Child Development and EducationStudent Lab Manual

SERVICE LEARNING COURSES

TECA-1303CDEC-1359CDEC-2304

Name: _________________________________

Table of Contents

Welcome!............................................................................................................................................................. 3

Child Development/Education Program Standards..............................................................................4

REQUIRED FORMS ALL STUDENTS FILL OUT...........................................................................................5

Steps to Service Learning............................................................................................................................... 7

About Service Learning................................................................................................................................... 8

Forms for Service Learning............................................................................................................................ 9

Examples of Service-Learning Objectives............................................................................................... 12

Bloom’s Taxonomy and Examples to Assist in Writing Objectives................................................13

Collin College Service-Learning Student Documentation Log.........................................................14

How to Do an Anecdotal Record from Observations...........................................................................15

APPENDIX.......................................................................................................................................................... 21

Helpful Contacts.............................................................................................................................................. 22

Degree Plan...................................................................................................................................................... 23

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Welcome!

Whether you are new to the Child Development and Education Program or a returning student, we welcome you and want you to know that we are here to help you to make your classroom and lab experiences a valuable part of your education here at Collin College. This Lab Manual has been compiled to give you the information and the forms that you will need to be a successful student this semester.

Please take the time to read through the all the areas of this Lab Manual that pertain to you. It is very important that you make sure you understand which forms you will need to turn in.

Your professor will give you more information in class about the course requirements. This Lab Manual has information about Service Learning Experiences. There is a section in the Lab Manual that provides the link to Service Learning information and the forms you will need.

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Child Development/Education Program Standards

The Child Development/Education Program is an Exemplary Program as designated by the Texas Education Higher Education Coordinating Board. Our program is one of only five percent of programs in the state of Texas to have achieved this honor. Along with this status, the program has received national accreditation from the National Association for the Education of Young Children (NAEYC). Provided for you are the “Standards and Supportive Skills” that are included on every class syllabus in the department. We want you to understand the importance of these standards as you attend class.

THE STANDARDS

Standard 1: Promoting child development and learningStandard 2: Building family and community relationshipsStandard 3: Observing, documenting and assessing to support young children and familiesStandard 4: Teaching and learningStandard 5: Becoming a professional

THE SUPPORTIVE SKILLS

Supportive Skill 1: Self-assessment and self-advocacySupportive Skill 2: Mastering and applying foundational concepts from general educationSupportive Skill 3: Written and verbal communications skillsSupportive Skill 4: Making connections between prior knowledge/experience and new learningSupportive Skill 5: Identifying and using professional resources

TExES PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS

The state of Texas also defines professional standards for teachers in Texas.

Standard I: The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment.Standard II: The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence.Standard III: The teacher promotes student learning by providing responsive instruction that makes use of effective communication techniques, instructional strategies that actively engage students in the learning process, and timely, high-quality feedback.Standard IV: The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession.

For more information on standards and how to become a teacher in Texas visit: http://tea.texas.gov/interiorpage.aspx?id=25769812519

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REQUIRED FORMS ALL STUDENTS FILL OUT

FOR ALL STUDENTSENROLLED IN ANY OF OUR COURSES:

Important: Complete this form online. We no longer accept the following form by paper or email.

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You only need to complete one form no matter how many classes you are taking this semester.

CD&E: Student Information Record, Contract and Confidentiality Agreement: https://docs.google.com/forms/d/e/1FAIpQLSdbJdr3cYdF6oq_mUmBizrSHiIsmWz6N45QCmajnKPYpek2Og/viewform?usp=send_form

FORMS NEEDED FOR SERVICE LEARNING

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Course Service Learning Forms Needed

TECA 1303

Family, School and Community

First 3 Forms

Approval Form for Lab Experience

SL2

SL3

Lab Hour Sheet

CDEC 2304

Child Abuse and Neglect

CDEC 1359

Children with Special Needs

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Steps to Service Learning 1. Complete the required first 3 forms online.

