyze instructional decisions made by experienced teachers with regard to relevant developmental theories and research.

• Candidates will learn major concepts, principles, theories and research related to the cognitive, linguistic, social, emotional and physical development of children and adolescents and how to use this knowledge to create learning opportunities that support student development, motivation and learning.

• Candidates will acquire knowledge of linguistic development, and first and second language acquisition.

2. Use principles of human development to evaluate instructional alternatives, articulate pedagogical reasons for instructional decisions, and reflect on teaching practices. (CSTP 1 and 4/TPEs 6 and 8, Program Standards 4 b–d)

• Candidates will read, analyze, discuss and evaluate professional literature pertaining to important contemporary issues in California schools and classrooms and use this information to make decisions about teaching and learning.

• Candidates will examine pedagogical practices and learn to make informed educational decisions.

• Candidates will reflect on curriculum-based subject matter content in relation to the intellectual, ethical, social, personal and physical development of students.

3. Learn to minimize personal and institutional bias by examining principles of educational equity and diversity and their implementation in curriculum content and school practices to create access to core curriculum for all students. An explicit goal of the course is the use of developmental knowledge to the end that the candidate understands his or her role in creating and sustaining a just, democratic classroom and society. (CSTP 1, 2 and 4/TPEs 4, 5, 6, 7, 8 and 11, Program standards 5 a, c, d, e

• Candidates will increase their knowledge and understanding of the background experiences, languages, skills and abilities of student populations.

• Candidates will recognize and learn to minimize bias in the classroom and to create an equitable classroom community that contributes to the physical, social, emotional and intellectual safety of all students.

• Candidates will be challenged to systematically examine their stated and implied beliefs, attitudes and expectations related to gender and to learn to create gender-fair learning environments.

• Candidates will be challenged to systematically examine their stated and implied beliefs, attitudes and expectations about diverse students, families, schools and communities and to learn to foster high expectations for academic performance from all students.

4. Learn and begin to use appropriately computer-based technology to facilitate the teaching and learning process. (CSTP 1 and 4/TPEs 4, 5, 6 and 8, Program Standards 9 d, e, h)

• Candidates will communicate through printed media.

• Candidates will demonstrate competence with the use of electronic research tools and the ability to assess the authenticity, reliability and bias of the data gathered.

5. Learn how personal, family, school, community and environmental factors are related to students’ academic, physical, emotional and social well-being, how to communicate effectively and work constructively with students, their families and community members and when and how to access site-based and community resources. Candidates will learn to understand and address the resources and needs of diverse families. (CSTP 2 and 4/TPEs 8 and 11, Program Standards 10a, 10b, 10d and 13h)

• Candidates will learn concepts and strategies that contribute to respectful and productive relationships with families and local communities including the effects of family involvement on academic achievement, the diversity of family structures, community cultures and child-rearing practices, the variety of support and resource roles that families may assume in and out of school and how to communicate effectively with families.

• Candidates will learn major concepts, principles, and values necessary to create and sustain a just, democratic society and apply them to schools and classrooms.

• Candidates will learn to anticipate and recognize situations that may lead to student conflict and violence and will practice effective strategies for crisis prevention and conflict management.

• Candidates will understand the importance of students’ family and cultural backgrounds and experiences.

6. Develop a professional ethical commitment to teach every student effectively, being aware of the social, emotional, cognitive and pedagogical factors that impact student learning outcomes and the responsibility of the teacher to provide equitable access for all students to the core academic curriculum, to promote student academic progress equitably and to foster the intellectual, social and personal development of all children. (CSTP 1, 2 and 4/TPEs 4, 5, 6, 8, and 11, Program Standards 12 b, d, e)

• Candidates will read and reflect on research on the relationships between the background characteristics of students and the inequities in academic outcomes of school in the United States.

• Candidates will understand why and how to consider students’ prior knowledge, experiences, abilities and interests as they plan academic instruction.

• Candidates will learn about the professional responsibilities of teachers related to the personal, social and emotional development of children

Commitment to Diversity

In our commitment to the furthering of knowledge and fulfilling our educational mission, California State University, San Bernardino seeks a campus climate that welcomes, celebrates, and promotes respect for the entire variety of human experience. In our commitment to diversity, we welcome people from all backgrounds and we seek to include knowledge and values from many cultures in the curriculum and extra-curricular life of the campus community. Dimensions of diversity shall include, but are not limited to the following: race, ethnicity, religious beliefs, sexual orientation, sex/gender, disability, socioeconomic status, cultural orientation, national origin, and age. (from the CSU San Bernardino University diversity Committee Statement of Commitment to Diversity, 1995)

In keeping with the university’s Commitment to diversity, the faculty of the College of Education fully supports the Americans with Disabilities Act. (ADA). Faculty will provide reasonable accommodation to any student with a disability who is registered with the Office of Services to Students with Disabilities and who need and requests accommodation. Please notify your instructors if you have particular accommodation needs.

