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Due Date: 11:59 pm EST Sun day of Unit 7 Points: 15 0 Overview: Th e final assignment requires you to self -assess the knowledge and skills you have acquired throughout this course. You will reflect on fundamental STEM in early childhood education concepts, best practices, tools, resources , class discussions and implemented activities. In writing, you will demonstrate the knowledge and skills you gained through research and applications of the STEM course topic s. You will have two weeks (Units 6 and 7) to compile a written report comprised of the following 8 components. Instructions: Write a reflective written response for each of the following 8 components . Organize your report using the item numbers with your answers below each. 1. Developmentally Appropriate Topics In Unit 2, you began working on the topic that you selected to focus STEM inquiries for children. Reflect on how you used the topic to engage child ren’s interest and curiosity . Provide an example from your work in the Unit 2 “Activity Plan or Pict ure B ooks ” assignments . Comment on why it is important to select developmentally appropriate topics for early childhood STEM curriculum. (NAEYC 1c) 2. Virtual Field Trip Unit 3 required you to plan a virtual field trip (VFT) and implement a Math or Science lesson at home. Reflect on how technology is used to support and document child inquiry. Describe how you used technology effectively with children using examples from your work in the Unit 3 “Analog and Digital Technology assignment” and “Virtual Field Tr ip” discussion . (NAEYC 6c) 3. Using Assessment for Curriculum Planning The Unit 4 ” Bucket Challenge” discussion activity required you to assess and problem solve to achieve a goal. Reflect on what this experience taught you about : 1) the role of assess ment , and 2) use of children’s background and prior CHS250 – STEM in the Early Childhood Education Classroom Final Reflection & Report: STEM Concepts and Practices knowledge or experience for planning curriculum . Provide a detailed example from the discussion that illustrate s how teachers effectively utilize both in designing challenging STEM experiences and planning teaching strategies for young children . Include a course resource in your example. (NAEYC 3a) 4. Family and Community Involvement In the Unit 4 ”Makerspace” discussion and the Unit 7 ”Learning Center” discussion, you identified specific ways to involve children’s families and the community. Explain what you learned from the unit readings and discussions about why it is important to plan authentic ways to involve families and community in STEM inquiries. Describe two benefits to children’s development and learning that are gained through family and community involvement. Include specific ways in which families are supported as their children’s first teachers. (NAEYC 2c) 5. Math Talk Outdoors In Unit 5, you examined authentic play in both indoor and outdoor environments as a critical best practice underlying children’s learning of STEM concepts. Articulate how you used the outdoor playground environment in Unit 5 to promote children’s meaningful “math talk”. Why is this an appropriate and effective strategy for helping young children to learn math concepts? ( NAEYC 5a) 6. STEM Environments In the Unit 6 discussion, you provisioned an environment with new and/or repurposed materials to direct child interest, inquiry and problem solving about a topic. Reflect on the connection between the topic , concept or learning fact and the materials that you identified . Why is it important to start with a topic and related concept or learning fact when provisioning the learning environment? What is the role of material selection and placement to get children involved in learning about and problem solving in STEM ? (NAEYC 4b) 7. Resource Reflection Take -aways! In the Units 3, 4, and 5 STEM Resources & Teaching Reflection assignments you were asked to select from the wide body of professional literature in STEM and early educ ation. Reflect on how the articles helped you integrate different concepts, strategies and techniques . Using two resources, briefly describe how they have helped you to inform your own philosophy for teaching STEM to young children. Give an example of something that you learned that you will use in your current or future teaching practice. Share an example of a change in your thinking that resulted from this assignmen t. What did you think before and what do you think now? What were your “Aha’s”? ( NAEYC 6d) 8. KWHL In Unit 7 you explore d KWHL charts. Reflect on how KWHL charts are used to involve children in planning STEM inquiries that engage their interests, curiosity and inform the design of learning centers. Discuss why this approach and planning tool are developmentally effective for early education learning environments . (NAEYC 4c) Requirements: • Your report should include the numbered items and your reflective written response underneath each. • Submit a Word document in APA 7 format with Title Page and Reference Page. • 4-5 pages in length, excluding the Title and Reference pages. Be sure to read the criteria below by which your work will be evaluated before you write and again after you write. Evaluation Rubric for Final Reflection & Report: STEM Concepts and Practices NAEYC Standard 4 Exemplary 3 Proficient 2 Adequate 1 Inadequate 17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points Standard 1c Using development al knowledge to create healthy, respectful, supportive, and challenging