2. Identify an organization that can provide an experience that will meet the course objectives

for the course you are taking. For example, if the organization offers tutoring and you are

taking the “Family and the Community” course, it will not be a good fit. However, if it is a

shelter for the homeless or a parent education program, it would be appropriate.

3. Contact the organization and identify yourself as a Collin College Service Learning student.

Ask if they have openings for you and if they require criminal background checks or other

orientations. Remember to apply early.

4. Complete online, “Approval Form for Field-Based Experiences” (link found on page 9 of the

manual).

5. Complete Form SL2, “Service Learning Objectives Agreement.” Have the agency sign it

and submit to Professor BEFORE beginning your Service Learning.

6. Fill out the date, activity, and times on Form SL3, “Service Learning Student Documentation

Log.” Have the site supervisor sign your time log EVERY time you attend. If they do not sign

it when you attend, you will be required to redo that hour. Make multiple copies of your log

every couple of weeks in case you lose a copy.

7. Complete a minimum of one-half page of anecdotal notes for EACH hour of lab. If you do

three hours of lab at one time, write a 1 ½ page summary. When you complete your 16-hour

Service Learning experience or education field based experience, write a reflective summary.

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About Service LearningService Learning is a method through which students learn by doing….and by serving others. It is implemented in the Child Development Courses as a 16 hour lab experience.

Service Learning in the

Child Development and Education Department of Collin College

You will complete a minimum of 16 hours of service for EACH course that requires Service Learning.

It requires involvement with organizations that work directly with children and families.

Placements for “Family and Community” and for “Child Abuse and Neglect” classes must involve working directly with families or neglected/abused children. Tutoring or working with children that are not neglected/abused is not allowed.

Placements for Special Education classes must involve working directly with children with special needs.

Placements for Education classes must involve working in public school settings only.

The experiences must be on a voluntary basis and not part of an ongoing job or elected position.

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Forms for Service Learning

If the form is included in this manual, it should be copied and filled out by hand and

uploaded to Canvas or given to your instructor ---whichever the instructor directs

you to do.

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Form #SL1Approval Form for Service Learning

For Child Development Courses

This is a required form that you fill out as soon as you have your service learning placement!

This form is now completed online at:

https://docs.google.com/forms/d/e/1FAIpQLSdurOen_Cn1KH1VgD-hW5CUVYY7ewkU4Fmx9Tya-

dl_3JNfhw/viewform?usp=send_form

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Form #SL2Service Learning Objectives Agreement Form

(This form is to be filled out AFTER securing your APPROVED field Placement)In order to be recognized as a student engaged in Service Learning at Collin College, this form must be completed and submitted at the beginning of the semester. Student Last Name:

Student First Name:

Student CWID:

Collin Faculty Last Name:

Collin Faculty First Name:

Course # and Section #: (i.e. EDUC 2301 P01)

Service Learning Agency Name:

Description of Project/ Service:

SERVICE LEARNINGAGREEMENT: In recognition of the fact that service without learning is not Service Learning, this agreement documents the academic intent of the service learner, and informs the site supervisor of the academic goals of the service placement. Each service learner will develop a learning plan that includes learning objective(s). Please define three learning objectives for the Service Learning project. These objectives must meet with the approval of the academic instructor and the agency/organization supervisor.

Defined Learning Objectives 1.

2.

3.

Student Signature__________________________________________________ Date ____________

Agency/Supervising Teacher Signature________________________________ Date_____________This form must be completed and signed by all parties BEFORE beginning Service Learning or Education Experiences!

