Cohort+Schedule

Journal Prompts for Field Journal Requirements below

Aug. 23-27 || Seminar – 8-10:30 LiveText || Seminar 8-10:30 Harry Wong Text || Seminar 8-10:30 i-Pod use || Seminar 8-10:30 Ethics, observations Bring text || 8-10:30 Pre-site visit orientation by sub groups || Aug. 30-Sept. 3 || ** Week of site visits—as scheduled by college supervisor ** ||  ||   ||   || Cohort meetings with placement group leader, as needed. || Sept. 6-10 || ** Labor Day Holiday ** || Report to field sites || Field sites || Field sites || Seminar: Due--Daily schedule of field placement, note weekly variations || Sept. 13-17 || Field sites—Start work on interviews, meetings & 3141 Field assignment. || Field sites || Field sites || Field sites || Due for seminar: Review of school site handbook policies & procedures. || Sept. 20-24 || Field sites Work on interviews, meetings & 3141 Field assignment. || Field sites || Field sites || Field sites || ** Reflection journal entry #1 of field experience journal due ** || Sept. 27-Oct. 1 || Field sites Work on interviews, meetings, and 3141 Field assignment. || Field sites || Field sites || Field sites || Due for seminar: Interview with collaborating teacher on grouping, and reflection || Oct. 4-8 || Field sites finish up read-aloud, & video recording. || Field sites || Field sites || Field sites || Mid/Term Last day to drop w/o penalty –**Due for seminar: Read-aloud video and rubric** || Oct. 11-15 || ** School site holiday ** ENJOY!! || ** Telfair Schools on holiday Oct. 12-15 ** ** Telfair Group to make up these days ** ** Nov. 15-17 ** || Field sites--3141 Field-based assignment due || Field sites || FIELD SITE AS USUAL (makeup for Monday). || Oct. 18-22 || Field sites Work on interviews, meetings, || Field sites || Field sites || Field sites || Advising begins; Oct. 25-29 || Field sites Work on interviews, meetings, etc. || Field sites || Field sites || Field sites || Seminar: **Reflection journal entry #3 due** || Nov. 1-5 || Field Sites—Finish EDEC 3151 & Reading/LA project || Field sites || Field sites || Field sites || Seminar: 3151 developmental tasks (due Sunday) || Nov. 8-12 || Early registration Field sites Finish up all field- based assignments interviews, meetings, || Field sites || Field sites || ** Last scheduled day for field experience ** || Seminar—Early registration, meet with advisor about placement for next semester. **Reflection journal entry # 4 due** || Nov. 15-19 || MAKE UP DAYS for Telfair County and other absences || Make up day || Make up day || ** Deadline to make up any missed field experience days! ** || Reflection journal **Entry #5 of field experience journal du**e || Nov. 22-26 || Happy Thanksgiving! || Happy Thanksgiving! || No Classes || Thanksgiving Holidays || Thanksgiving Holidays || Nov. 29-Dec. 3 || 1 FINAL SEMINAR this week; Date, TBA **Reflection journal entry #6 of field experience journal due**. ||  ||   ||   || Summative Field Reflection. Post tp Live Text. || Dec. 6-10 || Final Exams Stojke, RDED 3121 || McMullen SPED 3131 || Hancock ECSP 3141 || King ECED 3151 ||  ||
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**Middle Georgia College** **Early Childhood Special Education General Curriculum** **ECSP 3191 Field Experience I, PreK-K (GFT 6.1, 6.3, 6.4, 6.5)** Journal entries provide evidence of targeted observation to support development of MGC’s five candidate proficiencies: demonstrating ethical professionalism, mastering content and pedagogy, guiding all learners to success, collaborating with home and other educational professionals, and building communities of learners. Journal entries will be reviewed in seminar sessions and will provide the basis for group discussion. Set up your journal to have each journal prompt on a separate page, and record incidents (note date and time) with the prompt that it addresses. Look for incidents or interactions which illustrate each of the following prompts. As much as possible, journal entries should be an exact description in observable, measurable terms of events or interactions in the classroom. If appropriate, use direct quotes and descriptions of the setting and individuals involved. To the best of your ability, avoid making judgments. For the first week of placement, focus on the first 2 prompts and note at least 2 events to illustrate effective teaching of pre-kindergarten and kindergarten students. Record just as much of the event as needed to remind you what happened, probably a sentence or two, or a couple of paragraphs if it was an extended event, so that you can discuss it at length in seminar. If you happen to witness excellent examples for the other prompts, be sure to record these, also. **Journal Prompts:** 1. Although young children often have difficulty communicating their thoughts and feelings verbally, their behavior often communicates meaning implicitly. Note instances in which a teacher seemed to “read” a child’s implicit communication through behavior and responded appropriately. (Demonstrating ethical professionalism; GFT 6.3, 2.3) 2. Effective teachers incorporate a variety of activities that appeal to various learning styles and modalities. Describe various activities you’ve observed in the classroom that are responsive to students’ varied learning styles and modalities. (Guiding all learners to success; GFT 2.5, 5.3) 3. Shy children are often hesitant about joining group play activities. What have you observed teachers do with such children in response to their fears, needs, and wishes? (Building communities of learners; GFT 2.3, 3.1, 3.4) 4. Creating a safe, secure emotional as well as physical environment is particularly important in working with young children. What are some ways you have observed teachers contributing to the creation of secure relationships and a safe emotional climate? (Building communities of learners; GFT 3.1, 3.5, 3.6) 5. Developmentally appropriate curriculum provides for a child’s physical, emotional, social, linguistic, aesthetic and cognitive development. Cite some of the ways in which teachers you have observed encourage development in these areas. (Guiding all learners to success; GFT 2.5, 2.2, 5.1, 5.3) 6. How do teachers you have observed provide opportunities to support children’s home culture (and possibly language) while also developing their ability to comfortably participate in the shared culture of the school community? (Demonstrating ethical professionalism; GFT 3.5, 2.6)