S4.4a.E3.Assessment 6: Family Culture Project



University of Dayton: ECE Program

Assessment 3: Integrated Investigation Assignment

1) Description of Assessment

The Integrated Investigation Assignment is completed in the junior year of the ECE program. Candidates are placed in a Head Start or Title I preschool classroom in an urban setting for a three hour practicum weekly. They are required to develop a science based project, based on the students’ interest and aligned with the Ohio Early Learning Content Standards. This begins with a hook activity, an anticipatory planning web aligned with the standards, and lesson plans. The parents are notified of the project through a letter sent home with the students. The candidates are responsible for locating and providing materials and designing the environment for inclusion of all students. This project is then integrated into the daily routine of the classroom, with revising and continued development through the weeks of engagement.

2) Description of how the assessment aligns with standards:

This assessment addresses NAEYC Standard 1: Promoting Child Development and Learning, specifically Young Children’s Characteristics and Needs and Using Developmental Knowledge to Create Learning Environments, and Standard 4: Teaching and Learning, all components. Standard 2: Building Family and Community Relationships is included with the field work – Family and Community Characteristics and Involving Families in Child’s Development. In this assignment, the candidates are utilizing their knowledge of the students to develop lessons and create learning environments, and to facilitate development of content knowledge through engagement in a meaningful curriculum. Families are included in this assignment through letters home and invitations to join the students as they engage in the project.

|Assignment Component |NAEYC Standard |

|Setting the stage for learning |1a, 1c, 4a, 4b |

|Curricular web |4a, 4b, 4c, 4d |

|Field Work |2a, 2c, 4a, 4b, 4c, 4d |

|Culminating activities or event | |

| |4a, 4b, 4c, 4d |

|Use of technology |5c |

|Professional presentation |5c |

3) Summary of Data Findings

2006 data reflected that while the candidates had a great deal of difficulty in initially selecting a topic for the project, once that was completed they were at least within the basic range for developing an anticipatory web and lesson plans. However, conversations among the faculty reflected this information was not detailed enough to document the accurate learning of standards, thus, the scoring guide was refined to be more specific for the following years.

2007 data reflected similar strengths and weaknesses, with the greatest difficulty including what to teach, then bringing in “field work” and designing a relevant culminating activity. It should be noted that these are undergraduate students, and are engaged in their first “whole class” activity, thus, “basic” scores mean they have the general idea and are beginning to implement content and theory into their field experiences.

2008 data reflected candidates were increasing their abilities to choose a topic/set the stage for learning, and develop a curricular web to determine possible directions of the topic. They had also improved in their ability to plan a culminating activity; this had been discussed more in class before the candidates finished their cumulative lesson. They were also more professionally organized as they presented their topic and findings, but the use of technology for documentation remained difficult for some when compared to the previous class. Integrating field work into the project remained within the basic range as candidates learn to bring the “field” into the classroom. This topic will need to be stressed the next time the course is taught (Sp, 2009).

4) Interpretation of how Data Provides Evidence of Meeting NAEYC Standards

The data collected over the three years of this assessment reflected an improved ability for the candidates to pick a topic and set the stage for learning, including identifying the child’s characteristics and needs and structuring the environment (1a, 1c, 4a, 4b). 98% of the candidates were capable of developing a curricular web to develop with/share with the children to facilitate the planning of the project (4a, 4b, 4c, 4d) and 100% displayed the development of a culminating activity (4a, 4b, 4c, 4d). Candidates are less likely to be proficient in the integration of field work – community and family involvement, but are demonstrating a basic skill in this area (2a, 2c, 4a, 4b, 4c, 4d). Professionalism has improved (5c) and most are proficient with learning to integrate technology into their presentations (5c). This assessment documents candidate mastery of many NAEYC standards, particularly Standard 4 – Teaching and Learning.

Assessment 3 (Integrated Investigation Assignment) Attachments

Candidate Assignment:

EDT 313 Developmentally Appropriate Practice for Preschool

Integrated Investigation Assignment

(see project-)

PHASE 1

Select a science topic that is worthy of investigation

1. Observe children to determine possible areas of interest. Be prepared to share your observation notes and rationale with the instructor during the midterm meeting. Make sure that you share your ideas about possible science topics with your mentor teacher.

2. Share possible science topics with Prof. Comingore via email by the end of the day Wed., Feb 13.

3. Use the Abbreviated Lesson Plan to plan and implement an opening event or “Hook Activity” to determine if you can spark enough interest about the topic of investigation that children will become engaged. Discuss this with your mentor teacher ahead of time and share your lesson plan the week before you implement it. During the hook activity, use the EKWQ method described on the Project Approach website to generate a list of questions that represent what the children want to learn about the topic. Bring the lesson plan and children’s questions or web to the midterm meeting with your instructor.

