Day In Charge

appropriate teaching/learning approaches. • 5a. Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance drama, visual arts, mathematics; science, physical activity, physical education, health and safety; and social studies. • 5b. Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines. • 5c. Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child. • 6a. Identifying and involving oneself with the early childhood field. • 6b. Knowing about and upholding ethical standards and other early childhood professional guidelines • 6c. Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource. • 6d. Integrating knowledge, reflective, and critical perspectives on early education. Course Student Learning Outcome: LAB: Design, implement and evaluate curriculum activities that are based on observation and assessment of young children, using effective interact and communication strategies. Contents of this Assessment You will find each of the following in this assessment packet. Please make sure you read through each carefully. 1) Directions 2) Checklist 3) Planning Considerations 4) Lesson Plan (Blank) 5) Lesson Plan (Sample) 6) Classroom Teacher Feedback 7) Reflection 8) Assessment Rubric DAY IN CHARGE DIRECTIONS As you involve yourself in the early childhood field (Standard 6a) this assignment affords you the opportunity to put in to practice the knowledge and skills you have studied up until this point as you plan, implement and reflect upon a day where you will be in charge. As you prepare for this assignment you are encouraged to begin by identifying goals for yourself as a professional that can inform your practices and incorporate those into this experience. Next, be sure to use a broad repertoire of developmentally appropriate teaching/learning approaches (Standard 4c) and consider content knowledge and resources in all learning disciplines (Standard 5a). Consider: • social/emotional skills, • language and literacy, • the arts (music, movement, drama, visual arts), • math and science, • physical activity, • health and safety, • technology Using central concepts, inquiry tools, and structures of content areas (Standard 5b) you will be involving yourself in the early childhood field (Standard 6a) at a higher level as you take charge of your training classroom for a day. Continuing your collaborative learning with your training teacher to inform your practices, you will develop a professional packet to share with peers and as a professional resource (Standard 6c). This packet will include a: 1) Planning Sheet 2) Lesson Plan 3) Reflection 4) Teacher Feedback It is expected that you will uphold ethical standards and professional guidelines (Standard 6b) at all times and will integrate knowledgeable, reflective, and critical perspectives on early education (Standard 6d) as you plan, implement, and reflect on your day. Important note: please save this assessment for your professional portfolio. DAY IN CHARGE CHECK LIST Prior to your day in charge: Professionally complete the Planning Considerations Sheet. Be thorough and accurate. Make time to discuss this assignment with your coach / mentor. Share Planning Sheet. Collaborating with your coach/mentor, discuss intentional practices that will be valuable to implement on this day, including ethical behavior. Share your goals. Develop a completed Lesson Plan using the attached template. Present a professional version to your coach/mentor and include a copy in your professional portfolio. Check in for success. On your day in charge: Arrive early for set up. Have all materials prepared and organized. Check in with your coach/mentor. Refer to your planning grid as needed. Uphold professional and ethical behavior. Modify as needed. Be sure to clean up after you have completed the day. After your “day in charge”: Check in with your coach / mentor. Professionally complete the Reflection page. Turn in your Planning Considerations Sheet, Lesson Plan, Reflection page and coach/mentor feedback for grading. Include a professional copy of these in your professional portfolio. Name: Julianna Roach Training Teacher: Julianna Roach Day in charge Date and Time: 8:20am – 1:15pm Age & Number of children: 4&5 year olds TK DAY IN CHARGE PLANNING CONSIDERATIONS (To be completed and discussed with your coach/mentor prior to your day in charge) 1) Refer back to the goals you set for yourself at the beginning of class and consider how those will inform your practices for your day in charge. (Include at least 2) (6d) Goal 1: Goal 2: 2) Review the daily routine during hours you are there and enter into your planning grid. (6c) 3) Consider the children in your program. Based on their development