ECE 335 Final Project Assignment:Three Learning Experience Plans SCENARIO: YOU are the lead teacher in a hypothetical inclusive preschool classroom of 15 children ages 3 and 4. In your class, there are the following four children with identified special needs along with typically developing children. One child who requires one-to-one support to engage in associative and parallel play, A child with hearing loss who speaks at a 2 year old level and uses sign language, A child with autism who engages in repetitive, scripted play and language, and A child who is fluent in Spanish but does not yet speak English. As the lead teacher, you are responsible for this classroom of children and for planning their day-to-day experiences. Plan THREE play-based, developmentally appropriate learning experiences for all the children in your inclusive, hypothetical preschool class that includes strategies for the children with special needs. Make sure to include specific references to course readings NOTE: All three plans will include specific strategies addressing individual needs for all four children listed in the assignment with identified special needs. Each one of the learning experience must support at least three domains of learning so that all domains are covered. There may be some overlap of learning domains, keep in mind all the learning domains must be covered over the three plans utilizing a variety of teaching strategies to differentiate instruction for individual children including dual language learners. Each plan will contain adetailed narrative of the planned experience that includeshow you will introduce the topic/experience, set up the environment, engage children, apply teaching strategies, modifications, and accommodations to engage and support the children. Your plans must address and include all of the following points: 1. Title of Learning Experience 2. Domains of Learning supported(Chapters 9-14): each experience MUST cover at least 3 areas/domains of learning in accordance with CTELDS and include Dual Language Learners. 3. Goals and Expectations 4. Materials needed 5. Narrative:Provide Description Detail so that I can see your process, procedures and strategies as if I were an observer in the classroom. Describe steps and procedures for plan.(Chapters 3, 4, 5, 6) a. How the experience will be introduced utilizing Intentional Teaching Strategies b. How the experience will be implemented utilizing Intentional Teaching Strategies c. Supporting Play/Engagement Strategies (Chapter 15) (differentiation of instruction for individual children including those with special needs and ELL), referencing SRBI/Embedded Strategies Manual, CTELDS Supplemental Materials and textbook regarding Intentional Teaching Strategies. 6. Accommodation/Modification for each of the children with special needs and ELL.(SRBI, textbook, CTELDS, CTELDS Supplementary Material on diverse learners and dual language learners) 7. Assessment: At least threeor more examples of assessment strategies. What forms of assessment will you use and why? How you will assess the learning that is occurring? How will you know if your experience was successful in meeting the goals? (Chapter 7) 8. Family Engagement: Include at least 2 plans for home/school connections for each experience. You will have at least 6 unique home-school connections. You must use a variety of strategiesyou cannot use the same ones for each experience! (Chapter 8, and supplemental reading materials in course content). FORMAT FOR FINAL ASSIGNMENT ECE 335 Title Page:(CENTERED ON THE 1stPAGE) Your Name, Course number/name Final Project Assignment Date of Submission —————————————- Learning Experience Guide: REPEAT THIS FORMAT FOR each planned Learning Experience Activity Name: _________________________________ Areas of Learning/Domains: Include at least three for each learning experience – you will cover all eight for the project.Align with related CT ELDS Strands and include related Learning Progressions and Indicators (include all that apply write them out).See example of activity planning with CTELDS next page. Cognition Social & Emotional Development Physical Development &Health Language/Literacy Creative Arts Mathematics Social Studies Science Dual Language Development Goals:List your goals for the experience. Expectations:List Outcomes – What are the outcomes that you are looking for with this learning experience? Materials Needed: Include a detailed list. Procedure: List the steps or sequence for the learning experience Narrative: In narrative form provide Detailed Teaching Strategiesfor Each Learning ExperiencereferenceIntentional Teaching Strategies from course textbook and supplemental material as applicable: SRBI Embedded Strategies Manual /Textbook/Lectures/Supplemental reading including the Pyramid Model. Include the following sections in describing your intentional teaching strategies: Howthe experience will be introduced utilizing Intentional Teaching Strategies How the experience will be implemented utilizing Intentional Teaching Strategies What are the Supporting Play/Engagement Strategies?Include strategies for each of the individual children with special needs. Modification – How will you modify to accommodate differentiated instruction for each of the individual children with special needs and ELL? Extension How can you extend the learning? Evaluation/Assessment: At least 3 assessment strategies for each experience. What forms of assessment will you use and why? How you will assess the learning that is occurring? How will you know if your experience was successful in meeting the goals? Include references to course reading. Relate evaluation/assessment strategies to each specific lesson plan. Home-School Connections:At least 2 unique plans for home/school connectionsfor each experience with explanation of why you chose them. Include references to course reading. Plans will relate directly to each experience. EXAMPLE IllustratingMultiple Domains of Learning for one activity- planning with CTELDS: Sample Activity: Obstacle Course DOMAINS (At least three): Physical Development & Health, Cognition and Social/Emotional Development, plus Dual Language Development. Cognition – Strand C: Early learning experiences will support children to strengthen executive function. Learning Progression: Choosing & Planning o 3-4 yr. olds: Indicator: C.48.13 With adult assistance, choose activities and plan what to do. Learning Progression: Task Persistence o 3-4 yrs. Indicator: C.48.14 Continue working through moderately difficult activities, despite some frustration. Learning Progression: Cognitive Flexibility o 3-4 yrs. Indicator: C.48.15 With adult assistance, stop and consider alternatives when encountering a problem. Learning Progression: Working Memory o 3-4 yrs. Indicator: C.48.16 Engage in games that involve remembering (e.g., memory) Learning Progression: Regulation of Attention and Impulses o 3-4 yrs. Indicator: C.48.17 Maintain focus on high-interest activities in the face of minor social or sensory distractions. (child needing one-to-one support and child with autism) Physical Development & Health – Strand A: Early learning experiences will support children to develop gross motor skills. Learning Progression: Large Muscle Movement and Coordination 3-4 yr. olds: Indicator: PH.48.2 Combine all gross motor skills in an organized way, such as moving through an obstacle course or participating in a creative movement activity following directives Social & Emotional Development Strand B: Early learning experiences will support children to develop self-regulation Learning Progression: Regulation of Impulses and Behavior o 24-36 months: Indicator: Begin to control behavior by responding to choice and limits provided by an adult. (Child needing one-to-one support and child with autism) o 3-4 yr. olds: Indicator: With adult guidance and support wait for short periods of time. Strand E: Early learning experiences will support children to develop social relationships Learning Progression: Play/Friendship o 3-4 yr. olds: Indicators: Interact with one or more children (including small groups) beginning to work together to build or complete a project. Interact with a variety of children in the program Dual Language Development: Strand A: Early experiences will support children to develop listening skills. Learning Progression: Comprehension of Oral Instructions Questions and Props. o : Responds to directions, prompts and questions in L1 (1st language) and acknowledge or respond nonverbally to common words or phrases in L2 (2nd language) when accompanied by gestures and contextual clues.
