New York University
Steinhardt School of Culture, Education and Human Development
Department of Teaching and Learning
_____________________________________________________________
Maris H. Krasnow, Ed. D.
SPCED-UE 1047
239 Greene Street, Rm. 536
212/998-5207
[email protected]
Susan Hershman
ECED-UE 1024
212/249-3905
[email protected]
James Miles
MPAIA-UE 1053
[email protected]
Undergraduate Program in
Early Childhood and Early Childhood Special Education
Early Childhood/Special Education Friday Block
Spring 2015
SPCED–UE 1047
ECED-UE 1024
Fridays, 10AM – 3PM.
MPAIA-UE 1053
Room: Silver 403
Course Description
This class is the first part of a two-semester sequence of integrated coursework.
Its purpose is to focus on the many nuances of an early childhood and special education
school day and to help make strong connections between pedagogical and field
experiences. Designed as a workshop model, students will be deeply engaged in handson work and activities. Please dress comfortably!
You will continue to learn about the indelible connection among children, teachers
and their families. You will learn about designing instruction, meeting the needs of
diverse learners, and the importance of drama in the early childhood classroom. Your
student teaching placements will be key to many of the required activities and
assignments. The course will also introduce you to and prepare you for the edTPA
certification process.
SPCED-UE 1047: Instructional Strategies for Supporting Diverse Learners In
Early Childhood Settings I
Learner Objectives
• To develop strategies and techniques of assessment that address individual
students, groups, and classroom communities.
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To develop instructional strategies to address the diverse learning styles and needs
of all children.
To plan and implement differentiating instruction and designing modifications.
To continue to develop observational skills as they relate to children, classrooms
and community settings.
To design and implement Social Stories as a model of instruction.
To develop strategies that promote positive social interaction, communication
skills, and the ongoing facilitation of language development.
To develop strategies that promote positive classroom behavior.
To become familiar with the use of assistive and instructional technology in early
childhood settings.
Students will begin to apply the above skills to the design, implementation and
assessment of appropriate, integrated early childhood curriculum.
To develop a strong knowledge base of Autism and related disorders.
To develop strategies to assess and address English Language Learners.
To prepare for the Special Education edTPA.
ECED-UE 1024: Integrated Curricula in Early Childhood/Special Education I:
Science and Social Studies
Learner Objectives
• Demonstrate competency in the design, implementation, and assessment of
appropriate integrated early childhood curriculum in the following areas:
*early childhood/special education social studies instruction
*early childhood/special education science instruction
*health and safety issues for young children
• Understand the critical role of classroom physical environment in supporting
integrated curriculum.
• Build on the use of foundational knowledge of child development in instructional
planning.
• Engage in processes of observation and assessment of both children and oneself.
• Understand how to create curriculum that is responsive to children with various
interests, needs and abilities.
• Develop familiarity with a variety of daily living and sensory motor activities.
• Understand the social and linguistic experience of children within these curricula.
• Develop familiarity with differentiating instruction and designing modifications.
• To prepare for the Early Childhood edTPA.
MPAIA-UE 1053: Integrating the arts into the EC curriculum: drama
Learner Objectives
• Recover childhood experiences of play and imagination with a focus on the group
rather than the individual.
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Examine the origins of gesture and expression within the context of developing
dramatic expression.
Acquire language for viewing children’s play that includes dramatic and aesthetic
interpretations.
Consider theories of play from dramatic and aesthetic perspectives.
Explore the dramatic play process sufficiently to be able to encourage children’s
play to evolve beyond simple imitation.
Experiment with drama as a vehicle for problem-solving through creative and
imaginative practices.
Negotiate acceptable risks both for the child and for the teacher.
REQUIRED TEXTS
Hadaway, N. L., Vardell, S.M., & Young, T.A. (2009). What Every Teacher Should
Know About English Language Learners. Boston: Pearson.
Jablon, J., Marsden, D.B., Meisels, S.J., & Dichtelmiller, M.L. (2014). Omnibus
Guidelines: Preschool through Third Grade. 5th Edition. Ann Arbor, Michigan:
Rebus Planning Associates, Inc.