and interests, and using your knowledge of appropriate learning and resources, what type of learning experiences would be meaningful? (Include at least 3) (5a, 5b, 5c)) a. b. c. 4) List at least 3 resources you will use in planning and implementing developmentally meaningful experiences (5a) a. b. c. 5) Consider at least 3 ways to extend learning through interactions and conversations (4c). a. b. c. 6) List at least 2 ethical considerations you will need to uphold (6b). a. b. 7) List other questions or concerns you have about this assignment to be discussed with your coach/mentor. (Include at least 2) (6c) a. b. Once completed, set up a time to discuss with your coach/mentor. Be sure to bring this Planning Sheet and your Lesson Plan, along with clear questions you may have about the day. This meeting should occur at least 1 week prior to your implementation so that you can modify as needed based on discussion points. DAY IN CHARGE LESSON PLAN S e g m e n t / T i m e (Complete thoroughly for the time frame you are in training) (5c, 6a) Activity M Purpose / Intentional with a Learning Interactions & Brief t / Conversations Descript Develop e ion ment ri a ls & C o n s i d e r a ti o n s Notes / Other Se g m e nt / Ti m e Activit y with Brief Descrip tion M a t e ri a ls & C o n s i d e r a ti o n s Purpose / Learning / Develop ment Intentional Interactions & Conversations Notes / Other (add rows as needed to accommodate additional information) DAY IN CHARGE LESSON PLAN – SAMPLE S e g m e n t / T i m e Activity with Brief Descript ion • ARRIVAL 9:00 am • Greet parents and children Health check M a t e ri a ls & C o n s i d e r a ti o n s • Familiarit y with families Purpose / Learning / Develop ment • • • • • Positive start to day Smooth transition from home to school Connecti ng with families Sen se of bel ong ing Basic health check Intentional Interactions and Conversations • • • • Get down to children’s level Watch nonverbal language Be present “Welcome”, “So glad to see you”, “You look…” Notes / Other • • Chec k with teac her to see how pare nts shoul d be addr esse d Report any issues parent s may bring up to teacher • • GREETI NG CIRCLE 9:10 am Sing good mornin g song Discus s activiti es for the day • • • • • ART: Bingo marker painting SCIENCE: Ooblick CENTERS 9:20 10:15 CD CD Player – cue up song ahead of time and check it is working Carpet squares for children to sit on, placed in semi-circle as they arrive samples or pictures of activitie s be sure to know activities ahead of time • ART: colored bingo markers, large coffee filters…place on table and encourage children to create • • • SCIENCE: mix cornstarch and water in tub. Encourage children to wash their hands and then join in exploration. Add spoons, small rocks and food color to mixture as desired. • • • • • • Listen ing and speak ing skills Social skills (waiting, learning about peers,…) Spatial relation s (staying on carpet) Problem solving (making choices) Foster creativity Sense of self Curiosity & problem solving Fine motor skills Social skills Spatial relations (on, in, …) • • • • • • • • • • • • • Be sure each child can see Sit at their level Give children time to respond Validate each child’s comments Notice positive behavior Rely on team if issues arise Encourage children to correct inaccurate words or tunes Allow children to do their own work “tell me about”, “you are working really hard on that” Refer children to other children “How does that feel?” “What are some ideas?” “How could you solve • • • Discuss behavio r strategi es with teacher prior Kno w activ ities Know words to song Keep in mind E’s sensory issues and provide rubber gloves or place materials in baggie if needed. • S e g m e n t / T i m e Activity with Brief Descript ion M a t e ri a ls & C o n s i d e r a ti o n s Purpose / Learning / Develop ment that?” “Interesting” Intentional Interactions and Conversations Notes / Other Transition warning and cleaning up classroom CLEAN UP 10:15 Transition warning: 5 minutes until clean up time, 2 minutes until clean up time Finish up what you are doing Sing clean up song • • • • • Self-help skills Fine and gross motor Cognitive – matching, spatial, time Sense of pride Sense of collaboratio n& community • • • • • SNA CK 10:2 0 • Wash hands and sit at table Fruit Kabobs • • Place “skewers” (skinny straws) and fruit on table on platters Encourage children to make kabobs and then eat them • • • • Health & nutrition Fine motor skills Language skills (listen and discuss) Cognitiv e (categori ze, label,…) • • “What will you clean up first” “Do you want to put away this or this” “You do one and then I will do one” “When we are done we can have