Dropping and Adding

You are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. found at (CSUSB Bulletin, pages 46-48).

Support for Students with Disabilities

If you are in need of an accommodation for a disability in order to participate in this class, please see the instructor and contact Services to Students with Disabilities at (909)537-5238.

If you require assistance in the event of an emergency, you are advised to establish a buddy system with a buddy and an alternate buddy in the class. Individuals with disabilities should prepare for an emergency ahead of time by instructing a classmate and the instructor.

Textbook

Meece, Judith L. & Denise H. Daniels (2008). Child and Adolescent Development for Educators.

McGraw Hill Inc.

C.S.U., San Bernardino. Handbook for the Multiple Subject Credential Programs. (You can download the short version of the Handbook at )

Additional readings are posted on Blackboard.

Reference book

APA. (2011). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Brooks/Cole.

Course Requirements & Course Policies

1. Due Dates: A student's grade for an assignment will be reduced one letter grade if the assignment is turned in late. All assignments are due at the beginning of class.

2. Since you will be doing observations in a Multiple Subject classroom, the State of California requires you to have the following:

A Live Scan; you can find the Live-Scan form (Certificate of Clearance) on-line at the following website:

.

You must complete the Live Scan at an approved Live Scan station and there will be a fee for that service. To complete the Live Scan you must go to the CCTC (California Commission for Teacher Credentials) by clicking the link at the above website and completing the Direct Application for a Certificate of Clearance. You will be required to pay a fee. After the Live Scan is completed you must turn it in to your instructor who will check that you have met the requirement and return the form to you to be included in your Program Application File. Certificates of Clearance are good for five years.

The following is a message from Multiple Subject Director: “There are many jobs where you must be fingerprinted (hospitals, child care, security) but unless the Certificate of Clearance is sent to CTC, none of that fingerprinting works for fieldwork in public schools. If a student thinks they already have a Certificate of Clearance with CTC, they can look themselves up at the following website They can print the record they find and submit it to their instructor. If they are not on the CTC website, they need to follow the directions sent earlier and get their fingerprints submitted”.

A current TB test; a TB test is good for four years. Show the form to your instructor who will check it off and return the form to you.

If you do not have the Certificate of Clearance and negative TB test turned in by the third week of class, you WILL NOT receive credit for the class. You CANNOT be in a classroom without proof of both the Certificate of Clearance and the TB test.

3. Quality and clarity of writing is essential to getting a good grade on all written assignments. Proofread your work several times prior to turning it in. The American Psychological Association (APA) format is the required format for all written assignments. Consult your APA manual for accurate methods of citing authorship.

4. Cell Phones and Laptops: Cell phones are to be turned off during the class or set to the vibrate mode. If you do not know how to set your phone in the vibrate mode, out of respect for the class, learn. If you have a circumstance where you are expecting a call because of an acute situation, please sit near the door so that you will not disturb others when you leave the room to then answer your phone. Under no circumstances are you to answer your phone in class. Likewise, surfing the web or playing on your computer during class is disrespectful to both your colleagues and the professor as it is a distraction to those around you and to you professor who in most cases has a very clear sense of what you are doing.

5. Participation: Don’t do anything you don’t want your students to do. During class time you are expected to attend to the lecture and discussion. Multi-tasking in class (e.g., grading papers, surfing the web on your laptop, text messaging) is disrespectful to everyone in the room because you are only partially listening, purposefully distracting yourself, distracting others by your activity (whether you think so or not), and not contributing to the class discussion. You may think you are being discrete but those around you, including your professor, know what you are doing. In some instances, a lack of participation may indicate a lack of confidence. I would encourage you to venture forward and get involved, even if it means taking risks. Your thoughts and perspective are unique, invest in the class by sharing them.

6. Late Assignments and Due Dates: All assignments turned in late will sacrifice 20% for every class session late. In other words, if you turn in an assignment 1 session late, you will lose 20%, two sessions late 40%, and so on. No assignments will be accepted after the final time slot allocated for turning in assignments at the end of the quarter (see schedule in syllabus). If the entire class is having difficulty making a due date during the course of the quarter, bring it up in class and we can adjust the due date to accommodate the class’ needs. Depending on our speed in class, I may choose as the instructor to postpone a due date and this will announced in class. Therefore, it is important that if you miss class or arrive late that you check with a classmate about any changes in assignment due dates. A word of caution: If you have someone else turn in an assignment for you and he/she fails to do so or he/she turns it in late, the paper is still late, regardless the reason (e.g., explanations such as “they forgot,” or “it would not print out on their computer” will not excuse a paper from being late). Even if your colleague comes to me and claims responsibility for your paper not being turn in, out of fairness to others in the class the paper will still be considered late. In other words, in the interest of fairness to all, “late is late” regardless the circumstances or the identity of the person charged with turning the paper in to the professor.

