For this Assessment, you will respond to a series of prompts related to explaining and analyzing key approaches to meaningful learning and teaching in the early childhood classroom.
Overview
For this Assessment, you will respond to a series of prompts related to explaining and analyzing key approaches to meaningful learning and teaching in the early childhood classroom. These include project-based learning, emergent curriculum, inquiry-based learning, and developmentally appropriate practice.
This Written-Response Assessment consists of 7 prompts focused on explaining and analyzing key approaches to meaningful learning and teaching in the early childhood classroom. These include project-based learning, emergent curriculum, inquiry-based learning, and developmentally appropriate practice.
Note: For this Written-Response Assessment, you are required to draw from not only the resources for the Topics but also your experiences, observations, and Host Teacher and other professionals who work in your field setting. Your conversations with these professionals and your observations in the setting are essential to the successful completion of the Assessment. For additional information regarding the field experience requirements and expectations, please review the BSECS Field Experience Handbook found on the BSECS Field Experience Website. There is also a Field Experience Letter you can print and share with your Host Teacher. Additionally, you will need to submit the BSECS Field Site Information Form along with your assessment.
Professional Skills: Written Communication is assessed in this Competency.
Instructions
- Download the Written Response Submission Form, which includes the Rubric for this Assessment. Complete the form using the criteria presented in the Rubric. Review the key topics for this assessment and discuss them with your Host Teacher to gather their insights and thoughts. You must submit the Field Site Information Form with your assessment.
- Download the Approaches to Learning and Teaching Observation Sheet, which will be needed to complete Item 6 on the written response submission form.
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ML4001_Assessment_ApproachestoTLObservationSheet.docx
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ML4001_WR.docx
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ML4001_BSECS_Field_Site_information.doc
Approaches to Learning and Teaching
Observation Sheet
Share this sheet with your host teacher and discuss each of the approaches to learning and teaching listed below to gain insight into your host teacher’s perspective on their importance. Observe in the classroom for at least three hours. In your notes, document evidence of each approach and/or recommendations for how the approaches might be further applied in the setting.
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Approach |
Notes: |
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Creating Support for Play Play is central to the curriculum. Children have time and space for play and materials are provided to support their play.
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Using the Environment Effectively The classroom environment is designed to support meaningful learning. It reflects children’s interests and lives. The environment is aesthetically pleasing. Materials are well-organized and in good condition.
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Supporting Active Learning Learning is active, multisensory, and provides opportunities for self-chosen explorations. The focus is on the process of learning and exploring rather than on creating uniform products.
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Promoting Oral Language Learning activities are thoughtfully designed to promote opportunities for children to speak and listen to each other.
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Considering Individual Characteristics and Interests Curriculum is designed around themes that emerge from children’s individual needs, characteristics, and interests.
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Promoting Social Interactions Learning experiences are thoughtfully designed to provide children with many opportunities to interact with adults and each other in positive ways.
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ML4001: Approaches to Meaningful Learning and Teaching: Analyze strategies, approaches, and curriculum models that support meaningful learning and teaching in P-3 classrooms.
Written Response Submission Form
Your Name: First and last
Your E-Mail Address: Your email here
Instructions
Write your responses where it reads “Enter your response here.” Write as much as needed to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses. Please be sure to reference insights you gained from the conversations with your host teacher. You must attach the BSECS Field Site Information Form along with this assessment.
Note: Before you respond to Items 1–4, discuss child-centered curriculum (emergent curriculum, project-based learning, or inquiry-based learning) with your host teacher. Include any insights gathered or relevant examples from the host teacher’s practice in your responses below.
Item 1
Explain emergent curriculum and give an example of what it looks like in practice. (2 paragraphs)
Your Response
Enter your response here
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 1: Child-Centered Curriculum Models for Meaningful Learning and Teaching |
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Explain emergent curriculum and give an example of what it looks like in practice.
LO1: Explain emergent curriculum. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 2
Explain project-based learning and give an example of what it looks like in practice. (2 paragraphs)
Your Response
Enter your response here
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 1: Child-Centered Curriculum Models for Meaningful Learning and Teaching |
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Explain project-based learning and give an example of what it looks like in practice.
LO2: Explain project-based learning. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 3
Explain inquiry-based learning and give an example of what it looks like in practice. (2 paragraphs)
Your Response
Enter your response here
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 1: Child-Centered Curriculum Models for Meaningful Learning and Teaching |
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Explain inquiry-based learning and give an example of what it looks like in practice.
LO3: Explain inquiry-based learning. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 4
Choose one approach to child-centered curriculum (emergent curriculum, project-based learning, or inquiry-based learning). Analyze how this approach aligns with developmentally appropriate practice (DAP). Provide examples of at least three specific characteristics of your chosen curriculum model to support your response. (2–3 paragraphs)
Note: If your host teacher has time, discuss your chosen child-centered curriculum with him/her and weave your combined thinking and/or examples into your response.
Your Response
Enter your response here
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 1: Child-Centered Curriculum Models for Meaningful Learning and Teaching |
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Analyze how this approach aligns with developmentally appropriate practice (DAP). Provide examples of at least three specific characteristics of your chosen curriculum model to support your response.
