Course Outcomes Form

NorthwestIndianCollege

All hand-outs are posted on the faculty website at (follow the Assessment link)

Before completing this form, please refer to the Instructions for Completing the Course Outcomes Form. Please submit this form electronically to .

Last date this form was updated or edited

/ April 16, 2008

Course Number (e.g., ENGL 101)

/ ECED 101

Course Name (e.g., English Composition I)

/ Introduction to Early Childhood Education

List all instructor(s) who participated in creating and approved these course outcomes (please consult with at least one other person)

/ Roxann Rose-Duckworth, Shelley Macy

List the main textbooks, readings or other resources used in this course (including title, year and publisher)

/ Teaching Young Children: An Introduction (3rd Edition)by Michael L. Henniger ISBN: 0-13-113529-5, Publisher: Pearson, 2005

Early Childhood Education: Yesterday, Today and Tomorrowby Suzanne L. Krogh & Kristine L. Slentz, Publisher: LEA Inc. 2001

A. NWIC outcomes: From the List of NWIC Outcomes, select the most important outcomes you assess in this course (at least one NWIC outcome must be chosen).

C:\Documents and Settings\amkarlberg\Local Settings\Temporary Internet Files\OLK2\ECED 101 Course Outcomes.doc

Updated February 13, 2006

Created by Anne Marie Karlberg (please email with questions or ideas)

NWIC outcome # (e.g., “Written communication: 2a. write standard English”)

/

Instructional Activities: How will students master this outcome? (e.g., solving problems, group activity)

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Assessment/Evaluation Strategies: How will you measure this outcome? (e.g., student presentations, essays)

#1 Cultural: To be a people /

Creating cultural iceberg, group activities, observations, readings and reflections

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Student homework, student presentations, class discussions

#2a: write Standard English

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In class journals, formal papers, written homework assignments

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Scoring guides for formal observation paper, descriptive feedback in journals, homework assignments

#2b: write in a variety of text forms using various credible sources

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Homework assignments, lists, written communication for parents

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Scoring guide for written communication, descriptive feedback on homework, checking for credible sources (peer and instructor feedback on this)

#6a: Demonstrate understanding of readings

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In class readings of articles, “the last word” cooperative reading sharing, at-home reading of text, creating timeline of how the field of early childhood education has changed over time

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Prioritizing and summarizing information, rationales that tie to readings, applying ideas to observation and interview assignments

B. Course outcomes: In order of priority, list the most important other learning outcomes for this course that you assess (a maximum of 10).

Other course outcomes: Complete the sentence –

As a result of this course, students will be able to…

/

Instructional Activities: How will students master this outcome? (e.g., solving problems, group activity)

/

Assessment / Evaluation Strategies: How will you measure this outcome? (e.g., student presentations, essays)

#1: Identify at least 10 of over 30 major historical influences, theories, and movements in the professional field of early childhood education. /

Group timelines, prioritizing & recognizing historical influences, sharing with peers, lectures, Henniger chapters 1 & 2 reading assignments

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Homework assignment, input to class discussions, timeline performance

#2: Explain the complex interrelationship of areas of a child’s development, home environment, and individual temperament indicating at least 10 implications for program planning. /

Group activities and discussions, lectures, video examples, reading of text, interview of early childhood professional, observations, Henniger chapters reading assignment

/

Cultural iceberg assignment, written communication assignment

#3: Give at least 10 examples of how cognitive, language, social, emotional and physical development of young children impact interactions with ECE settings. /

Interview of early childhood professional, observations, lesson planning. Henniger chapters 12, 13, 15, 16, and 17 reading assignments

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Written assignments

#4: Identify at least 10 of the 20+ quality indicators found in the 10 major types of early childhood programs available today (Head Start, Corporate Childcare, Montessori Education, Waldorf Education, The Project Approach, Special Education Preschools, The High/Scope Curriculum, The Behaviorist Approach, The Bank Street Model, Reggio Emilia), making note of NAEYC accreditation requirements. /

Researching various ECE models, discussing brain research, reading about various theories, curriculum examples, observations, evaluating ECE products, interview of early childhood professional, lesson planning, ECE career presentation and chart, Henniger chapters 3, 5 and 6 reading assignments.

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Scoring guide for ECE product evaluation, in class journal, class discussions, homework

#5: Define (a) the role of “teacher”, (b) qualities required for reflective teaching, and (c) the development of early childhood educator professionalism. /

Identifying, defining and using key vocabulary from chapters, listing these in class as they are identified and discussed, encourage them to use in class discussions and assignments. interview of early childhood professional, lesson planning, ECE career presentation and chart

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In class journal, application in papers and discussions

#6: Classify the skills necessary for understanding and planning curriculum for children including (a) observation, (b) appropriate behavior guidance techniques, (c) planning for play in curriculum, (d) creating appropriate learning environments and (e) program evaluation. /

Debates, living continuums, discussions, interview of early childhood professional, observations, lesson planning, ECE career presentation and chart, Henniger chapters 9, 10, and 11 reading assignments

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Homework, in class journals

#7: Demonstrate an awareness of at least 3 major issues and trends that currently influence program decisions. /

Interview of early childhood professional, observations, ECE career presentation and chart

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Student oral presentation and chart

#8 Describe at least 5 positive characteristics of positive partnerships between early childhood educators and students’ families and/or communities /

Create written communication, role plays, interviews with children’s families, interview of early childhood professional, observations, Henniger chapters 7 and 8 reading assignments

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Presentations where they share interview, observation and research, in class journals and class discussion participation

#9. Explain the impact that cultural traditions, values, and history play in child development, behavior and learning as well as their impact on family communications and expectations. /

Create written communication, role plays, interviews with children’s families, interview of early childhood professional, observations, Henniger chapters 7 and 8 reading assignments

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Presentations where they share interview, observation and research, in class journals and class discussion participation

C. Please list the NWIC outcomes and course outcomes from above on your syllabus.

D. Please assess the NWIC outcomes and course outcomes, which are listed above, in your classes.

C:\Documents and Settings\amkarlberg\Local Settings\Temporary Internet Files\OLK2\ECED 101 Course Outcomes.doc

Updated February 13, 2006

Created by Anne Marie Karlberg (please email with questions or ideas)