Department of Teacher Education
ECH 453: Integrated Curriculum, Standards, and Assessment PK-4
Fall 2014
Class Meeting Times: Monday, 8:00-10:45 or 12:30-3:15 or Tuesday 12:30-3:15
______________________________________________________________________________
Dr. Jennifer L. Pyles
Office Location: Shippen 235
Phone:477-1335
Email: [email protected]
Office Hours: M, 11:00-12:00: T, 11:30-12:30 and 3:15-4:15: Th, 10:30-12:30
Other times by appointment: Any changes in office hours will be announced in class or by email.
Course Description
As standards have increased in today’s Pre K through fourth grade classrooms, teachers have
intensified requirements on their daily teaching schedule. Covering the list of CC standards is a
daunting task and to simply check them off as the year progresses is not an effective method of
completing the tasks or delivering quality instruction to children. By integrating subject matter
and combining standards in a meaningful way, teachers are able to provide children with a
learning opportunity that is engaging and connected while addressing multiple standards in a
developmental manner.
This course is designed to provide students with the theories and resources to combine/integrate
subject areas into effective learning projects for children in Pre K- 4th grade. Students will apply
Pennsylvania and Common Core Standards for language arts, math, social studies, science, arts,
music, technology, and engineering as they develop lessons and units that are developmentally
appropriate, engaging and challenging for children.
In this intensive senior semester course, we will focus on the research and theories in integrated
practices, cultivate a rationale and philosophy based in child developmental knowledge that
supports integrated learning, develop lessons that integrate multiple subject areas, design,
implement, and evaluate meaningful curricula, and create an integrated project for young
children.
This course will also share and engage the student in real life examples that will increase their
understanding of integrated curriculum. Illustrations of other projects that have been effectively
used in classrooms will offer varied perspectives on the integrated approach.
Prequisites: ECH210, ECH220, ECH260, ECH320, and ECH370. Must be taken concurrently
with ECH 440 and ECH 415.
Course Learning Outcomes
Course Goals
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Understand the meaning and interpretation of integrated instruction and learning.
Recognize the importance and value of integration of curriculum for children PreK-4th
grade.
Identify the strategies of connected teaching and learning to create meaningful content
ties and connected learning experiences for children.
Comprehend the Project Approach philosophy and recognize the importance of child
initiated work.
Identify meaningful, challenging curricula and assessment for young children.
Course Objectives
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Participation in a professional course and completion of all required tasks.
Articulation of the value of integration of curriculum and the developmentally
appropriate practices that align to the design.
Application of the strategies of connected teaching and learning to create meaningful
content ties and connected learning experiences for children.
Creation of lessons, units and an integrated project based approach unit of study for
young children in a PreK-4th grade classroom.
Course Competencies
The following Pennsylvania Department of Education competencies for Pre-K to 4th teachers
will be met by this course. They are expressed below as student learning outcomes, which are
statements regarding what a successful learner is expected to know, understand and/or be able to
do at the end of the course.
Upon successful completion of this course, the student will be able to:
1. Demonstrate abilities to:
 Participate in a school-wide event that is focused on families;
 Participate in a family-teacher conference;
 Participate with family in an event that supports the agency/school (e.g. PTO,
Parent Advisory Board);
2. Utilize their knowledge of the community and its resources to:
 Participate in an event in the community in which the school/agency is located;
 Provide information to families about child development as available through
community resources;
 Use this understanding to create, enhance, and sustain respectful, reciprocal
relationships that support and empower families;
 Involve all families in their children’s development and learning
3. Know and understand strategies to partner with families including:
 Maintaining respectful, ongoing, meaningful communication with family
members that develops and sustains partnerships with families;
 Identifying and addressing family information, communication and collaboration
needs;
 Conferencing with families;
 Involving families in the policy decisions of a program;
 Providing families with meaningful opportunities to be involved throughout their
child’s education;
 Gathering evaluation information from families of children with and without
disabilities
4. Specify the experiences children need from birth to age nine to prepare them to learn,
read, and succeed in school;
5. Identify early interactions with adults and peers, the pre-k through grade 4 education
teaching methods and curricula, and comprehensive interventions that support learning
and development, specifically in domains that prepare children from diverse backgrounds
for kindergarten and the early grades;
6. Implement lessons based on students’ stages of cognitive development, use senses for
exploration and understanding of the world, and development of age appropriate problem
solving and critical thinking skills;
7. Plan, implement and adapt, for all children, developmentally, culturally and linguistically
appropriate instructional practices and strategies including:
 Use of a variety of effective instructional strategies (e.g. inquiry, cooperative
learning, power teaching, direct instruction, inductive and deductive teaching,
self-reflection, team teaching, interdisciplinary projects, and child initiated
activities);
 Implementation of an integrated program that includes all content areas across the
learning standards pre-k through grade 4;
 Creation of learning environments that encourage emotional, social, language,
cognitive, physical and creative development;
 Integration of play-based, experience-based, and project-based teaching as an
integral part of children’s emotional, social, language, cognitive, physical and
creative development;
 Implementation of curriculum to meet individual and group needs;
 Selection, provision, and evaluation of appropriate materials and creating new
materials consistent with learning standards;
 Use of methods that encourage children’s physical, cognitive, language, socialemotional and aesthetic development;
 Implementation of accommodations and modifications for diverse learners,
including the use of assistive technology, materials adaptations, prompting
strategies, environmental arrangements, and visual supports;
8. Demonstrate knowledge and skills related to the arts, including the ability to:
 Know and use elements and principles in all art forms;
 Create and perform in all art forms;
 Identify safety issues in all art forms;
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Identify community performances and exhibitions in all art forms;
Use technologies in all art forms;
Identify and explain common themes in the arts, such as pattern, rhythm and
color.
