Standard 5: Sample Syllabi

This sample syllabus provides ideas for resources, activities, readings, and assignments, aligned with the Initial Practice-based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators (2020) and DEC Recommended Practices (2014).  Consider state and university policies and add them as appropriate.  This is a sample only and is not a complete syllabus; nor is it intended to suggest that the Standard would be addressed in only one course in the curriculum.

Sample Syllabus Standard 5 Curriculum Frameworks

Standard 5: Learning Activities

The projects or assignments require learners to apply the practices/skills related to Standard 5: Application of Curriculum Frameworks in the Planning and Facilitation of Meaningful Learning Experiences. Since these are application activities, they most align with the evidence-based practices for adult learners of authentic learning, reflection, guidance, performance feedback, and follow-up activities. The sample learning activities are organized by the two Components for Standard 5.

Component 5.1 and 5.2

Reflective Journal and Summary:  Maintain a journal and reflect on activities, interactions, and events in the practicum setting with the partner family, and partner preschool or early childhood classroom.  Reflect on topics, readings, discussions, and class activities specific to Standard 5: Application of Curriculum Frameworks in the Planning and Facilitation of Meaningful Learning Experiences. The journal entries should demonstrate your self-awareness and self-reflection about your work with children and related roles within the practicum setting as well as professional growth within the knowledge areas addressed.  A minimum of 15 different class readings (articles or chapters) should be cited in the journal. Write in the journal once a week, on average. The journal should be available for the instructor to look at during on-site visits.

Near the end of the semester, prepare a brief (2-4 page) summary of the major themes discussed in the journal and what was learned over the course of the semester. Consider the following types of questions when writing in the journal and preparing the summary:

What have I observed?  What are the implications of the observation when reflecting on curriculum frameworks and meaningful learning experiences for children?

What worked (be specific with describing the experience)?  What did not work?  Why did or did not it work?  What could I do differently?  What are other ways to do this?  How might that have influenced the outcome?

What beliefs did my actions reflect?

What did I do well?  What areas do I need to improve?

What did I learn about the child, the family, and/or myself as an interventionist/educator?

How did I apply perspectives or ideas discussed in class and in the course readings to my work in the practicum setting?  How effective are these ideas or perspectives?  How comfortable am I applying the perspectives or ideas?

In what ways have my beliefs and/or perspective been challenged because of the class and the field experience?

In what ways have my beliefs or perspective been supported by this class and the experiences in the practicum?

Activity Plans with Family Partner:  Prepare, implement, and evaluate three activity plans that incorporate collaboration with the partner family. The activities should allow children with varying abilities and learning needs to participate in meaningful ways.

The activities should be appropriate to the children’s age-related needs, respond to the interests of the child as observed by the student and discussed with the family, fit the definition of authentic activities, and occur within the context of the typical daily schedule. Consider a wide range of learning contexts and experiences such as free play activities (e.g., shoe store, washing babies, building roads and bridges), daily routines (e.g., brushing teeth, snack time), and community-based outings (e.g., grocery store, park, library).

Develop plans for the three activities, implement them, and provide a reflective evaluation of the implementation of each plan. Reflections should address recommended practices and guidelines provided in readings and class handouts and materials.

Activity Plans with Preschool/Classroom Partner

Prepare, implement, and evaluate three activity plans that incorporate collaboration with the partner preschool or classroom. The activities should allow children with varying abilities and learning needs to participate in meaningful ways.

The activities should be appropriate to the children’s age-related needs, respond to the interests of the child as observed by the student and discussed with the classroom teacher, fit the definition of authentic activities and occur within the context of the typical daily schedule.  Consider a wide range of learning contexts and experiences such as free play activities (e.g., shoe store, washing babies, building roads and bridges), activities within learning centers (e.g., dramatic play, blocks, art, sensory), daily routines (e.g., snack time), field trips, circle time or large group activities, and small group activities.

Develop plans for the three activities, implement them, and provide a reflective evaluation of the implementation of each plan. Reflections should address recommended practices and guidelines provided in readings and class handouts and materials.