LO4: Analyze how child-centered curriculum aligns with developmentally appropriate practice. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 5
Analyze the article, “ Helping Others Understand Rigor in Teachers’ Developmentally Appropriate Practice” and the classroom vignette that accompanies it, “ Pre-kindergartners Explore Water.” What evidence of child-centered approaches to learning and teaching do you see? What evidence of traditional teacher-directed approaches do you see? Based on this example, evaluate the teacher’s approach to balancing the two approaches. Write a rationale in support of his/her approach and/or a recommendation for specific changes. (3 paragraphs)
Note: If your host teacher has time and is willing, share and discuss this article with him/her and weave your combined thinking and/or examples into your response.
Your Response
Enter your response here
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 2: Strategies and Approaches for Meaningful Learning and Teaching |
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Write a rationale in support of his/her approach and/or a recommendation for specific changes.
LO1: Evaluate child-centered approaches to learning and teaching. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 6
Complete the Approaches to Learning and Teaching Observation Sheet, available from the Assessment Instructions page. Share your sheet with your host teacher and discuss the purpose and importance of each approach or strategy observed. Analyze how well at least three of the strategies/approaches observed align with developmentally appropriate practice. (3 paragraphs)
Your Response
Enter your response here
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 2: Strategies and Approaches for Meaningful Learning and Teaching |
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Analyze how well at least three of the strategies/approaches observed align with developmentally appropriate practice.
LO2: Analyze how specific approaches to learning and teaching align with developmentally appropriate practice. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 7
Reflect on this quote from the NAEYC Standards for preparing early childhood teachers:
“Throughout the years that children spend in early childhood settings, their successful learning is dependent not just on “instruction” but also on personal connections with important adults. Through these connections children develop not only academic skills but also positive learning dispositions and confidence as learners. Responsive teaching creates the conditions within which very young children can explore and learn about their world.” NAEYC Standards, p. 34.
Using examples from the resources provided for this Topic and any relevant personal experiences as a teacher and/or a learner, analyze at least two strategies or approaches teachers of young children can use to ensure nurturing, responsive relationships with the children in their care. Include a rationale for how these approaches promote meaningful learning and teaching. (3 paragraphs)
Your Response
Enter your response here
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 2: Strategies and Approaches for Meaningful Learning and Teaching |
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Using examples from the resources provided for this Topic and any relevant personal experiences as a teacher and/or a learner, analyze at least two strategies or approaches teachers of young children can use to ensure nurturing, responsive relationships with the children in their care. Include a rationale for how these approaches promote meaningful learning and teaching.
LO3: Analyze how specific strategies and approaches ensure nurturing, responsive relationships and promote meaningful learning and teaching. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
References
Provide a citation for each resource you used to write your response to this Assessment. A sample citation is provided below:
· Curtis, D. and Carter, M. (2011). Reflecting children’s lives: A handbook for planning your child-centered curriculum. St. Paul: Redleaf Press.
Professional Skill Assessment
In this Competency Assessment, you will be assessed on the following Professional Skill: Written Communication. This skill counts toward your achievement of the Competency and the Professional Skill.
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Written Communication: Write with clarity, coherence, and purpose. |
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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LO1: Construct complete and correct sentences (AWE 2; Sentence Level Skills) |
Sentences are incoherent and impede reader’s access to ideas. |
Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas. |
Sentence structure effectively conveys meaning to reader. |
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LO2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence Level Skills) |
Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas. |
Some inaccuracies in grammar and mechanics limit reader’s access to ideas. |
Use of grammar and mechanics is straightforward and effectively conveys meaning to reader. |
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LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills) |
Paragraphs, or lack of paragraphs, impede reader’s access to ideas. |
Construction of main idea and/or supporting paragraphs limit reader’s access to ideas. |
Main idea and/or supporting paragraphs effectively convey meaning to reader. |
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LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence) |
Supporting materials are not present. |
Supporting material is used inconsistently or inappropriately. |
Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable. |
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LO6: Identify sources. (AWE 2; Credit to source) |
Sources are missing. |
Writing inconsistently identifies or misrepresents sources. |
Writing clearly identifies the source of nonoriginal material and/or ideas.
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LO9: Use appropriate tone and vocabulary for a given audience. (Awe 3; Awareness of audience and discipline) |
Vocabulary and tone are inappropriate for the audience. |
Vocabulary and tone vary throughout the writing, limiting reader’s access to ideas. |
Vocabulary and tone communicate key concepts that are appropriate for the audience. |
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LO10: Apply APA formatting and style guidelines. (Awe 3 awareness of audience and discipline and credit to source) |
APA formatting and style are not present. |
Writing inconsistently uses in-text citations and references. Major errors in APA style impede understanding and/or violate standards for academic integrity. |
Writing uses in-text citations appropriately, includes references when applicable, and is formatted according to APA style. Minor errors in APA style do not impede understanding or violate standards for academic integrity. |
Mastery Rubric
In order to achieve mastery of this Competency, you must achieve a “2” on every Rubric row in addition to meeting the additional expectation indicated in the Mastery R
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