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Examples of Service-Learning Objectives Writing Learning Objectives: Learning objectives can be of a general/global nature, or they can be more specific in nature. Whatever perspective one takes, a learning objective must be quantifiable, clearly stated, and action-oriented. When related to a Service Learning project, the objective(s) must be related to coursework and /or the course professor’s instructions. Global/General Learning objectives are written using action verbs such as: LIST, DEFINE, RECOGNIZE, IDENTIFY, DEMONSTRATE, DRAW. Specific Learning objectives are written using verbs such as: ANALYZE, WRITE, CONSTRUCT, SYNTHESIZE, COMPARE, CONTRAST, OBTAIN, DEVELOP, SOLVE.

Examples of Learning Objectives:

1. “IDENTIFY five indicators that link a healthy community to a healthy economy connecting concepts of social stratification.” (Sociology class working at a homeless shelter.)

2. “DEVELOP a care plan for a family of six supported by an annual income of $32,000, and caring for a child who has AIDS that demonstrates the impact of a long-term illness on financial planning.” (Student taking a Finance class doing service at AIDS Services of North Texas).

3. “COMPARE and CONTRAST the treatment and behavior of boys and girls in the classroom as it relates to gender equity.” (English or Psychology student tutoring at Meadows Elementary School).

4. “CREATE a 12-month marketing strategy that increases public awareness and ASSESSES the impact on web usage.” (Marketing or Communications student doing service at Plano Information Exchange).

5. “ANALYZE how agency funding is appropriated and where monetary resources are derived based on United States non-profit funding criteria.” (Business student working at the Boys and Girls Club of Collin County).

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Bloom’s Taxonomy and Examples to Assist in Writing Objectives

LEVEL DEFINITION SAMPLEVERBS

SAMPLEBEHAVIORS

KNOWLEDGE

Student recalls orrecognizes information,ideas, and principlesin the approximateform in which theywere learned.

WriteList LabelNameStateDefine

The student will define the 6 levels of thecognitive domain.

COMPREHENSION

Student translates,comprehends, orinterprets informationon priorlearning.

ExplainSummarizeParaphraseDescribeIllustrate

The student will explainthe purpose of thecognitive domain.

APPLICATION

Student selects, transfers, and uses dataand principles tocomplete a problemor task with a mini-mum of direction.

UseComputeSolve DemonstrateApplyConstruct

The student willwrite an instructionalobjective for each level.

ANALYSIS

Student distinguishes,classifies, and relatesthe assumptions,hypotheses, evidence,or structure of astatement or question.

AnalyzeCategorizeCompareContrastSeparate

The student willcompare and contrastthe cognitive andaffective domains.

SYNTHESIS

Student originates,integrates, andcombines ideas into aproduct, plan orproposal that is newto him or her.

CreateDesignHypothesizeInventDevelop

The student willdesign a classificationscheme for writingeducational objectivesthat combines thecognitive, affective,and psychomotordomains.

EVALUATION

Student appraises,assesses, or critiqueson a basis of specificstandards and criteria.

JudgeRecommendCritiqueJustify

The student willjudge the effectiveness of writingobjectives.

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Form # SL3

Collin College Service-Learning Student Documentation Log

Complete a separate Documentation Log for EACH course requiring a Service Learning experience!Student Name________________________________________Semester/Year______________________

CDEC/TECA Course Name and Number______________________________________________Professor________________________ Agency/Supervisor Name ________________________________Agency Telephone Number: ______________________ Agency E-mail Address_____________________

Date Time In

Time Out

Total Time

For Observing Supervisor:

Student was on timeYes No

Activities

Short summary of activity:(Example: assisted teacher,helped family find housing, etc.)

Signature of Teacher/AgencySupervisor present during student Service Learning experience

Total Hours: ______I certify that this is a true and accurate account of my Service Learning. Student’s Signature: ______________________________________________

A photocopy of this signed and completed form must be submitted on or before the due date indicated on the course syllabus in order to receive credit for the course.