Component 5.2

Curriculum Modifications:  Review one lesson in the partner preschool/classroom and provide two to three curriculum modifications that address issues or challenges that will support all abilities to access the lesson in a meaningful way. Modifications may include the use of assistive technology, alternative/augmentative communication devices, or special equipment; as well as modifications of the environment, materials, or activities; addressing child preferences; providing adult, peer, or invisible support; and addressing sensory/regulatory needs of the child.

Select a Category:

Blueprint

ECPC Course Enhancement Modules E-Learning Lessons, Practice Guides & Resources 
CONNECT Modules CONNECT Modules and Courses
Faculty Forum - The Chronicle of Higher Education Archived Zoom Call: Faculty Resilience and the COVID-19 - Week 2
Frank Porter Graham Toolkit of Resources TOOLKIT: resources for early childhood faculty and instructors
Association of College and University Educators Online teaching toolkit
The Chronicle of Higher Education How to be a better online teacher advice guide
SCRIPT-NC Shifting to Online Instruction and Faculty Webinars
Openstax Open access to high quality textbooks online -free
CEEDAR Center Virtual Toolkit: Easing Faculty Transition to Online Instruction​
FREE RESOURCE: Poll Everywhere for Higher Ed. Faculty Create unlimited questions for up to 40 students
CEC Webinar and Resources Teaching Special Education Online During COVID-19
IRIS Center Planning for Distance Learning: Resources: Modules, Case Study Units, Activities
The Chronicle of Higher Education, Michelle D. Miller
Going Online in a Hurry: What to Do and Where to Start
The Chronicle of Higher Education, Kevin Gannon 4 Lessons from Moving a Face-to-Face Course Online
The Chronicle of Higher Education, Heather R. Taft, March 17, 2020 How to Quickly (and Safely) Move a Lab Course Online
The Chronicle of Higher Education Coping With Coronavirus: How Faculty Members Can Support Students in Traumatic Times
The Chronicle of Higher Education, Flower Darby How to Be a Better Online Teacher (Advice Guide)
Ohio Developmental Disabilities Council Video Series: Use of Technology with Evidence Based Early Intervention
National Center on Deaf Blindness
Open Hands, Open Access video learning modules
Coursera Child Development Courses

 

Activity Bank

*New* Tip sheet: Enhancing Family-Provider Partnerships During COVID-19  Enhancing Family-Provider Partnerships
Tips for Providers: Providing & Coordinating EI Remotely Tips for Providers: What to say to Families
Tips for Providers: Providing & Coordinating EI Remotely (What will it look like?) Tips for Providers: What will a Remote Visit Look Like?
Tips for Families: Receiving Remote EI Services Tips for Families Flyer .pdf What is Remote EI

Consejos para Familias .pdf What is Remote EI? (Spanish)

Tips for Families: How to prepare for a Remote EI Visit Tips for Families: .pdf Preparing for the Visit

TConsejos para Familias: .pdf Preparing for the Visit (Spanish)

ECPC Course Enhancement Modules E-Learning Lessons, Practice Guides & Resources 
CONNECT Modules CONNECT Modules and Courses
Virginia Early Intervention Professional Development Center Framework for reflective questioning / The Coaching Quick Reference Guide - .pdf
Virginia Early Intervention Professional Development Center Tools of Trade
OCALI (Ohio Center for Autism and Low Incidence Disabilities) (note: you must login but it is free) Suite of Resources for Early Childhood Professionals
Public Consulting Group Use of telehealth in early intervention (IDEA Part C)
Protecting Student Privacy

U.S. Department of Education

Student Privacy 101

FERPA and the Coronavirus Disease 2019

FERPA and Virtual Learning

Edelman, L. (2020). Planning for the Use of Video Conferencing for Early Intervention Home Visits during the COVID-19 Pandemic Planning for the Use of Video Conferencing for Early Intervention Home Visits during the COVID-19 Pandemic
CEC Hosted Webinar with Resources Teaching Special Education Online During COVID-19
National Center for Hearing Assessment & Management Utah State University Welcome to the Tele-Intervention Learning Courses
Lisa Dieker & Rebecca Hines UCF - Podcasts for Part B/619 Coordinators Series of Podcasts: teaching online, inclusion, etc.
National Center for Pyramid Model Innovations - May Newsletter Pyramid in the Time of COVID-19