Introduction
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CU03.0
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ANALYZE EARKY CHILDHOOD CURRICULA BASED ON DEVELOPMENTALLY APPROPRIATED PRACTICES. |
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CU03.01 |
uunderstand developmentally appropriate practices and factors to consider for developmentally curricula. |
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CU03.02 |
Exemplify curriculum activities that are developmentally appropriate and accommodiate multiple intelligences. |
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CU03.03 |
Organize a thematic curriculumm that is developmentally appropriate. |
Developmentally appropriate practice, often shortened to DAP, is an approach to teaching grounded in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children's optimal learning and development.
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"Show me and I forget;
Teach me and I remember;
Involve me and I learn.”
Benjamin Franklin
Task
YOU WILL:
- Identify, define, and create developmentally appropriate practice as an approach to informed decision making within the context of the early childhood classroom at intership site.
- Identify and explain three essential components or principles of developmentally appropriate practice.
- understand that developmentally appropriate practice is more than a list of dos and don'ts and be able to discuss misconceptions.
- Show how an understanding of early childhood education and development supports developmentally appropriate practice.
- Understand children's contextual factors and analyze how respect for children is translated into teaching behavior at internship site.
- Plan ways to apply the essentials of developmentally appropriate practice to their teaching practice at intership site
Process
1. Review and summarize
2. Review for your internship age level and one other age group of your choice. Pick from class library one book for each and do a book review quiz (DAP questions) you could do with chidren.
3. Read, review and use the following to do lesson plan assignment.
http://notjustcute.com/2010/11/15/dap-what-does-it-mean-to-use-developmentally-appropriate-practice/
https://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf
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Developing Your Week Lesson Plan
This is a big project, so we will break this into several smaller pieces. Each piece is listed on one assignment sheet but will have different deadlines. When you have finished one piece and are caught up on revisions you may move onto the next part. Make sure if you move ahead of the class to clarify anything you do not understand with the teacher so that you do not put in a lot of work on something that is done incorrectly. This assignment is to be worked on mainly at home. There will only be short period during class for this assignment. All work must be turned in NO LATER than _______
Part 1: Circle Time plans
For this section you need to plan out the 5 circle time (teaching subject or subjects) lessons for the week. Make sure that you have completed the theme mind map before beginning this assignment. During this time you should be introducing or reviewing some concept related to the theme. This time should also contain some sort of song, story, or game activity. You may have more than one of those as time allows. You circle time should not last more than 15-20 minutes at the longest. If it is that long it should be broken up into smaller activities within that time some of which involve children to participate (like songs and games).
Part 2: Art Activities
Process vs. Product Art Assignment . Plan 2 process art activities for a theme unit. You do not have to write a full lesson plan for these, but you do need to write a detailed description of what the children will do in the activity along with a detail list of supplies needed.
Part 3: Whole Group Activities
Plan at least 5 whole group activities that you will do with the children each day. Your 2 Art activities that you planned in part 2 can be included in these 5. Each of these activities should relate to the theme and work on at least one of your theme objectives. Put a “tag line” or title for the activity in the chart. Then in the pages below in the document write the title of the activity and a description of the activity (the description should be at least detailed enough that I will have a clear picture of what the activity will look like by reading your description).
Evaluation
Review your lesson plans and do a self evaluation
USING EACH OF THE ITEMS BELOW MATCH AT LEAST ONE ITEM FROM THESE DOCUMENTS WITH EACH OF YOUR LESSONS OR ACTIVITIES.
exampe All Kinds of Families by Mary Ann Hoberman Book to read as one of activities Fits 101B and for toddler room lets children talk about their families
- Sections A, B, C, and J of the Accreditation Criteria and Procedures of the National Association for the Education of Young Children (NAEYC, 1998).
- http://123child.com/website-share/D.A.P..pdf
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Elements |
0 points |
1 points |
2 points |
3 points |
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Curriculum and Standards |
The lesson provides no connection to core curriculum or a standard course of study or to state and/or national curriculum standards. |
The lesson appears to be related to curriculum standards but the connections are not made explicit. |
The lesson provides connections to core curriculum with clear references to standards. |
The lesson supports core curriculum content appropriate to the targeted student group, is aligned with curriculum standards, and would be well integrated with a unit of study. |
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Student- |
The lesson is flat and uninspiring. There is no evidence of student choice or flexibility in pace, topic or end product. |
The lesson has some appeal, but student choice and flexibility are limited. May not involve higher-level thinking. |
The lesson is appealing, and there is evidence of instructional flexibility or accommodation of students' interests. Higher-level thinking is invited. |
The lesson is appealing, and it engages students' higher-level thinking. It supports student choice and encourages students to take responsibility for their learning by having at least one section that is open-ended. |
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Centeredness |
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Instructional Design/ Usability |
The lesson seems incomplete or sketchy. The teacher's role is often unclear. Teacher would need to do significant work to actually use the lesson. |
The lesson procedure is nearly complete, but lacks depth. It does not offer strategies for adaptations to students with special needs or learning style preferences. Teacher may need to seek out resources for the lesson. |
The lesson procedure and resources are complete and in depth, but lacks details in adapting for students with special needs or learning style preferences. It does not acknowledge potential challenges in implementing the lesson. |
The lesson procedure and resources are complete, deep, and adaptable. It offers extensions for more motivated learners and/or adaptations for students with special needs or learning style preferences. It identifies potential challenges inherent to the lesson and suggests alternative instructional strategies |
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Assessment |
There is no evidence of connection to educational objectives nor assessment strategies. |
There is some mention of educational objectives, but inadequate or incomplete references to assessment. |
There is some identification of educational objectives and assessment strategies and tools. |
Educational objectives are clear, obtainable, and measurable. Assessment strategies are described and an assessment tool such as a rubric is given. |
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Grand Total |
Conclusion
Congratulations! You have completed your DAP section and done your lesson plans. You will now pick one item from this section and complete at your internship site. Arrange with you onsite teacher and give me the date to video. Thank you for your hard work.
Sincerely,
Mrs. Jones 