Online Submission of Observation Assignments: Your field observation papers will only be accepted via Blackboard (no direct email, FAX, or hardcopies, etc.). If the paper is submitted late it will sacrifice 10% for every 24 hours or fraction thereof it is late. For example, if you turn it in late by 1 minute and up to 23 hours 59 minutes you will lose 10%, 24 hours to 47 hours 59 minutes late results in a 20% deduction, 48 hours to 71 hours 59 minutes late results in a 30% deduction, and so on. I know this may seem rigid and formal but in the interest of fair treatment to all, these policies are important.

7. Attendance: Class attendance is regarded as an obligation as well as a privilege, and all students are expected to attend regularly and punctually to all classes in which they are enrolled. 

** Please note that 10% will be taken off your final score for EVERY class that you miss, unless the absence has been cleared with the instructor beforehand.

***Two late arrivals to class or early departures from class (of 15 minutes or more) will constitute an absence.

8. Find a friend in the class who will agree to collect notes and handouts for you if you cannot attend class. Exchange telephone numbers.

9. It is imperative that the student punctually completes reading assignments so that full benefit can be derived from participation during class assignments and/or activities.

10. All written assignments must be typed (Times New Roman 12-font with 1 inch margins).

11. The CSUSB Policy on Academic Honesty states: “Plagiarism and cheating are violations of the Student Discipline Code (see Appendix of the CSUSB Catalogue of Programs) and may be dealt with by both the instructor and the Coordinator of Student Conduct. Plagiarism is the presentation of the ideas and writing of another as ones’ own. Plagiarism is academically dishonest and subjects the offending student to penalties up to and including expulsion. Students must make appropriate acknowledgment of the original source when material written or compiled by another is used.”

12. Incompletes: Should you for some reason require an incomplete grade, you must demonstrate an 80% attendance record for the entire quarter. In short, an incomplete is only applicable if, for a severe reason, you are unable to complete the final assignments at the end of the class. It does not excuse you from class attendance.

ASSIGNMENTS

At the end of each assignment description you will find the CSTP/TPE and Program standards addressed by that assignment.

Quizzes (24 points)

You will have 4 quizzes worth 6 points each.

Fieldwork Requirement:

A minimum of 15 hours of observation and participation in a multiple subject setting is required for this course; however more hours may be needed to complete the course requirements (Travel is not included within the 15 hours). The 15 hours of fieldwork should be spaced out over at least four separate observations done over the course of the quarter. That way you have the opportunity of seeing the class on multiple occasions as it progresses through the school year. Each student will keep a fieldwork notebook with their log form, observation notes for other assignments. Please try to finish the fieldwork as early as possible because other assignments are based upon your fieldwork. The Participation Log form will serve as documentation of your fieldwork time. A Fieldwork Evaluation will also be completed by the teacher in whose classroom you conducted your fieldwork. Failure to turn in the log or the evaluation form will result in your receiving an incomplete or a failing grade for this course. Please keep the originals of participation log (p34), fieldwork evaluation (p35), and field notes for your record and turn in the copies of them at the end of the quarter (June 5). The forms for participation log and fieldwork evaluation are in your Handbook for the Multiple Subject Credential Programs).

Field notebook: You should keep extensive and detailed field notes following the guidelines for observation and making fieldwork notes given in the Handbook for the Multiple Subject Credential Programs at (pp. 25-35).

These field observation notes should be clearly labeled and dated (e.g., observation 1, 2-12-12). You should have at least two to three pages of detailed descriptive notes for each observation and, as indicated above, at least four separate observations. As noted in your Handbook, these field notes should be descriptive and thus should not contain interpretive or evaluative comments. Each individual set of field notes should be accompanied by a reflective memo (approximately one page long) that is done after each observation. These memos are a place to actively think about and question what you observed, thus the memos can contain interpretive and evaluative comments. The content of the memos is entirely up to you, with the stipulation that they be used as an opportunity for active reflection on the issues at hand. That is, the memos should represent your thinking and questioning about what you observed and not be mere summaries or restatements of what was written in the field notes. These are your working notes and reflections and thus can be hand written – there is no need to type them. The field notes with the accompanying reflective memos should be turned in at the end of the quarter (6/5).