4. Develop a topic web also know as an “Anticipatory Planning Web”. See samples of “topic webs” on the Project Approach website. Also see the scoring criteria for this assignment. Share the web with your mentor teacher and bring it to the midterm meeting.

5. Get your investigation approved by your mentor teacher using the Topic Approval Sheet provided in the assignment packet and bring this to midterm meeting with your instructor

6. Research the science content that will be covered in your investigation to verify that you know the content and can accurately expressed it in the lesson. Share these with Dr. Adams in class on 2/18. Be sure to meet the criteria on the Science Content Rubric.

7. Once your topic is definite, one partner is to write a parent letter to introduce both partners and your topic. Explain what the children will be learning and invite parents to participate. This is to be professionally written and error free. Your mentor teacher must approve the letter before it is disseminated to the children’s families. This must be completed for dissemination in week 6 and turned in on the date indicated on the course calendar.

The Investigation

1. Create a curriculum web by re-examining your anticipatory planning web and children’s web/list of questions. Focus on the sections that reflect what you actually plan to do with the children and link the web to ELCS, science content concepts, developmental domains, and the questions that the children identified for investigation. Be sure to include opportunities for art, music and movement which can be integrated as a content area on lesson plans. The curriculum web will be turned in as part of your final poster display.

2. Work with your mentor teacher to set the stage for investigation by adjusting the classroom environment, if possible, and selecting materials that are authentic, safe, and extremely enticing to children. MATERIALS SHOULD BE MULTI-SENSORY AND REAL LIFE. AVOID THE USE OF LOWER LEVEL REPRESENTATIONAL MATERIALS. Materials should relate to the topic of study, be open-ended, and promote development across domains. Be creative in designing a means of storing your reusable materials when the topic is done. Include pictures of your environment and documentation to demonstrate that you have met these requirements. Include as many of your materials as possible with your final poster display.

3. Write abbreviated lesson plans for the 4 academic content areas (2 per individual, 4 per team). These plans are turned in for individual grades (see course calendar for due date).

4. Have your lesson plans approved by your mentor teacher at least one week before you plan to implement them. Take pictures of the lessons and include them on your final poster display.

PHASE 2

1. As part of your final poster display, include a section on field work. What are the possibilities for field work related to your topic of investigation? Include information about possible field trips as well as methods of bringing “the field” into the classroom. Are there possibilities for field work in or close to the school/center grounds? It is understood that field trips may not be possible for a variety of reasons, however, each team is to include a section on the possible field trips and field related activities that would support learning related to your topic of investigation.

PHASE 3: Concluding the Project

1. Write a follow-up parent letter describing what the children accomplished during the investigation. This is to be professionally written and error free. Your mentor teacher must approve the letter before it is disseminated to the children’s families at the end of your lab experience. See the parent letter rubric for more instructions. This is an individual grade. One team member should write the introductory letter and the other should write this follow-up letter. Turn this assignment in on the date indicated on the course calendar.

2. As part of your final poster display, include a description of possible “culminating activities” associated with your topic of investigation. It is understood that your time is limited in your field site and that it may not be possible to actually do a culminating activity with the children. You should, however, research and include a description of possible culminating activities. See project- for more information.

Scoring Guide:

Investigation Assignment Final Display Rubric

EDT 313 Developmentally Appropriate Practice for Preschool

| |1 |2 |3 |Assignment |Points earned |

| |Unsatisfactory |Basic |Proficient |Score | |

| |0 pts |1-4 pts. |5 pts. |1,2,3 | |

|Setting the Stage for learning|The materials, activities, and |The display includes no more than 1 of the |The display includes evidence (pictures, sample | | |

| |setting were unsafe and/or |following critical omissions of evidence that |materials, children’s work samples) that demonstrates a| |_____SA |

|NAEYC Standards: |includes more than 1 critical |the investigation included materials and |comprehensive effort to set the stage for investigation| | |

|1a, 1c, 4a, 4b |omissions |activities that were: |by adjusting the classroom environment (if possible), | |_____JC |

| | |Authentic/real life |and selecting materials that are authentic, safe, and | | |

| | |Extremely enticing |extremely enticing to children. Materials should relate| | |

| | |Related to the topic of study |to the topic of study, be open-ended, and promote | | |