Kaiser, B. & Rasminsky, J.S. (2011). Challenging Behavior in Young Children. Third
Edition. New York: Pearson Education, Inc.
Neelands, J. (2000). Structuring Drama Work. Cambridge: Cambridge United Press.
Paley. V. G. (1981). Wally’s Stories. Cambridge, MA. Harvard University Press.
Shillady, A. (2013). Spotlight on Young Children: Exploring Science. Washington,
D.C.: NAEYC.
Tomlinson C.A. & Moon, T.R. (2013). Assessment and Student Success in a
Differentiated Classroom. ASCD: Alexandria, VA.
Wurm, J. (2005). Working in the Reggio Way. St. Paul, MN: Redleaf Press.
COURSE REQUIREMENTS AND EXPECTATIONS
1. The rules of civility will be practiced at all times in class, on campus, on the internet
and on any other communication tool. Students and faculty will act with respect,
thoughtfulness, courtesy, and understanding at all times. A breach in this behavior will
result in disciplinary action.
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2. Arrive to class on time. Keep a record of your absences and promptness. PLEASE
NOTE THE FOLLOWING RULE: 2 LATENESSES = 1 ABSENCE; 2
ABSENCES = -HALF GRADE. Example: AN ‘A’ WILL BECOME AN “A- ”
Please call Maris, Susan, or a classmate if you know you will be absent.
3. Please do not plan doctor or other appointments that conflict with class time. Travel
or vacation plans should not conflict with class time. The last scheduled day of class is
May 8.
4. Cell phones must be turned off and put away during class time. Using your cell
phone in any capacity during class will result in a reduction of your grade.
5. Laptops/Ipads may only be used at specific times during class. Using your laptop
when not necessary will result in a reduction of your grade.
6. Check NYU CLASSES and EMAIL regularly for assignments and announcements.
7. Be part of the class discussion. Be prepared with readings and assignments.
Bring readings to be discussed to class. Bring questions you might have about the
readings.
8. Assignments must be handed in on time in hard copy. Late papers will be
downgraded. Work handed in by email must be by permission. One professor must
approve extensions by Thursday in case of an emergency. Papers must be typed,
double-spaced, grammar and spell-checked. TYPE YOUR NAME ON EACH
PAGE, NUMBER EACH PAGE AND STAPLE YOUR PAGES TOGETHER.
9. Always remember your student teaching protocols. (A) If you are going to be
absent, inform your cooperating teacher, your supervisor and call the school promptly.
Get the name of the person who took the message. (B) Dress Appropriately (C) Respect
Confidentiality (D) Facebook Issues (E) Working With Parents
ASSIGNMENTS AND PROJECTS
Assignments and projects are designed to integrate this semester’s coursework and
fieldwork. As a teacher, you will be responsible for addressing all of the elements of
these assignments. This will be a critical step in developing your professional skills and
in providing a comfort level from which you can grow. We will continue to build on
these projects as we move into the senior semesters.
****Good writing skills are an essential component for professional success. You will
be responsible for checking and editing your work regularly. Proofread carefully and
remember that spell-check only corrects spelling. A misused word -correctly spelledgoes unnoticed. If you are concerned about your writing ability, we suggest you make an
appointment with us and at the Expository Writing Center at 269 Mercer Street (please
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check address). The Center requires you bring written work with you to get assistance
and you can make regular appointments if necessary. Take advantage of this opportunity.
1. OBSERVE RELATED SERVICES AND SPECIALS in your student teaching
placement. Observe as many as you can. Write a 4-5 page typed paper on what you
observed and learned from these observations. You must write about at least THREE
different sessions you observed. Some examples of related services are Occupational
Therapy, Physical Therapy, Speech and Language Therapy, English Language Learners,
Resource Room and Music Therapy. Some examples of specials include art, gym, music,
movement, drama, chess, swimming, and computer. Your paper must have at least one
example of a related service and one of a special. PLEASE BEGIN YOUR
OBSERVATIONS AS SOON AS POSSIBLE. DUE: MARCH 6
2. STUDENT TEACHING RESPONSE PAPER - Observations and reflections of
your new student teaching placement. Be sure to use spell check and grammar
check. DUE: FEB. 13
3. WE WILL BE SHARING ARTICLES RELATED TO CURRENT TOPICS IN
EDUCATION.