Readings for Observation (9 points – each 3 points)

I will use Blackboard to post the below articles for your readings related to your observation. You will be asked to respond to your readings by creating a concept map of each article. These assignments are due on the day outlined in the syllabus unless otherwise postponed by your instructor. To access Blackboard go to .

Due: April 10, 2012- O’Brien, W.H. & Tabaczynski, T. (2007). Unstructured Interview. Handbook of clinical interviewing with children,16-29.

Due: April 10, 2012 - Cartwright, C. & Ward, C. (1982). Observation techniques. Journal of Children in Contemporary Society, 14(4), 19-29.

Due: April 17, 2012- Foley, G. (1982). The principles of observation. Journal of Children in Contemporary Society, 14(4), 13-17.

Concept Mapping of Selected Readings

Concept mapping is a teaching/learning strategy used to organize related information and ideas in a visual manner. Concept maps clearly and concisely show the relationships between concepts, ideas, and details. Maps are useful because they reduce large amounts of information so that it is manageable. Mapping is an active learning process and constructivist in that you develop deeper understandings as you do the maps. Constructing a map allows you to see interrelationships in the information. The maps are highly individualized, often representing information in a unique and personal way.

Three Different Strategies--Pick Your Style:

Strategy One:

1. If you are reading an article or book chapter, highlight or take notes on what you think are the most important points and concepts.

2. Write each idea or term or highlighting on a separate index card or “post it” note (small slips of paper work fine too since once done you are going to discard them).

3. Divide these into groups and begin to think about how they are related to one another. Move the cards or papers around until the map seems accurate and you have decided the appropriate position for each card. You can begin by grouping related ideas together, arranged from the center out, or arranged hierarchically up, down or sideways. Do what makes sense to you.

4. Transfer the above to a blank piece of paper. Then ask yourself again “What are the relationships between the items (you will have been thinking about this all along)? Draw lines to indicate which items are related and how they are related (is it an example of the larger item, equal to the other item, and alternative to the other item, caused by the other item, etc.) You may need to change the location of some of the items as you work with them.

5. Next, you must label the arrows or lines to show the nature of the relationship that exists between the items. Use phrases like leads to, supports the development of, is similar too, results in, examples of, is necessary for, or any word or phrase that describes the relationship between the two or more items. Use whatever label describes your understanding of how the items are related.

6. Next, go back to the source and look for supporting detail that may need to be included but the you left out initially (be careful to not choose too much detail, decide what you think is important to understanding the larger concept you are representing). Add items if you think they are needed, then add lines and descriptors to show how they relate as well.

7. As a final step, you could also include items in your concept map that relate to your own experience with the concept being presented.

8. Doing a concept map is a messy process and you need to be prepared to do a lot of revising as you go. But, once you finally have a concept map you think captures the material, copy it to a new piece of blank paper so it can be understood later by you or another reader.

Strategy Two:

1. If you are reading an article or book chapter, highlight or take notes on what you think are the most important points and concepts.

2. On a blank sheet of paper, chalkboard, or white board, sketch out the concepts that you think are important from your reading or highlighting. You can begin by grouping related ideas together, arranged from the center out, or arranged hierarchically up, down or sideways. Do what makes sense to you.

3. Then ask yourself what are the relationships between the items (you will have been thinking about this all along). To show the relationship between the concepts draw arrows or lines between them. You may need to change the location of some of the items as you think more about them.

4. You must label the arrows or lines to describe the relationships between the items you have written down. Use phrases like leads to, supports the development of, is similar too, results in, examples of, is necessary for, or any word or phrase that describes the relationship between the two or more items. Use whatever label describes your understanding of how the items are related.

5. Next, go back to the source and look for supporting detail that may need to be included but the you left out initially (be careful to not choose too much detail, decide what you think is important to understanding the larger concept you are representing). Add items if you think they are needed, then add lines and descriptors to show how they relate as well.

6. As a final step, you could also include items in your concept map that relate to your own experience with the concept being presented.

7. Doing a concept map is a messy process and you need to be prepared to do a lot of revising as you go. But, once you finally have a concept map you think captures the material, copy it to a new piece of blank paper so it can be understood later by you or another reader.

Strategy Three:

As you read an article or book chapter, simply begin to draw your concept map as a way to take your notes. As you draw, show the ideas and their relationships. This is the most active way to do a concept may. In the end your map may be too messy to read, so you may need to redo it to clean it up and make is legible to your instructor. You can also edit the map during this revision phase.