PHOTOCOPY AS NEEDED

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Your Anecdotal Record for Service Learning Courses

All Service Learning courses require that you keep anecdotal records of your experiences. Your lab anecdotal record must be a minimum of 140 words per hour completed.  This should equal roughly to 1/2 page.  Those of you who are required to submit your journal in Black Board can use the word count feature in the anecdotal record to make sure you provide the 140 words per hour of lab.  You can write more but this is a minimum! You will lose points for failure to provide enough information. Each paragraph must contain a minimum of 5 sentences. Each anecdotal record must include the time and date. You must make a separate entry for each time you visit the school for labs, so if you go for one hour, that is one entry. If you go for 3 hours at one time, that is also one entry but 9 paragraphs that you will write. You can take notes during or after your visit, but you should enter the information into your log during that week. Some professors are using the anecdotal records found in Blackboard and you are required to make your anecdotal record there within one week of completion of each lab visit. Check with your professor for their individual instructions. Students should take care to use proper English grammar and spelling. The entries will be typewritten and double-spaced and appropriate paragraphs used. Grammar, spelling, etc. will be counted off when graded. Responses will be written in paragraph form.

How to Do an Anecdotal Record from Observations

You will often need to observe children and families as part of a course and when you are a teacher. You will need to keep a record of these observations. There are many ways to do this but the one most common is to make an anecdotal record. An anecdote is an account of an event in a child's day. The record of this event can be detailed or brief. These short reports describe, in a factual way, the incident, its context, and what was said or done by the participant(s). In most cases, anecdotes focus on very simple, everyday interactions among children, children and adults as well as children and materials in the environment. You can record anecdotal records after your lab time and use these as a basis for writing our lab journal.

Ideally, the anecdotal record should be recorded as it unfolds or immediately after. However, anecdotal records usually have to be written later at the end of the day. Keeping brief notes on index cards or sticky notes carried in your pockets can be helpful. Jotting one-word reminders or short phrases on the cards about the event can provide a set of reminders when the anecdote is written.Characteristics of Anecdotal Records:Simple reports of behavior'Result of direct observation.Accurate and specificGives context of child's behaviorRecords typical or unusual behaviors

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Purpose:Anecdotes capture the richness and complexity of the moment as children interact with one another and with materials. These records of child behavior and learning accumulated over time enhance the teacher's understanding of the individual child as patterns or profiles begin to emerge. Behavior change can be tracked and documented, and placed in the child's portfolio resulting in suggestions for future observations, curriculum planning and student or parent conferences.

Examples of Anecdotal Records:Child's Name: Melissa C.Date & Time: 4/23/01 8:45 amPlace or Learning Center: Preschool classroom-free play

Observed Event & Behaviors:Melissa sat next to Tina at the reading table. Tina greeted Melissa with "Hi, Melissa! Wanna read a book with me?" Melissa said that she couldn't read. Tina replied, "We can look at the pictures."

Child's Name: Catherine W.Date & Time: 11/16/02 9:15 am Place or Learning Center: block center

Observed Event & Behaviors:In the block center, Jamie and Catherine began to argue over who would drive the dump truck. Maria said, "Nobody can be my friend if I'm not the driver." Catherine suggested that there were two other trucks and an airplane--she could be the pilot and everyone else could drive a truck.

Child's Name: Destiny H.Date & Time: 3/25/02 1:30 pmPlace or Learning Center: sensory bin

Observed Event & Behaviors:Troy was in the art area during free choice. He was making letters, rolling the paper and then he tied the paper roll with a string. He demonstrated this process to Lisa, Emma and Heather who were also in the art area.

Child's Name: Sonia M.Date & Time: 1/23/02 2:45 pmPlace or Learning Center: Project Group

Observed Event or Behaviors:During project group, the children were painting a mural. Sonia asked Madeleine to help. Madeleine said she was not ready. Sonia replied, "Don't worry, we'll wait."

Child's Name: Holley J.Date & Time: 4/10/02 10:20 amPlace or Learning Center: Playground-outside time & snack

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Observed Event or Behaviors:Holley and Kimberly were pretending to be riding on their unicorns. They galloped around the playground and pretended to feed them at snack time.