4. PARTICIPATE IN 100 DAY CELEBRATION ON FEBRUARY 20 - Please create
and bring in a collection of 100 items. Many schools across the country celebrate 100
Day this time of year! Pay special attention to events that may take place in your school.
5. SHARE CHILDREN’S BOOKS ON ASSIGNED TOPICS.
6. DEVELOP SOCIAL STORIES: You will learn to create your own Social Story to
present in class. It should focus on a student in your placement. DUE: APRIL 3
7. CREATE A SOCIAL STUDIES GRAPH IN YOUR CLASSROOM. You will present
this in our class. We will brainstorm possible topics that will fit appropriately into your
class curriculum. DUE: MAY 1
8. SITE VISIT PAPER- Prepare a short paper based on your observations at one of the
selected schools you visited. DUE: April 17 OR April 24
9. DEVELOP AND PRACTICE ASSESSMENT STRATEGIES.
10. EdTPA ACTIVITIES AND ASSIGNMENTS.
***In addition, specific weekly assignments will be posted on NYU CLASSES. Check
regularly for updates, changes, and important messages.
Specifications and due dates for all assignments will be fully reviewed and
developed in class.
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Your grade will be determined by your performance in the following areas:
Omnibus Guidelines Paper
Attendance and Punctuality
Class Participation
Related Service/Specials
Focus Student Lesson Plan
Graph
Site Visit Paper
Social Story
Student Teaching Response
Paper
CT Lesson Plan
Teacher Assessment Interview
100 Day Collection
Poem
Social Studies Book
Special Needs/Health Book
TOTAL
15 Points
10 Points
10 Points
10 Points
10 Points
10 Points
6 Points
6 Points
6 Points
6 Points
5 Points
2 Points
2 Points
1 Point
1 Point
100 Points
ASSIGNMENT DUE DATES
February 6:
Cooperating Teacher Lesson Plan
February 13: Student Teaching Response Paper
Bring in a social studies picture book related to early childhood.
February 20: Bring in 100 Day Collection
Complete Reading Working in the Reggio Way
February 27: Teacher Assessment Interview
List of Related Services and Specials in your school
March 6:
Paper on Related Services and Specials
March 13:
Site Visit Paper
March 27:
Complete Reading Wally’s Stories
April 3:
Present Social Story
Bring in a health related or special needs picture book related to early
childhood.
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April 10:
Omnibus Guidelines Paper
April 17:
Present Graphs (Half Group 1)
April 24:
Attend Wonder of Learning Reggio Exhibit in Williamsburg
Focus Student lesson Plan
Share Poem for “Poem in Your Pocket Day”
May 1:
Present Graphs (Half Group 2)
May 8:
Final Class Activities
Academic Integrity:
Please note: All work turned in for this course must be ORIGINAL. When in
doubt, cite a reference. Adherence to the Academic Code of Integrity for All
Students is expected. See
http://steinhardt.nyu.edu/dcc/undergraduate/Statement_On_Academic_Integrity.p
hp. Penalties for lack of adherence to the code will be enforced. Formal
proceedings will be filed.
Family Educational Rights and Privacy Act (FERPA):
http://steinhardt.nyu.edu/policies/ferpa
Anti-Harassment Policy: http://steinhardt.nyu.edu/policies/ahp
A noted by the Dean’s Office, any student attending NYU who needs an
accommodation due to a chronic, psychological, visual, mobility and /or learning
disability, or is Deaf or Hard of Hearing should register with the Moses Center for
Students with Disabilities at 212 998-4980, 240 Greene Street, www.nyu.edu/csd.
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