Fieldwork Observation Essays (35 points)

Each student will keep a fieldwork notebook with their log form, observation notes, and a minimum of four short observation essays (single space, about 3-5 pages each) which ask the student to analyze the developmental appropriateness of the instructional methods, curriculum, management and discipline, daily schedule, room environment, teacher-student interactions, and other classroom aspects for the age group observed. Your paper is expected to be typed (Times New Roman 12-font with 1 inch margins) and to be well written and free of grammatical mistakes. Important: All names and locations must be kept confidential to protect the privacy of those you observe. Use synonyms rather than actual names and locations. Papers that fail to do this will be returned without credit.

Begin each observation essay with describing the setting as follows: Include date, time of day, duration of observation, day of the week, location, person in charge, grade level, number of people observed, subjects and/or activities, organization of activities, observers, others in the room, brief room description, and any other relevant information.

Your total points for observational Essays will be based on the following: (1) how well all questions set by each essay assignment are thoroughly described and answered (addressing all major issues presented), (2) how well the information from the readings, lectures, and your observational field notebooks are integrated with specific examples of your observations, (3) correct format (well written and free of grammatical mistakes), and (4) overall quality of the paper.

OBSERVATION ESSAY 1 (5 points)

1. Describe the setting you observed (see Observation Setting attachment)

2. Observation Experience: Cognitive Development

3. Find two children: one kindergartener (or preschooler) and one third grader (or fourth). ? Conduct the interview on conservation as below. Be sure to ask children to explain their responses, to get at their logic and reasoning. After collecting your data, answer the following questions: (a) Were kindergarten and third-grade children able to solve the conservation task correctly (b) How do the kindergarten children’s responses reflect the limitations of preoperational thinking? (c) What types of cognitive operations did the third-grade students use in solving the task? (d) How did your observations help you understand Piaget’s theory of cognitive development? Summarize your findings, in light of Piagetian theory and stages, using the textbook and the lectures.

Direction for the conservation (of number) task: Use 12 coins of the same denomination (all pennies or dimes). Place 6 coins in one row about a half inch apart, and place the other 6 coins below the first row. Ask the students if the number of coins in each row is the same or different, and then ask, “How do you know?” Next, spread out the coins in the first row, so that each coin is several inches from the others. Ask the students again if the number of coins in each row is the same or different. Again ask, “Ho do you know?” and record the students’ responses.

OBSERVATION ESSAY 2 (10 Points)

1. Describe the setting you observed.

2. Cognitive development and instructional methods: Focus on the content and instructional methods of an observed lesson as to relate to the developmental needs of the age group being taught and how the children’s prior experiences, abilities and interests are taken into account. Observe children of two different grade levels for 45 to 60 minutes (each group) and make a field notebook for each group to answer the following questions.

A. Describe a content lesson of your choice – Include the objective of the lesson, the amount of time devoted to the lesson, and the type of teacher-child interactions that occur.

a. How did two teachers’ lessons differ from each other? Did the lesson allow or encourage complex thinking? How effective was the lesson? Did the teachers use any motivational devices to stimulate interest? How were students motivated to learn in this lesson? Describe any extrinsic or intrinsic motivation you saw.

b. Identify developmentally appropriate practices with some rationale for your choices and suggest modifications that might be more developmentally appropriate.

c. Did you see evidence of scaffolding by teacher or children? Describe some examples of this scaffolding (using Vygotsky’s concept of the zone of proximal development) and explain how two groups are different. Provide specific examples you observed to support your assessment and refer to the textbook (Chpt. 3) and lectures.

d. Describe any developmental differences in these two groups’ reasoning and interactions. How did the two groups of children participate in the lessons? How active were the children? Did they express their ideas or ask questions?

e. Finish the paper by summarizing what you found and using your textbook, lectures, or other scholarly sources to offer various interpretations of what you observed.

B. Bonus- Collect spoken and written language samples from English Language Learners during the lessons and analyze their language and literacy development – Is there any difference in the spoken and written language of each student? Are there any age differences in language difference? How would you account for these differences? Please collect background information on the two different grade ELLs from their teachers. Refer to the textbook (Chapt 5) and the background information of each child. Also describe how each teacher made a lesson modification for those ELL. What types of instructional support or scaffolding was available to help the ELL? How would you modify the lesson for ELL?

OBSERVATION ESSAY 3 (10 Points)

1. Describe the setting you observed;

2. Social Characteristics: Focus your attention on the social interactions and maturity of the students in relation to their peers and teacher(s). Observe three or four elementary school children in different settings (at least two different settings - classroom, playground, cafeteria, etc.). Observe children of two different ages (ex. Kindergarten and 4th grade students) for 180 minutes (each group about 90 minutes: each setting about 40 to 45 minutes), make notes in your fieldwork notebook for each group, and answer the following questions.