learning environments for young children Well -written, explicitly detailed reflection. Specific evidence of: 1) how the selected topic engages and challenges young children, and 2) why the activity plan or picture book assignment is developmentally appropriate and Well -written, detailed reflection. Substantial evidence of: 1) how the selected topic engages and challenges young children, and 2) why the activity plan or picture book assignment is developmentally Clearly written reflection. Some evidence of: 1) how the selected topic engages and challenges young children, and 2) why the activity plan or picture book assignment is developmentally appropriate and supports Vaguely written reflection. Minimal to no evidence of: 1) how the selected topic engages and challenges young children, and 2) why the activity plan or picture book assignment is developmentally appropriate and supports learning of STEM concep ts. appropriate and supports learning of STEM concep ts. learning of STEM concepts. supports learning of STEM concepts. 17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points Standard 2c Involving families and communities in young children’s development and learning Comprehensive explanation of acquired knowledge about 1) the importance of family and community engagement in children’ s STEM inquiries, 2) benefits to child development and learning , and 3) authentic experiences that support families as their children’s first teachers. References from course resources and class discussions strongly support key points (e.g., topic -related websites) . Substantive explanation of acquired knowledge about 1) the importance of family and community engagement in children’s STEM inquiries, 2) benefits to child development and learning, and 3) authentic experiences that support families as their children’s first teachers. References from course resources and class discussions th oroughly support key points (e.g., topic -related websites ). Clear explanation of acquired knowledge abou t 1) the importance of family and community engagement in children’s STEM inquiries, 2) benefits to child development and learning, and 3) authenti c experiences that support families as their children’s first teachers. References from course resources and /or class discussions clearly support key points (e.g., topic -related websites ). Vague to no explanation of acquired knowledge about 1) the import ance of family and community engagement in children’s STEM inquiries, 2) benefits to child development and learning, and 3) authentic experiences that support families as their children’s first teachers. References from course resources and /or class discussions minimally support key points or are lacking (e.g., topic -related websites) . 17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Po ints Standard 3a Understandin g the goals, benefits, and uses of assessment – including its use in development of Explicit reflection on the role of assessment and use of children’s background/prior knowledge or experience to create developmentally appropriate STEM Substantive reflection on the role of assessment and use of children’s bac kground/prior knowledge or experience to create developmentally Somewhat detailed reflection on the role of assessment and use of children’s background/prior knowledge or experience to create Vague to no reflection on the role of assessment and use of children’s background/prior knowledge or experience to create developmentally appropriate goals, curriculum, and teaching strategies for young children curriculum and ensure effective teaching strategies . appropriate STEM curriculum and ensure effective teaching strategies. developmentally appropriate STEM curriculum and ensure effective teaching strategies. appropriate STEM curriculu m and ensure effective teaching strategies. 17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points Standard 4b Knowing and understandin g effective strategies and tools for early education, including appropriate uses of technology Elaborate reflection on how to provision a STEM learning environment ; reflection includes demonstrated connection s between : 1) chosen topic and concept/learning fact , 2) selection of materials, new and repurposed, to direct children’s interest and problem solving, and 3) purposeful environmental placement. Clear yet brief reflection on how to provision a STEM learning environment; reflection includes demonstrated connections between: 1) chosen topic and concept/learning fact, 2) selection of materials, ne w and repurposed, to direct children’s interest and problem solving, and 3) purposeful environmental placement. Vague reflection on how to provision a STEM learning environment; reflection includes demonstrated connections between: 1) chosen topic and co ncept/learning fact, 2) selection of materials, new and repurposed, to direct children’s interest and problem solving, and 3) purposeful environmental placement. Minimal reflection on how to provision a STEM learning environment; reflection fails to demo nstrate connections between: 1) chosen topic and concept/learning fact, 2) selection of materials, new and repurposed, to direct children’s interest and problem solving, and 3) purposeful environmental placement. 