Required Textbook(s)
Helm, J.H. & Katz, L. (2011). Young investigators: The project approach in the early years (2nd
ed). New York: Teachers College Press.
Drake, S.M & Burns, R.C. (2004) Meeting standards through integrated curriculum. Alexandria,
VA: ASCD.
The following book should be in everyone’s professional library:
Copple, C. & Bredekamp S.. (Eds.) (2009). Developmentally appropriate practice in early
childhood programs (rev. ed.). Washington, DC: National Association for the Education
of Young Children.
Additional readings posted online
Course Requirements
1)Class attendance (15 weeks x 10 points each = 150 points). Due to the intensive
nature of the course and the hours associated with one class meeting, attendance is
expected. Missing one class is equal to missing an entire week. You are permitted 3
HOURS of absence during the semester. Please use them wisely! Communication is key!
2)Participation (15 weeks x 10 points each = 150 points) This course requires active
engagement on your part. Discussions are more interesting and meaningful if everyone
offers their knowledge and experiences to the group. Learning to share ideas and
information is part of being a professional teacher. Use this opportunity to earn points
and practice that type of interpersonal skill development.
3)Thematic Group Assignment/Presentation (200 points) Working with a group, you will
select a piece of children’s literature and develop lesson plans showing how your group
would connect all subject areas (STREAMS) to the central theme of the book. Lesson
plan format will be given in class. (LESSON PLAN). Each person is responsible for one
lesson plan. Upload to Dropbox. Thematic Group Presentation - As a workshop format,
you will present your thematic assignment and TEACH the lessons to the group. Each
person is responsible for one lesson presentation. This assignment allows you the
opportunity to practice reading aloud, organizing materials, and teaching in front of the
group. More information will be shared in class.
4)Integrated Prop Box with Implementation (200 points). You will design and develop a prop
box with integrated components from multiple content areas (STREAMS). The prop box
will be shared in class and then implemented in your ECH 415 placement. You will
write your field notes and reflection to turn in with a list of standards addressed through
the prop box. Your supervising teacher will be asked to evaluate your planning and
implementation as part of your grade on this project. You will turn in your box contents
list, your field notes, your reflection, and your standards list to Dropbox.
5)Integrated Project Plan/Sharing (200 points). Based on The Project Approach and your
work in your practicum, your group will decide upon a project idea, develop a plan, and
create the project. More details will be shared in class.
6)Lab School Observations/Reflection Paper (100 points). You will visit the lab school three
times during the semester and take notes as to the types of integration you observe. You
will bring those notes to class to help facilitate discussion on the integration practice.
Then you will write a summary/reflection paper (2 pages) on what you observed and your
thoughts about how the integration worked in the actual classroom.
Total = 1000 possible points
Grading
A = 95-100%
A- = 92-94%
B+ = 89-91%
B = 83-88%
B- = 80-82%
C+ = 77-79%
C = 70-76%
D = 65-69%
F = less than 65%
Course Policies:
 All assignments must be completed in accordance with the Shippensburg University Honor Code.
Written work must be created by the student and all resources must be properly documented. If
you are unsure of the expectations for any given assignment in regard to the Honor System,
please obtain clarification from me. In addition to following the honor code, students are
expected to exhibit the dispositions reflected in the Institutional Standards for the Teacher
Education Program (included at the end of this syllabus).
Student Handbook URL: http://webspace.ship.edu/senate/documents/Swataney.pdf
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Professionalism: Professionalism is expected and required. All students are expected to be
prepared for class and participate in discussions. Readings must be completed in order to
contribute in class. Respect for the course instructor as well as other class members should be
shown at all times. In that regard, how you speak to your classmates as well as how you present
tasks (presentations/discussions) should be considered during the semester.
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Plagiarism is a serious academic offense. Whenever words or ideas are taken from another
source, that source must receive credit. Direct quotations must be in quotation marks.