A. Describe the nature of the social interactions of the students. With whom do the students relate during formal instruction? Unstructured times?

a. Formal Instruction

b. Unstructured Times

c. How long were students able to persist at interactions? Describe the situation and individual differences. Estimate the length of time.

d. How do older children differ from younger ones in social interaction? Did you observe any gender differences in social interaction? How would you account for these gender and age differences? Give specific examples of behaviors you observed to support your assessment of each age group and refer to the textbook (Chpt.7) and research articles.

B. Describe the behavior of the student leaders, followers, and loners as well as the situation. Compare and contrast their behaviors.

a. Leaders(s)

b. Follower(s)

c. Loner(s)

d. What personality characteristics do they exhibit?

e. How are they alike? How are they different? How do older children differ from younger ones in the behavior of the student leaders, followers, and loners? Did you observe any gender differences? How would you account for these gender and age differences? Give specific examples of behaviors you observed to support your assessment of each age group and refer to the textbook (Chpt.7) and research articles.

C. Record instances of helping, sharing, and taking turns, as well as instances of fighting, teasing, name-calling, simple verbal arguments, and shouting on your field notebook. Be sure to record the events that preceded and followed the action (describing the situation, the number of children involved, demographics of children involved, the number of adults involved, duration of the incident, and detailed description of the incident, using either narrative log or anecdotal record observational technique). Analyze your observations for the frequency of prosocial and aggressive behaviors, gender and age differences in the frequency of different behaviors, and how, or if, it was resolved by the students or through intervention by an adult or other student(s). When or how would you involve children’s guardians in a bullying/harassment situation? How do the setting of the observation influence children’s behavior? What events tended to precede or follow acts of kindness or aggression? Discuss whether and how your finding fit with those described in the text (Chap 7).

D. Finish the paper by summarizing what you found and using your textbook, lectures, or other scholarly sources to offer various interpretations of what you observed.

OBSERVATION ESSAY 4 (10 points)

1. Describe the setting you observed.

2. Classroom management – Observe two different grade levels for an hour (each grade).

E. Describe the classroom management practices of each teacher - What rules exist in this class? Where did they come from? How are they communicated? What are the consequences of not following the rules? Does this discipline plan seem effective?

a. How did the two teachers’ classroom management differ from each other?

b. How would you account for these differences?

c. Address the strategies you may want to use with this class. Would you modify the existing strategies and why?

F. Identify bias – ethnic, cultural, language, gender, special needs- in classroom interactions and activities. Are all students treated the same – called on the same, punished the same, ignored the same, given nonverbal reaction? Favoritism – by whom, to whom? Assess whether every child in the class has equitable access to learning- provide supportive observational data (narrative log or anecdotal). Issues of language use, gender bias, cultural differences, special learning needs and socioeconomic bias will be addressed.

G. Select one child from each grade level (it might be interesting to let the teacher recommend someone she feels is a discipline problem or a nonthriver in her/his class.). Observe each child for a 20-25 minute segment. As you observe, record each time child is reinforced. You will have to use your judgment in determining when reinforcement occurs. Look especially for times that a teacher smiles, nods, frowns, speaks to or glances toward the child. Children often reinforce other children by looking at them attentively, laughing with them, even occasionally praising them, or they may reinforce them negatively. Use the following form to record your observation.

Name of Student: Johnny

Time Type of Reinforcement Behavior Reinforced Source of Reinforcement

10:01 “Good, Johnny” Giving correct answer + Teacher

10:04 Giggle Drops pencil - female classmate

10:08 Teacher checks work Correct answers + teacher - sticker

a. Summarize your observations of reinforcing behavior. Include some or all of the following: (i) Were all pupils reinforced equally? Positively or negatively?; (ii) Comment on the sources and types of reinforcement employed; (iii) What behaviors were reinforced the most (compliance, rule-following, expressiveness, disruptions, etc.)?; (iv) Is the behavior effectively dealt with by the teacher?

H. Finish the paper by summarizing what you found and using your textbook, lectures, or other scholarly sources to offer various interpretations of what you observed.

ASSESSMENT GUIDE FOR FIELD OBSERVATION ESSAYS

9-10: Addresses all of the tasks/questions posed by the assignment

Applies material from the text, course readings, lectures, or class discussion to the analysis of the observation

Writing is clear, organized, with correct grammar and punctuation.

4-8 Addresses the majority, but not all, of tasks/questions posed by the assignment

Minimally applies material from the text, course readings, lectures, class discussion to the analysis of the observation

Writing is clear, organized, with correct grammar and punctuation but may exhibit some flaws.

