CLD 317 Fall 2024 Assignment Descriptions

Weekly Synthesis Assignments (5 x 5%) = 25%

Over the semester, you will complete 5 weekly synthesis assignments of your choice from weeks 2 – 11. For each synthesis, you will bring together content and ideas from our class   lecture and discussions, experiences and understandings gained from class activities, and concepts and approaches from each of the week’s readings. Your synthesis will be cohesive and thoughtful and show the depth of your understanding. Each weekly synthesis should be 1 page long, double spaced (if shorter, you will need to dig in deeper). Please include citations and references (7th ed. APA). Your weekly synthesis assignments are due BEFORE the next class (due dates are on D2L) and are to be submitted to D2L. Because of the nature of these assignments (i.e., you choose the weeks you would like to complete),  late assignments will not be accepted. The assignment rubric is available for review on D2L.

Math Concept Mapping (15%) + Learning/Lesson Plan (10%) = 25%

Your math concept mapping and learning/lesson plan assignments stem from the first 5  weeks of the course. Both assignments are due BEFORE class in Week 7 (Oct. 22 for 011 and Oct. 28 for 021). Please submit to respective assignment folders on D2L. Rubrics are available for review on D2L.

The math concept mapping will allow you to show your understanding of developing math concepts, content, and skills as you identify and map out the math that comes before a chosen learning outcome or expectation and the math that follows. In your math concept mapping, you will choose a math (or math-related) learning outcome or expectation from one of preschool, kindergarten, grade one, grade two, or grade three (i.e., from How Does Learning Happen?, The Kindergarten Program, or the Ontario 1-8 Math Curriculum) and map out the math concepts, content, and skills that come before that outcome (i.e., what  is the prerequisite math knowledge and understandings?) and those that follow (i.e., what  is that outcome or expectation prerequisite for?). For example, you might choose a grade 1 math learning outcome and you would then look back to preschool and kindergarten concepts, content, and skills that are required to engage with that grade 1 outcome and then look forward to the grade 2 and grade 3 concepts, content, and skills that extend from and build on the grade 1 outcome.

The learning/lesson plan will engage with the learning outcome or expectation you chose in the math concept mapping. Applying the assessment and planning explored in class, you will create a detailed learning or lesson plan that engages children in early years math.

Your learning or lesson plan can follow any format you wish (several examples will be shared with you in class that you can adapt) but should include the following components:

•    Learning outcome or expectation (see above) from How Does Learning Happen? The Kindergarten Program, or Ontario Math 1-8 Curriculum (grades 1-3 only)

•   Assessment of learning outcome including strategies and related tools

•    Minds on introduction

•   Active and engaging body

•    Reflective consolidation

•    Organizational planning (timing, materials, groupings, etc.)

•    Resources and references

Please include enough detail for a supply ECE or teacher to follow and include any assessment tools (rubrics, checklists, etc.) and activity sheets that you may be using. Your plan should be your own; do not use learning or lesson plans that you find online (most are not great anyways).

Course Mapping (20%) + Sequence of Plans (20%) = 40%

The course mapping and sequence of plans assignments extend from the math concept mapping and learning/lesson plan assignments and draw from weeks 6-12 of the course. Both are the course mapping and sequence of plans are due by the end of the day on Dec. 4 (11:59 pm). Please submit to their respective folders on D2L. Rubrics are available for review on D2L.

In the course mapping assignment, you will bring together the big ideas from the last 7 weeks of the course (math and mindset and social emotional learning; experience and play; Indigenous knowing and being; diversity; inclusion; families and communities; and environment(s)). Your comprehensive course map will take whatever form you wish (e.g., website, Prezi, book, etc.) and will draw from content and ideas from course lectures and discussions, experiences and understandings gained from class activities, and concepts and approaches from each of the weekly readings. Please feel free to get creative with your mapwork!

In your sequence of plans, you will revisit your learning/lesson plan and situate it as the 2nd of a sequence of 3 learning/lesson plans (i.e., 3 plans that follow one another). You will take up feedback from the earlier planning assignment and consider the content and approaches from weeks 6-12 in your revised plan. You will also create 2 additional plans: one to come before your revised plan and one to follow (you will have 3 plans in all). You are free to choose a format that you wish but each plan will include the following components:

•    Learning outcome or expectation (see above) from How Does Learning Happen? The Kindergarten Program, or Ontario Math 1-8 Curriculum (grades 1-3 only)

•   Assessment of learning outcome including strategies and related tools

•   Adaptations and modifications

•   Curricular considerations and connections

•    Minds on introduction

•   Active and engaging body

•    Reflective consolidation

•    Organizational planning (timing, materials, groupings, etc.)

•    Resources and references

As with the previous planning assignment, include enough detail in your sequence so that a supply ECE or teacher could easily follow the 3 plans. Also, include any supplementary material for the plan (e.g., rubrics, activity sheets, etc.).

Engagement (5% Self-Assessment + 5% from instructor) = 10%

Your active participation in the course and meaningful engagement in activities and discussions is required. You are expected to attend and be on time for all classes; be prepared for and present in class (i.e., readings completed, not on phone, not working on other courses, etc.); and participate respectfully and collaboratively in all class discussions and activities. The rubric is available on D2L for review.