Paraphrases must be referenced. Please see http://www.plagiarism.org/index.html for more
information about plagiarism. Plagiarized assignments will receive a zero. If you have questions
about how to cite material or prepare a reference list, consult: http://apastyle.org/ or American
Psychological Association. (2009). Publication Manual of the American Psychological
Association (Sixth Edition). Washington, DC .
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Attendance: Due to the intensive nature and design of this course, attendance is expected to all
class sessions. You are permitted 3 HOURS of absence. If you are absent from class, it is your
responsibility to secure any notes from a classmate. You should also contact the instructor
prior to class to explain the absence. Only medically excused absences, officially recognized
religious holidays, college approved activities, or documented family emergencies, will make a
student eligible to hand in an assignment late or miss an important assignment.
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Late Work: - Only medically excused absences, officially recognized religious holidays, college
approved activities, or documented family emergencies, will make a student eligible to hand in an
assignment late or miss an important assignment. Unless there are legitimate, mitigating
circumstances explained to me PRIOR to the due date, you will not receive full credit for the
assignment. Deductions are as follows: 1 calendar days late = 10%, 2 days late = 20%, 3 days up
to one week = ½ credit. Beyond this time, no point value will be awarded for assignments but
must be turned in for course completion. Late is determined by the end of my office hours the
day the assignment is due. No assignment may be omitted. Keeping to due dates is essential due
to the teaching aspects of this class.
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Written assignments: Must be typed and references properly documented. Please use APA
guidelines (Publication Manual of the American Psychological Association, 5th Edition) for all
your academic writing in this course (e.g., referencing). Never fall in love with your first draft!
PROOFREAD all of your written assignments. Your written work is a reflection of your training,
professionalism, and commitment. It’s your way of communicating to me what you know. This
is important as you become professional educators. Written work is to be free of spelling and
grammatical errors. Grades for assignments that include such errors will be reduced.
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Technology and Communications: Cell phones must be kept on SILENT during class sessions.
It is expected and required that you will keep your cell phone in your bookbag or purse. If you
have an emergency that may require you to take a call during class, please see course instructor
prior to the start of class to explain. Computers are not necessary during class meetings unless
requested by the instructor. Do not bring laptops to class unless requested by instructor.
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Course Outline: The outline of course topics and assignments may be modified at my discretion
at any point during the semester AND it is YOUR responsibility to update the syllabus and
calendar. When things are changed, it is usually for your benefit. Make sure to bring your
calendar (hard copy) to each class to write in necessary information.
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Modeling: I strive to model or “practice what I preach;” therefore, we will be learning through a
variety of activities. Your participation helps keep the class interesting because we all have
different experiences!
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Only tasks specified as group work or collaborative work should be completed with others.
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Please contact me if you need special accommodations as documented by the Office of Disability
Services at Shippensburg University (Horton Hall 120, 477-1329).
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The Learning Center provides an array of academic support services to Shippensburg students. It
is located on the first floor of the library (477-1420).
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The Counseling Center is available to all Shippensburg students and offers a range of FREE
services to help students manage life issues. It is located on the first floor of Wright Hall (4771481).
Institutional Standards
For those Preparing to Teach, Counsel and Lead in Public Schools
Collaborative Decision-makers: Assessing, Planning, Reflecting
Our unit of certification programs is a body of collaborative decision-makers who perform within a
conceptual framework of assessing, planning and reflecting. Our faculty and candidates are committed to
the following standards developed collaboratively by the members of our unit:
1. Promote supportive educational environments that are respectful of and responsive to individual
differences.
1.1. Demonstrate understanding of the differences in how students learn and know how to accommodate
diversity. Diversity includes, but is not limited to, differences among groups of people and individuals
based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual
orientation, and geographical area.
1.2. Accommodate diverse learning needs through informed decision-making that supports academic
success for all students. Diversity includes, but is not limited to, differences among groups of people and
individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion,
sexual orientation, and geographical area.
1.3. Show respect for the diverse needs and talents of all learners and demonstrate commitment to helping
them develop self-efficacy and achieve academic success. Diversity includes, but is not limited to,
differences among groups of people and individuals based on ethnicity, race, socioeconomic status,
gender, exceptionalities, language, religion, sexual orientation, and geographical area.
2. Reflect continuously upon one’s own performance and demonstrate progress in the development of the
knowledge, skills and dispositions required for effective professional performance.
2.1. Affirm the University’s educational and ethical responsibility to produce highly qualified education
professionals.
2.2. Demonstrate academic integrity and uphold the trust of those with whom one works.
2.3. Respond productively and respectfully to the responsibility of meeting professional standards,
including state and national standards.
2.4. Demonstrate commitment to ethical practices as described in relevant institutional and professional
codes of conduct.