0-3 Addresses only a minority of the tasks/questions posed by the assignment

Fails to apply any material from the text, course readings, lectures, or class discussion to the analysis of the observation

Writing is severely flawed in terms of clarity, organization, grammar and punctuation flaws.

Library Research (8 points)

Topics will be discussed in the class. Each student will research three to four research articles on your topic and prepare for (1) the 15-20 minute presentation and (2) a handout (or you can post on our Blackboard), including summary of your findings with a thoughtful analysis of how these research findings apply to the classroom events & how expectations and beliefs regarding students from various contexts may impact their achievement and how classroom practices might support a just, democratic classroom. The article must be a peer-reviewed scholarly work (2000 or >)and address one of the topics that your group signed up for. For full credit you should actively involve your audience and provide a handout with useful information. Please submit the articles (or post on Blackboard) after the presentation. (CSTP 1 and 4/TPEs 5, 6 and 8, Program standards 4b, 5a, 5c, 5e, 9h and 10b). Your total points for the Library Research project will be based on the following: Peer evaluation (2 points), Self-Evaluation (2 points), and Instructor Evaluation (4 points).

Developmental Portrait Projects (DPP) (15 points. Each 5 points)

You will have three Developmental Portrait Projects (DPP). The purpose of this project is to connect what you learned in the class with real-life experiences. The DPP will be presented in class and will be completed (in written form) in small, cooperative groups. Time in class will be provided to work on the DPP with the insights of the group being submitted at the end of the class. Topics will be provided in the class. In this project, follow the procedures below to complete the project.

1. Brainstorm a practical educational scenario(s), describing a topic that I will present in the class.

2. Analyze the scenario(s) and incorporate information from your reading and lectures.

3. Write the scenario and analysis. Each DPP is worth 5. All group members will receive the same grade.

Course Evaluation Plan

Your grade for the course will be based on your total points earned for the following:

1. Four (4) quizzes 24 points (each 6 points)

2. Fieldwork Requirement

• Participation log

• Fieldwork evaluation

• Field notes

3. Field hours and 4 essays 35 points

4. Research Presentation 8 points

5. Developmental Portrait Projects (DPP) 12 points (each 3 points)

6. Concept maps – observation readings 9 points (each 3 points)

7. Participations 4 points

Verified completion of a minimum of 15 field hours is necessary to receive credit in this course. Final grades will be assigned as follows: Grades are not rounded up.

Grading Scale:

A=93-100 %

A-=90-92 %

B+=87-89 %

B=83-86 %

B-=80-82 %

C+=77-79 %

C=73-76 %

C-=70-72 %

D+=67-69 %

D=63-66 %

D-=60-62 %

F=59 % and below

TENTATIVE COURSE SCHEDULE

SCHEDULE: These are the minimal readings for class preparation. Additional readings may be assigned as the course proceeds. Read this schedule carefully. This syllabus is subject to change. Changes will be announced during class sessions.

April 3 Introduction to Child Psychology

10 Topic: Cognitive Development: Piaget

Read: Meece Chapter 3

Due in class: DPPP 1

Due in class: Concept maps for observation readings –

1) O’Brien, W.H. & Tabaczynski, T. (2007). Unstructured Interview. Handbook of clinical interviewing with children,16-29.

2) Cartwright, C. & Ward, C. (1982). Observation techniques. Journal of Children in Contemporary Society, 14(4), 19-29.

17 Topic: Development from a Sociocultural Perspective: Vygotsky

Read: Meece Chapter 3

Due in class: DPPP 2

Due in class: Concept map for observation reading - Foley, G. (1982). The principles of observation. Journal of Children in Contemporary Society, 14(4), 13-17.

Quiz: #1

24 Topic: Applying Piaget’s and Vygotsky’s theories in the classroom

Read: Meece Chapter 3

Due in class: DPPP 3

Due via Blackboard by 11:59 pm: Field work Essay 1

May 1 Topic: Language Development

Read: Meece Chapter 5

Quiz: #2

8 Topic: Intelligence

Read: Meece Chapter 4

Due via Blackboard by 11:59 pm: Field work Essay 2

15 Topic: Personal, Social & Emotional Development & Presentation

Read: Meece Chapter 6

Quiz: #3

22 Topic: Moral Development

Read: Meece Chapter 7

Due in class: DPPP 4

Due via Blackboard by 11:59 pm: Field work Essay 3

29 Topic: Peer relations, Gender, Culture, Family

Read: Meece Chapters 7 & 8

Quiz: #4

June 5 Topic: The Family: Partners in Education & Presentations

Read: Meece Chapters 8 & 9

Due via Blackboard by 11:59 pm: Field work Essay 4

Due in class: Participation Log, & Fieldwork Evaluation, & Fieldnotes

12 Presentation

Helpful hints for Observations

When writing up your observation, pay particular attention to the following points:

1. When making a statement such as “ The children were average size for their age,” make sure you qualify your statement by fact and by authority. That is: What is average for the age? Is that average based on your observations or some expert’s? Did you actually measure the children or did you estimate? What was the range?

