Methods & Materials for Developing Centers/Areas:
20 Overview: You will begin working on the initial steps of a Learning Experience Plan (LEP) designed to help children achieve identified outcomes. If you are doing the “Re gular ” version of th is course in a n approved cl assroom setting, you will work with your Cooperating Teacher to determine an appropriate lesson. You will continue working on the LE P in Units 4 and 6 . If you are doing the simulated version, you will not be impleme nting the lesson, but you do need to create the LEP. In Part 1 of this multi -part assignment, you will begin planning the LEP by providing basic information about the lesson and learners, identifying the early learning standards and objectives of the lesson, and selecting the lesson materials. These elements will be filled into the provided LEP Template. There are many different LEP formats. Some schools/centers use a standard format with variations for different age levels. It is also common for schools/centers to use templates that have been designed to be used with specific commercial curriculum. Common ly, LEP templates are electronic documents that can be easily modified, printed, shared and saved. The LEP Template you will be using in this course will also be used in many of your future CHS courses. Instructions: 1. Review the Sample LEP: Guided Steps , LEP Template, and the LEP Components Overview. 2. In consultation with your Cooperating Teacher, select a book to use for the lesson. 3. Using the LEP Template, fill in Part 1 items a -d and 1 -4 a) Title of the Lesson. b) Number of Children in Group. c) Children’s Age Group. d) Length of Lesson. 1) Early Learning Standards (three standards). (Use the Connecticut Early Learning Development Standards, CT ELDS, unless your own state standards include all the components that are req uired for this assignment.) 2) Key Objectives (three objectives). 3) Materials CHS199 – Practicum 1 Unit 3 Learning Experience Plan Part 1 4) Vocabulary (five words). NOTE: you will complete Part 2 steps 5 -8 of the LEP Template in Unit 4. Regular Version On ly: 4. Review the LEP with your Cooperating Teacher and revise as needed. 5. Sign and obtain the signature of your Cooperating Teacher. 6. Submit your completed LEP Template to the Assignment link in Unit 3. Be sure to read the criteria below by which your work will be evaluated before you write and again after you write. Evaluation Rubric for LEP Part 1 Criteria 4 3 2 1 NAEYC Standards 5 Points 4 Points 3 Points 0-2 Points 1a Knowing and understandin g young children’s characteristic s and needs Learning Experience Plan is age appropriate regarding all four elements:
size of group; length of lesson; vocabulary and materials. Learning Experience Plan is age appropriate regarding three of the four identified elements. Learning Experience Plan is age appropriate regarding two of the four identified elements. Learning Experience Plan is age appropriate regarding only one of the four identified elements. 5 Points 4 Points 3 Points 0-2 Points 1b Knowing and understanding the multiple influences on development and learning. 3c Understandin g and practicing responsible assessment to promote positive Selected three appropriate Early Learning standards and identified the domain, strand, learning progression, indicator and source for each. Selected two appropriate Early Learning standards and cor rectly identified the domain, strand, learning progression, indicator, and source for each . Selected one appropriate Early Learning standard and correctly identified the domain, strand, learning progression, indicator, and source. Early Learning standard s are missing or incorrect. outcomes for each child. 5 Points 4 Points 3 Points 0-2 Points 1c Using developmental knowledge to create healthy, respectful, supportive and challenging learning environments. 5c Using their own Knowledge.
Appropriate early learning standards, and other resources to design implement and evaluate meaningful, challenging curricula for each child. The objective(s) explicitly states what the children will say and do. The objective(s) are measurable, realistic and attainable. The objective (s) connects with early learning standards. The objective(s) clearly states what the children will say and do. The objective(s) are measurable, realistic and attainable. The objective(s) connects with an early learning standard. The objective(s) are stated vaguely and/or not measurable, realistic or attainable and do not match early learning standards and/or content of the lesson. The objective(s) are unclear and/or unmeasurable, unrealistic, unattainable, or do not match early learni ng standards and/or content of the lesson. 5 Points 4 Points 3 Points 0-2 Points SS3 Grammar, spelling and sentence structure.
Teacher is proficient in reading, writing and mathematics.
Proper APA format is utilized if applicable. Guidelines followed Completely (all required template elements are present and complete). Writing and format are clear.
Product is error free (spelling, grammar, sentence structure). APA compliant (references). Guidelines followed Completely (required template elements are present but may be missing minor detail). Writing and format are somewhat clear and/or minor errors do not impede professional presentation.
APA compliant (references). Most of the guidelines are Followed (some required template eleme nts missing or incomplete). Vague writing and format. Project has many errors but do not impede professional presentation.
APA compliant (references). One or more of the following: Guidelines are not Followed Completely (many required template elements missing or incomplete).
Many errors impede Professional presentation; APA non -compliant (references not provided).