| | |Open-ended |development across domains. | | |

| | |Able to promote development across domains | | | |

|Curriculum Web |The display does not includes a|The curriculum is included but is not linked to|The display includes a curriculum web that reflects the| | |

| |curriculum web |the ELCS, topic of investigation, developmental|lessons that were done with the children and that link | |_____SA |

|NAEYC Standards: | |domains or the questions that the children |to ELCS, science content concepts, developmental | | |

|4a, 4b, 4c, 4d | |identified for investigation. |domains, and the questions that the children identified| |_____JC |

| | | |for investigation. | | |

|Field work |The display does not reference |The display includes possible field trips or |The display includes possibilities for field work | | |

| |opportunities for field work. |methods of bringing “the field” into the |related to the topic of investigation. Information | |_____SA |

|NAEYC Standards: | |classroom but not both. |about possible field trips as well as methods of | | |

|2a, 2c, 4a, 4b, 4c, 4d | | |bringing “the field” and possibilities for field work | |_____JC |

| | | |in or close to the school/ center grounds are also | | |

| | | |included. | | |

|Culminating activities or |The display does not reference |The culminating activities is poorly thought |The display includes a description of high quality and | | |

|event |culminating activities |out, lacks creativity or is not relevant to the|relevant “culminating activities” associated with the | |_____SA |

| | |topic. |topic of investigation. | | |

|NAEYC Standards: | | | | |_____JC |

|4a, 4b, 4c, 4d | | | | | |

|Use of Technology |The team does not use |The display uses either PowerPoint/Microsoft |The display utilizes PowerPoint, Microsoft publisher or| | |

| |technology in the production of|Publisher /Word or digital photography |Word as well as digital photography | |_____SA |

|NAEYC Standard: |their display | | | | |

|5c | | | | |_____JC |

|Display is professionally |The display includes more than |The display includes no more than 1 of the |Display is professionally presented, neat and well | | |

|presented |1 critical errors |following critical errors: |constructed, grammatically correct and is free of | |_____SA |

| | |Unprofessionally presented -Messy or poorly |spelling errors | | |

|NAEYC Standard: | |constructed | | |_____JC |

|5c | |Contains spelling or grammatical errors | | | |

| | |

|Total Points out of 35 | |

Data:

|Winter 06 N = 59 |

|Component |Unsatisfactory |Basic |Proficient |

|Topic Approval |9 (15%) |37 (63%) |13 (22%) |

|Selecting a Topic |6 (10%) |33 (56%) |20 (34%) |

|Investigation Web & Lesson Plan |0 |19 (32%) |40 (68%) |

Scoring guide was expanded to allow for greater analysis of data the next time the course was taught.

|Winter 07 N = 45 |

|Component |Unsatisfactory |Basic |Proficient |

|Setting the Stage for learning |2 (4%) |29 (64%) |14 (31%) |

|(NAEYC 1a, 1c, 4a, 4b) | | | |

|Curriculum Web |0 |17 (38%) |28 (62%) |

|(NAEYC 4a, 4b, 4c, 4d) | | | |

|Field Work |0 |31 (69%) |14 (31%) |

|(NAEYC 2a, 2c, 4a, 4b, 4c, 4d) | | | |

|Culminating Activities or Event |0 |27 (60%) |18 (40%) |

|(NAEYC 4a, 4b, 4c, 4d) | | | |

|Use of Technology |0 |6 (13%) |39 (87%) |

|(NAEYC 5a) | | | |

|Display is professionally |0 |15 (33%) |30 (67%) |

|presented | | | |

|(NAEYC 5c) | | | |

|Winter 08 N = 57 |

|Component |Unsatisfactory |Basic |Proficient |

|Setting the Stage for learning |2 (3%) |26 (46%) |29 (51%) |

|(NAEYC 1a, 1c, 4a, 4b) | | | |

|Curriculum Web |1 (2%) |23 (40%) |33 (58%) |

|(NAEYC 4a, 4b, 4c, 4d) | | | |

|Field Work |5 (9%) |40 (70%) |12 (21%) |

|(NAEYC 2a, 2c, 4a, 4b, 4c, 4d) | | | |

|Culminating Activities or Event |0 |26 (46%) |31 (54%) |

|(NAEYC 4a, 4b, 4c, 4d) | | | |

|Use of Technology |0 |28 (49%) |29 (51%) |

|(NAEYC 5a) | | | |

|Display is professionally |0 |23 (40%) |34 (60%) |

|presented | | | |

|(NAEYC 5c) | | | |

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Candidate

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