Child's Name: Alex P.Date & Time: 3/3/02 9:30 amPlace or Learning Center: Literacy Group

Observed Event or Behaviors:During literacy group, Alex listened as Katie read the Dinosaur Book. When Katie finished reading, Alex picked up a piece of art paper and drew a picture of what he would do with a dinosaur then wrote

Helpful Reminders!!Observations should be ACCURATE, OBJECTIVE AND SPECIFIC.Observers should not make ASSUMPTIONS or use SUBJECTIVE or AMBIGUOUS words.Observations and anecdotes should be on a variety of children and activities. Try to avoid only writing anecdotes about the "cute things children say."Remember to ask yourself the following question when observing - "Am I writing things in such a way that anyone viewing the same scene would write it in the exact same way," and when they close their eyes would see the same scene in their mind's eye?”AVOID: Ambiguous/Suggestive Words:Crowded Chaotic WildMessy Sloppy Too ManyRoughhousing

Words That Convey Assumption:Intelligent Annoyed AngerProvoked Happiness RudeBored AggressiveSelf-Esteem Out Of ControlUninvolved BoisterousEnthusiastic Ill-mannered

Reflective SummaryAt the end of the field-based experience, TYPE and submit a two-page “Reflective Summary” of the field-based experience in addition to the completed anecdotal record entries. Include the following in the Reflective Summary:

discussion of the impact of this experience upon the student. what has been learned about working with your target population as a result of participating in

this experience what you have learned about his/herself and/or what was learned about the community, as a result of this experience any recommendations for making this experience a more valuable learning experience

List of Possible Service Learning Agencies for TECA 1303

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Updated Summer, 2017

CITY House Collin Intervention to Youth, Inc. CITY House Family Center901 18th St.Plano, TX 75074972-424-4626Lisa Rodgers, Director of Volunteer ServicesMy Friend’s House Jennifer Patten Program Directorlrodgers@cityhouse.orgjpatten@cityhouse.org

Hope’s Door860 F Ave., Suite #100Plano, TX 75074972-422-2911Melanie O’Brien, Volunteer Coordinatorwww.hopesdoorink.org

Strengthening Families of North TexasPO Box 261903, Plano, TX 75026972-867-9470Email: strengthening@verizon.net

Family CompassSheryldine Samuel, Director ssamuel@family-compass.org214-370-9810

Samaritan Inn1710 N. McDonald St.McKinney, TX 75071Volunteer Hotline214-449-4433info@thesamaritaninn.org

Allen Community Outreach 801 East Main StreetAllen, TX 75002972-727-9131Janis ChristieDirector of Volunteer Serviceswww.acocares.org

Family Outreach of East Dallas, Inc.9100 DicemanDallas, TX 75218Jane Collins, Contact 214-321-6292info@familyoutreachdallas.org

Good Samaritans of Garland, Inc214 North 12th St., Garland, TX 75040972-276-2263goodsamofgarland@verizon.net

Helping Hands (Rockwall County)950 Williams Street, Rockwall, TX 75087972-771-4357www.RockwallHelpingHands.com

Metrocrest Services13801 Hutton Drive, Suite 150Farmers Branch, TX 75234Erika Mahoney, Volunteer Coordinator 972-446-2100emahoney@metrocrestservices.org

Christian Community Care Center (food and clothing bank)1310 Brown Street, Wylie, TX 75098972-442-4341

Frisco Family ServicesMain Office 8780 Third St.; Frisco, TX 75034972-335-9495Go to: Frisco Family Services/Sign Up TodayFrisco Resale Store9085 Dogwood/Frisco, TX 75034972-712-7833

Minnie’s Food Pantry3033 West Parker Rd., Suite 116Plano, TX 75023972-596-0253Email: Erica@minniesfoodpantry.orgOpen Wednesday-Friday, 8:30-11:30 and1st and 3rd Saturdays