2.5. Demonstrate professional and ethical responsibility through active engagement in the development of
the knowledge, skills, and dispositions required to be an effective educator.
2.6. Demonstrate initiative in fulfilling program requirements and in seeking advice and feedback that
support achievement of professional goals.
2.7. Respond positively to learning experiences and constructive feedback intended to improve
professional knowledge, skills and dispositions.
2.8. Demonstrate qualities that characterize professional conduct in both university and clinical settings.
3. Demonstrate the use of best practices and technologies in order to positively impact the achievement
of all learners.
4. Demonstrate the use of appropriate authentic assessments and analytical data to make informed
decisions that impact learner achievement.
5. Collaborate with critical others in making informed decisions within educational contexts.
Overview of the NAEYC
Early Childhood Program Standards
© 2008. National Association for the Education of Young Children.
1. Relationships
Program Standard: The program promotes positive relationships among all children and adults to
encourage each child’s sense of individual worth and belonging as part of a community and to foster each
child’s ability to contribute as a responsible community member.
2. Curriculum
Program Standard: The program implements a curriculum that is consistent with its goals for children
and promotes learning and development in each of the following areas: social, emotional, physical,
language, and cognitive.
3. Teaching
Program Standard: The program uses developmentally, culturally, and linguistically appropriate and
effective teaching approaches that enhance each child’s learning and development in the context of the
program’s curriculum goals.
4. Assessment of Child Progress
Program Standard: The program is informed by ongoing systematic, formal, and informal assessment
approaches to provide information on children’s learning and development. These assessments occur
within the context of reciprocal communications with families and with sensitivity to the cultural contexts
in which children develop. Assessment results are used to benefit children by informing sound decisions
about children, teaching, and program improvement.
5. Health
Program Standard: The program promotes the nutrition and health of children and protects children and
staff from illness and injury.
6. Teachers
Program Standard: The program employs and supports a teaching staff that has the
educational qualifications, knowledge, and professional commitment necessary to promote children’s
learning and development and to support families’ diverse needs and interests.
7. Families
Program Standard: The program establishes and maintains collaborative relationships with each child’s
family to foster children’s development in all settings. These relationships are sensitive to family
composition, language, and culture.
8. Community Relationships
Program Standard: The program establishes relationships with and uses the resources of the children’s
communities to support the achievement of program goals.
9. Physical Environment
Program Standard: The program has a safe and healthful environment that provides
appropriate and well-maintained indoor and outdoor physical environments. The environment includes
facilities, equipment, and materials to facilitate child and staff learning and development.
10. Leadership and Management
Program Standard: The program effectively implements policies, procedures, and systems that support
stable staff and strong personnel, fiscal, and program management so all children, families, and staff have
high quality experiences.
NAEYC Standards for Professional Preparation:
1. Promoting child development and learning.
2. Building family and community partnerships.
3. Observing, documenting, and assessing to support young children and families.
4. Using developmentally effective approaches to connect with children and families.
5. Using content knowledge to build meaningful curriculum.
6. Becoming a professional
INTASC Standards
Standard #1 - Learner Development: The teacher candidate understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across the cognitive,
linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate
and challenging learning experiences.
Standard #2 - Learning Differences: The teacher candidate uses understanding of individual differences
and diverse cultures and communities to ensure inclusive learning environments that enable each learner
to meet high standards.
Standard #3 - Learning Environments: The teacher candidate works with others to create environments
that support individual and collaborative learning, and that encourage positive social interaction, active
engagement in learning, and self-motivation.
Standard #4 - Content Knowledge: The teacher candidate understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make
these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5 - Application of Content: The teacher candidate understands how to connect concepts and
use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem
solving related to authentic local and global issues.
Standard #6 – Assessment: The teacher candidate understands and uses multiple methods of assessment
to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and
learner's decision making.
Standard #7 - Planning for Instruction: The teacher candidate plans instruction that supports every
student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum,
cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard #8 - Instructional Strategies: The teacher candidate understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of content areas and their
connections, and to build skills to apply knowledge in meaningful ways.
Standard #9 - Professional Learning and Ethical Practice: The teacher candidate engages in ongoing
professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of
his/her choices and actions on others (learners, families, other professionals, and the community), and
adapts practice to meet the needs of each learner.
Standard #10 - Leadership and Collaboration: The teacher candidate seeks appropriate leadership roles
and opportunities to take responsibility for student learning, to collaborate with learners, families,
colleagues, other school professionals, and community members to ensure learner growth, and to advance
the profession.
ECH 453 Fall 2014
Name (print):__________________________________________________
Date:_________________________________________________________
I have read the course syllabus and understand what is required of me for this
class. I also understand the requirements and policies that are connected to this
course and those specific to my placement.
Signature___________________________________________________________
Date_______________________________________________________________