Dr. Womack's ECED3053 News Page
Latest news in ECED3053, March 25: I am grateful to have this venue for communication, particularly when things get as busy as they are now.
Plan on class tomorrow, Wednesday, "as usual." Friday let's plan on my having the class time to look over your learning centers in Crabaugh 302 and I will not plan to have class in 214 as usual. I will try to assess as many learning centers during the 11 o'clock period as I can. I am involved in a faculty activity during much of the rest of the day.
By way of other covenants and understandings between us, tomorrow I will plan to pass out a take-home test. The Scantron and the test booklets will be due in class on Wednesday, April 2, 11: 00 A. M. If there is any reason why you think you might not be able to make class with test in hand at that time, turn it in early. Since this is a take-home test, it will not be accepted late.
I am planning to unlock the room for the Cavalcade of Learning Centers at or about 8: 00 A. M. on Friday morning.
There is a new rubric for the ECED3053 Early Childhood History of Diversity report. Click on it to see what is on the rubric.
Ideas for the learning centers are described below.
Be sure the reports include not only content about early childhood education but diversity as well.
Learning Centers. Learning Centers are hubs
or areas in a classroom designed to promote learning; the classroom is arranged
in discrete areas for activity, and children move from one area to another rather
than stay at an assigned desk or seat. Frequently they are put in the corners
of elementary classrooms, but they can be put elsewhere. For the learning centers
that you are making for this class, learning centers should have a minimum of:
- A specification of what age or grade level the materials are intended for
- Which subject area or areas the center addresses
- Which state curriculum standard(s) the content addresses
- One or more behavioral objectives
- Directions for how to use the center (like "Read the directions first" or "Take one of these handouts")
- Lesson content, which could be in the form of handouts, manipulatives, fish tanks, dioramas, microscopes, calculators, a computer, a bulletin board, a posterboard, maps, blocks, dramatic play, books, sensory experiences, or diagrams
- Some means of assessing what students have learned as a result of having interacted with your center
- Adaptations added to address the needs of mentally retarded, learning disabled, or gifted students who may use the center
The rubric used for assessment of the learning centers looks almost exactly like the list above.
_____
Detail on the three sequential lesson plans for the RAP: Each lesson
plan should have:
- Title and intended grade level
- Behavioral objectives in ABCD format (no more than 3)
- correlation with one or more state standards
- An introduction (set)
- Input. This is where you put your content. Remember to sequence it in the
best learnable order
- Closure. Closure reminds students of what they have learned. It does not
just tell them that the lesson is coming to a close.
- Modifications for MRs or LDs or GTs (any two of the three)
_______________________________________________________________
There is a sample multicultural paper at
http://education.atu.edu/people/swomack/AsianA.htm if you want to get some
ideas about it.
Special Dates for Class
- No class Martin Luther King Day, January 20
- First test is likely February 7
- In-class reports by Power Point begin about March 3 and continue until
finished
- Second test on March 26
- Learning centers due March 28, Crabaugh 302 is the display site for those.
Please pick them up sometime before 5: 00 P. M.
- Multicultural paper due April 11
- WebSite Reports (2) due April 18
- Field trip to MiChild/Star likely on April 25
- Research Awareness Projects due no later than 5: 00 P. M. April 23
- Test 3 takehome test to be given out April 21 and due back on April 28 (no
late tests; no excuses since it is a take-home)
- Comprehensive final examination will be Thursday, May 8, 8 - 10: 00 A. M.
Diversity and Exceptionalities Links
Choose your two website reports from the following:

Student work
Kristi Langley Multicultural Paper
|
Life History of Froebel report (Maribeth Hayes, Melanie Haynie)
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Benjamin Bloom report (Danielle Cheatham, Kim Taylor, Kim Ward)
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History of IQ Testing report (Jessica Baggett. Vanessa Byrum, Regina Poteete, Pam Huffman)
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Educational Theorists report (Kerry Stark, Rachelle West)
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The Life of Jean Piaget report (Kayla Pharris, Nicole Edwards)
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Feral
Children report (Katy D'Orsay, Jennifer Seigal)
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Maria Montesorri's Approach to Education report
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Kerry Stark Research Awareness Project
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Christy Nutt RAP
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Marcia Garcia RAP
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Pam Huffman RAP
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Rachel Clutts Multicultural Paper
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Back to Dr. Womack's home page
|
Howard Gardner's Multiple Intelligences (Kimmie Daniel, Brandi Lampkin, Jamie Henderson
|
The History of Intelligence Testing (Ann Berry, Ashley Bryant, Anna Oyster)
|
The Kindergarten of Froebel (Amanda Leeds)
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Montessori's History (Renee' Bunch, Reanna Haller, Kacey Tinsley)
|
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