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LIST OF AGENCIES FOR CDEC 1359/2340Updated Summer, 2017

Friday Nite Friends (medical respite program)

Custer Road United Methodist Church6601 Custer Rd.Plano, TX 75023Carol Brady972-618-3450, ext. 247fridaynitefriends@crumc.org

EquestWylie, TX 75098972-412-1099, ext. 211 or 215Ellie Grant or Amanda WhitmireEgrant@equest.org

ChildsTurn.com (Special Needs Children) www.childsturn.com5430 LBJ Fwy #1200Dallas, TX 877-909-3748

It’s A Sensory World13617 Neutron Rd.Farmers Branch, TX 75244www.itsasensoryworld.comcaters to sensory & social needs of children

My Possibilities1301 Custer Rd.; Suite 616Plano, TX 75075469-241-9100www.mypossibilities.org

Camp Summit2915 LBJ Freeway, Suite 185Dallas, TX 75234972-484-8900camp@campsummitttx.org

ChefsvillePO Box 1771Plano, TX 75094972-516-0325

Email: chefsville.org

H.E.R.O.E.S.101 South Coit RoadRichardson, TX 75080972-663-5853Email: Info@heroesdfw.org

Stonebriar Community ChurchGIFT Ministry—Special NeedsMegan Wall, Coordinator469-252-5200

Ronald McDonald Househttps://rmhdallas.org

Special Olympics Dallaswww.sotx.org

Rays of Light9200 Inwood RoadDallas, TX 75220Email: volunteer@raysoflightdallas.orgRobin Wilson, Coordinator214-706-9535

ISD Special Education Classroom(Follow ISD guidelines online or found in Education Lab Manual)

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APPENDIX

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Helpful ContactsSpring Creek Child Development Center (Lab School) B175/176 Barbara Batista, Director 972-881-5945bbatista@collin.edu Paula Braaten, Assistant Director 972-881-5938 pbraaten@collin.eduAcademic Affairs & Workforce Division A172

972-881-5106 K102

972-881-5162 Lab School Instructor BB216 Glenda Strange 972-881-5814 gstrange@collin.eduChild Development/Education Full Time ProfessorsDr. Rebecca Burton 972-578-5595 rburton@collin.eduDr. Leda Cott 972-881-5983lcott@collin.eduChristina Friedl 214-491-6227cfriedl@collin.edu Sharon Hirschy 972-377-1005shirschy@collin.eduCourtenay Jauregui 972-578-5598cjaurgui@collin.eduDr. Suzanne Jones 469-365-1813sejones@collin.eduAllison Venuto 972-881-5133Avenuto@collin.eduDr. Elaine Zweig 972-881-5967District Discipline Lead of ChildDevelopment/Education ezweig@collin.edu

Services and OrganizationsCollin County Association for the Education of Young Children (CCAEYC) www.ccaeyc.org

National Association for the Education of Young Children (NAEYC) www.naeyc.org

Kappa Delta Pi—Education Honor Society www.kdp.org

Texas Department of Family and Protective Services http://www.dfps.state.tx.us

Child Abuse Hotline 1-800-252-5400

Poison Control 1-800-222-1222

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Degree PlanIf you have not filled out a degree plan, you should copy the form on the next two pages,

complete and return with your lab forms. An Academic Advisor is located on the Spring Creek

Campus for Child Development majors. Please complete this form and hand it in to advising.

Even if you declare a major on this form, you can change it at any time. But this will make you

eligible for child development scholarships, and other services that are not available to those

without a degree plan. It will also help you in planning your courses. Students who do not fill

out degree plans often find themselves repeating or taking unnecessary courses. Again, you can

change this at any time, but it will provide you with additional resources and information to help

you finish at Collin and also to assist you in transferring to other programs.

ACADEMIC TRANSFER DEGREES AND CERTIFICATES

https://www.collin.edu/academics/programs/Academic%20Programs.aspx

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