2. Don’t leave out your feelings about an observation, but make sure you identify them as feelings. It is often valuable for you to report – “When I entered that room, I was swept away by the enthusiasm. I felt good.” Or, “sitting in that place was the most boring experience of my life. I don’t see how the children can stand it day after day.” These are valuable observations which have little to do with factual reporting. But, if you feel that way, it may color your observations. Or, indeed, the children may feel the same way and that may influence their behavior.

1. When reporting factually, make it factual. Description of the setting for the observational essay should be thorough and factual. Combined with your feelings, we may be able to explain the subject’s behavior. For example, saying that a room is “really big” doesn’t actually say anything. Report dim

2. ensions such as “approximately 35 feet by 55 feet.” The accuracy of your measuring attempt may be controlled by other restrictions, but do report dimensions. Drawing a diagram often helps explain the setting.

4. Conclusions should grow in sophistication as your observations continue. One of the primary purposes of making the observations is to compare them with published or generally accepted statements of growth and development. It is, then, quite appropriate to link your reading to your observations in your conclusions. An example might be, “Today I think I saw an example of what Piaget meant by conservation of length.”

Observation Setting

Name: ______________________ Date: ______________________________

I. Setting

Date: ___________________ Day of the Week: _________________________________

Time of Day: _____ to _____ School: _________________________________________

Location: ___________________ Grade/Subject: ___________________________________

Teacher's Name: ___________________ # Females: ________ # Males: __________

Ethnic/racial Groups: ____________________________________________________________

Others in Room (include self): ___________________ Who? ________________________

Activity Observed: ________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Briefly Describe Activity: ________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Describe the appearance of the room (windows, size, equipment, interest areas, etc.) ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO

Multiple Subject Credential program

Log of Field Experiences

Course Number and Title: ________________________

Candidate Name: ________________________________ SID #: __________________

Information from School/District where Experiences Occurred:

School: ________________________________ Phone: ______________________

District: ________________________________ Grade: ______________________

Cooperating Teacher: ____________________________________________

Date In Out What Initial

1. ___________ _________________________ ___________________________

2. ___________ _________________________ ___________________________

3. ___________ _________________________ ___________________________

4. ___________ _________________________ ___________________________

5. ___________ _________________________ ___________________________

6. ___________ _________________________ ___________________________

7. ___________ _________________________ ___________________________

8. ___________ _________________________ ___________________________

9. ___________ _________________________ ___________________________

10. ___________ _________________________ ___________________________

11. ___________ _________________________ ___________________________

12. ___________ _________________________ ___________________________

13. ___________ _________________________ ___________________________

14. ___________ _________________________ ___________________________

This form is to be returned to the course instructor by the last class meeting of the quarter.

_________________________________________ __________________________

Candidate Signature Date

CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO

Multiple Subject Credential program

Field Experience Evaluation

Course Number and Title: ________________________

Candidate Name: ________________________________ SID #: __________________

Information from School/District where Experiences Occurred:

School: ________________________________ Phone: ______________________

District: ________________________________ Grade: ______________________

Cooperating Teacher: ____________________________________________

Please indicate your assessment of the future teacher’s performance in your classroom. Respond to all items that are appropriate. You may wish to share your assessment with the candidate and give it to him/her to return to the course instructor. If you prefer that the assessment be confidential, do not have the candidate sign; mail the Evaluation Form directly to the Teacher Education Office, College of Education/ CE 102, CSU San Bernardino, 5500 University Parkway, San Bernardino, CA, 92407.

Above Needs

Outstanding Average Adequate Improvement

The candidate:

1) Was prompt and regular 4 3 2 1

in attendance.

2) Established a rapport 4 3 2 1

and related well to children.

3) Communicated effectively 4 3 2 1

with children.

4) Showed initiative and 4 3 2 1

interest in teaching.

5) Prepared thoroughly 4 3 2 1

for lessons or presentations.

6) Implemented lessons or 4 3 2 1

presentations.

7) Interacted well with school 4 3 2 1

personnel.

_____________________________ _____________________________

Cooperating Teacher Signature Candidate Signature

Date: _____________________________

Comments:

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