Standards, Assessment, and Curriculum Thursday, July 8, 2004 8:00 am – 1:00 pm.
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Transcript of Standards, Assessment, and Curriculum Thursday, July 8, 2004 8:00 am – 1:00 pm.
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Standards, Assessment, Standards, Assessment, and Curriculumand Curriculum
Standards, Assessment, Standards, Assessment, and Curriculumand Curriculum
Thursday, July 8, 2004Thursday, July 8, 2004
8:00 am – 1:00 pm8:00 am – 1:00 pm
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Icebreaker• Get into groups of three• One of you represents standards• One represents assessment• The other represents curriculum• Describe the ideal relationship
that should exist between the three of you
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Standards• The National Association for the
Education of Young Children (NAEYC)
• Position Statement• Your school’s standards for the
age group with which you work
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My school’s standards• Alignment with
the NAEYC Position Statement
• Problems or areas that need improvement in order to better meet the principles outlined in the NAEYC Position Statement
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Assessment• Write down your own definition of
“assessment” in relation to early childhood
• Compare your definition with the NAEYC definition
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NAEYC defines assessment as:
The ongoing process of• observing• recording• documenting
the work children do and how they do it to provide a basis for a variety of educational decisions that affect the child
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Assessment is integral to curriculum and
instructionIn EC programs, assessment provides a
basisfor1. Planning instruction and
communicating with parents2. Identifying children with special needs3. Evaluating programs and
demonstrating accountability
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Standards and Assessment System
• Using either your school’s standards or another set of standards, fill in the activity sheet
• Target specific performance objectives
• Determine what collection method you will use to collect the recordings
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Curriculum• Continuum…• How do you define “curriculum” in
early childhood?
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NAEYC defines curriculum as
An organized framework that delineates
• The content children are to learn• The processes through which
children achieve the identified curricular goals
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NAEYC definition cont’d • What teachers do to help children
achieve these goals• The context in which teaching and
learning occur
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Traditional Curriculum• “Children are consumers of
curriculum.”
Deb Curtis and Marge CarterReflecting Children’s Lives
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Child-Centered Curriculum
• “Children are inventors and creators of curriculum.”
Deb Curtis and Marge CarterReflecting Children’s Lives
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Negotiated Curriculum• “The child originates and the
teacher frames.”
Forman & Fyfe (1998)Authentic Childhood: Exploring
Reggio Emilia in the Classroom
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Case Studies• Read each case study as directed• Discuss with a partner the
questions at the end• Share your discussion with the
group
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The Learning Cycle: The Quest for
Knowledge• Awareness: recognition that develops
from experience• Exploration: construction of meaning
through sensory experiences• Inquiry: comparison of constructions
within context of culture• Utilization: Understandings can be
applied and used in new situations
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Early Literacy• Confusabet Alphabet• Four Components of Literacy
ListeningSpeakingReadingWriting
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Listening
Teachers must monitorchildren’s receptive
language
Hearing and listeningare different!
Listening is a valuableacademic and
social skill
Listening can be learned
Teachers shoulduse songs, chants,poems, and rhymes
to promotephonemic awareness
Teachers shoulduse descriptivelanguage and
information talkto increase children’s vocabulary
Adults must modellistening
© Linda Ruhmann, Child Development Department, San Antonio College
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Speaking
Speech shouldbe included in daily
routines
Speaking well isa valuable
academic andsocial skill
Adults should modelappropriate speech
Sociodramaticplay encourages
speech
Adults should create aclimate in which
children are comfortablespeaking
In order to learn tospeak well, children
must have manyopportunities to speak
Using a varietyof questions
encourages speech
© Linda Ruhmann, Child Development Department, San Antonio College
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Reading
Children must perceivereading as:FunctionalPurposefulMeaningful
Teachers must help children tobecome hooked on books
through book-rich environmentsand motivating read-alouds
Teachers must usea variety of strategies
to promotereading comprehension
Teachers provideChildren with Individualized
Information on decoding
Teachers mustpurposefully expand
children’s knowledge about
© Linda Ruhmann, Child Development Department, San Antonio College
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Writing
Social and physicalenvironment
MaterialsTime
Space
Requires both physical andcognitive development
Spelling is a developmental
process
Composition is aprocess
Children's stages of writing are
similar to theirstages of drawing
Reading and writingare inter-related
ModelingEncouragement
Support
© Linda Ruhmann, Child Development Department, San Antonio College
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Math Conceptsand Skills
One-to-OneCorrespondence
Number Senseand
Counting
Logic and Classifying
Comparing
ShapeSpatial Sense
Parts and Whole
Ordering, Seriationand Patterning
Measuring
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The Basics of Science:The Processes of Inquiry
Observing Comparing
Classifying
Measuring
Communicating
Inferring
Predicting
Hypothesizing andControlling Variables:
Investigations