17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points Standard 4c Using a broad repertoire of development ally appropriate teaching/lear ning approaches Comprehensive reflection on the KWHL chart approach includes at minimum: 1) the purpose of the planning tool, 2) connections to developme ntally appropriate practice, 3) use in designing learning centers, and 4) effectiveness in engaging children as active learners and STEM problem solvers. Brief reflection on the KWHL chart approach includes at minimum: 1) the purpose of the planning tool, 2) connections to developmentally appropriate practice, 3) use in designing learning centers, and 4) effectiveness in engaging children as active learners and STEM problem solvers. Sparse reflection on the KWHL chart approach includes at mi nimum: 1) the purpose of the planning tool, 2) connections to developmentally appropriate practice, 3) use in designing learning centers, and 4) effectiveness in engaging children as active learners and STEM problem solvers. Reflection is attempted with minimal details on the key components. 17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points Standard 5a Understandin g content knowledge and resources in academic disciplines Demonstrates comprehensive unders tanding of content knowledge. Summary includes explicit details of : 1) why authentic play , in both indoor and outdoor environments , is a best practice for promoting STEM – based learning; and 2) how outdoor classrooms can effectively promote children’s “Math Talk” . Demonstrates thorough underst anding of content knowledge. Summary includes specific details of : 1) why authentic play, in both indoor and outdoor environments, is a best practice for promoting STEM -based learning; and 2) how outdoor classrooms can effectively promote children’s “Mat h Talk”. Demonstrates some understanding of content knowledge. Summary includes clear but brief details of : 1) why authentic play, in both indoor and outdoor environments, is a best practice for promoting STEM -based learning; and 2) how outdoor classroo ms can effectively promote children’s “Math Talk”. Demonstrates minimal to no understanding of content knowledge. Summary lacks specific details of: 1) why authentic play, in both indoor and outdoor environments, is a best practice for promoting STEM – based learning; and/or 2) how outdoor classrooms can effectively promote ch ildren’s “Math Talk”. 17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points Standard 6c Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource Uses technology with young children in highly effective ways to support child inquiry . Explicit description of lessons learned individually about the benefits of using analog and digital technology and collaboratively about virtual field trips. Uses technology with young children in effective ways to support child inquiry. Substantive description of lessons learned individually about the benefits of using analog and digital technology and collaboratively about virtual field trips. Uses tec hnology with young children with minimal description of effectiveness for supporting child inquiry. Some and/or vague description of lessons learned individually about the benefits of using analog and digital technology and collaboratively about virtual fi eld trips. Uses technology with young children with poorly stated or no connection to its effectiveness for supporting child inquiry and/or lessons learned about analog and digital technology and/or virtual field trips. 17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points Standard 6d Integrating knowledgeab le, reflective, and critical perspectives on early education Elaborate reflection on knowledge gained from cour se resources includes all components: 1) integrated concepts and philosophy about STEM in early childhood education, 2) new insights and/or surprises, 3) application of a practice and/or tool, and 4) utilization of two course resources. Thorough reflect ion on knowledge gained from course resources includes all components: 1) integrated concepts and philosophy about STEM in early childhood education, 2) new insights and/or surprises, 3) application of a practice and/or tool, and 4) utilization of two co urse resources. Clear reflection on knowledge gained from course resources includes all or most components: 1) integrated concepts and philosophy about STEM in early childhood education, 2) new insights and/or surprises, 3) application of a practice and/ or tool, and 4) utilization of two course resources. Reflection fails to demonstrate on knowledge gained from course resources. Lacking one or more components: 1) integrated concepts and philosophy about STEM in early childhood education, 2) new insight s and/or surprises, 3) application of a practice and/or tool, and 4) utilization of two course resources. 4 Points 3 Points 2 Points 0 – 1 Points Length and Format Fully meets minimum length requirement. Numbered item format with reflective written responses underneath . Mostly meets minimum length requirement. Few errors in number and response format. Somewhat meets minimum length requirement. Some errors in number and response format . Significantly missed minimum length require ment. Many errors in number and response format . 10 Points 8 – 9 Points 6 – 7 Points 0 – 5 Points SS3 Students have effective skills in written and verbal communicati on. Students are technological ly literate. Report is professional and highly polished; writing and format are clear; error free; APA compliant. Report is adequate; maximum of two grammar and/or spelling errors; follows most APA requirements. Clear and professional writing and format; Report has three or four grammar and/or spellin g errors; attempts APA formatting. Errors impede professional presentation; Report has many grammar and/or spelling errors; APA formatting inconsistent or not followed.