snack • Sit with children Informally extend discussions on fruit, colors, textures,… • • • • Be sure to watch clock Speak loudly Fol lo w thr ou gh Discuss strategi es with teacher prior Ch ec k fo r all er gi es • • OUTSI DE 10: 40 – 11:30 • • Aft er sna ck tra nsit ion out sid e O BS TA CL E C O U RS E S T O R Y S T A T I O N At e n d tr a ns iti o n in si d Encourage children to participate if desired (if not, regular yard set up is available): OBSTACLE COURSE: Balls, bean bags, targets, rope balance beam, chalk drawn path, hula hoop • • • • • • Gross motor skills Fine motor skills Eye hand coordinat ion Balance Literacy Social with peers and adults • • • • STORY STATION: Books spread out on blanket under tree • • • • Enc oura ge coll abor atio n Can you do it together” “Who would you like to do it with” Sharin g – “how will you decide who will have it first?’ “You tried hard” “L et ’s d o it to ge th er ” “Are there other ways to do it?’ “How should we put them • • • • • Be sur e tea che r is out sid e at all tim es. Encou rage childr en to use restro om befor e going out Have plan for obst acle cours e but be flexi ble base d on childre n’s interes ts Crea te cozy area for stori es Clean up e S e g m e n t / T i m e Activity with Brief Descript ion away?” M a t e ri a ls & C o n s i d e r a ti o n Purpose / Learning / Develop ment Intentional Interactions and Conversations transi tion at 11:30 Notes / Other s • • • • CIRC LE 11:4 0 Sit on carpet squar es CLASS BOOK 3 BEARS RAP FAR EWE LL SON G • • • • • Encourage children to sit on carpet CLASS BOOK: Adult starts “once upon a time” and then each child adds a sentence. Record on phone or chart paper and then transcribe later and add to book area 3 BEARS RAP – encourage children to participate in song and movements (use CD if needed) Take 5 calming breaths FAREWELL SONG (use CD if needed) • • • • • • • Literacy skills Taking turns Sequencing Gross and fine motor Keeping a steady beat Counting Transitioning • • • • • • • • • Make sure everyone can see Speak clearly Show joy in their sentences Clarify before writing words down Notic e and appre ciate patie nce “you are waiting so nicely for your turn” “it’s hard to wait isn’t it?’ “Feel your body getting calmer with your breaths”. “Think of your favorite thing today” (recap) • • • Ask teacher or other team membe r to record story Know words and movem ents to songs Rec ord teac her singi ng fare well song and prac tice • DEPART URE 12:00 • • Open door for parents Share highlig hts of day Debrief with teacher • Check cubbies • • • Transiti on from school to home Connecti ng with families Closure • • Smile and greet parents Encourag e children to share favorite part of day. • • Be sure to let teacher know of any issues Refle ct on day with team & celebrate ! DAY IN CHARGE CLASSROOM TEACHER FEEDBACK (to be completed by classroom teacher) (6c) Name: Classroom Teacher Teacher Feedback: (Please include both strengths and areas to continue to grow as applicable. Consider each area below. Comments will assist student in growing and instructor in scoring. You do not need to assign scores. Please continue on back if/as needed. Thank you!) PLANNING DISCUSSION PRIOR TO IMPLEMENTATION DAY (knowledge, intention,…) LESSON PLAN (thorough and complete, well thought out, intentional, appropriate,…) SET UP (material prepared ahead of time and set up in a smooth and timely manner,…) IMPLEMENTATION (engaged and facilitated interactions with children & team,…) CLEAN UP (cleaned up, returned environment to former state) PROFESSIONALISM (professional & ethical behavior,…) REFLECTION DISCUSSION (well thought out, professional mindset, shared with teacher,…) DAY IN CHARGE REFLECTION Please reflect thoughtfully and thoroughly on the following segments of your experience as they relate to your professional development in early childhood educations. (6b, 6d) Please: a) type and present a professional document b) include your Planning Considerations Sheet (professionally documented) c) include your Lesson Plan (professionally documented) d) include your Teacher Feedback form 1) I am the proudest of (6d): 2) I wish the following had been done differently (6d): 3) The learning experiences I provided for the children (5a, 5b, 5c): 4) The interactions, conversations and approaches I used (4c, 5b): 5) The goals I set for myself have developed in the following ways (6d): 6) The biggest thing I learned about myself is (6d): 7) The learning lessons I will take with me about teaching are (6a,6b, 6d): 8) The learning lessons I will take away about ethics and professionalism are (6a, 6b):

Day In Charge

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