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Los Angeles Mission College Child Development 23

Practicum in Child Development 2 Fall 2017

Section # 12619 Room: CCDS 201 Units: 4 Thursday: 4:30-6:35 Prerequisites: English 28 or ESL 8, CD 22 Note: Students must show proof of a current negative TB test (Mantoux Test) or chest x-ray within the last two years, plus proof of immunizations for measles, pertussis and influenza.

Office Hours: M. 3:30-630 & Th. 1:50 – 4:30 and by

appointment

Location: CCDS – office 213

Email: grigorr@lamission.edu

Webpage: www.lamission.edu/~grigorr

Office Phone: 818-364-7860

Instructor: Rita Grigoryan

Important Message!!!The most important measure of your progress is your own growth and development throughout this class. We will be reviewing basic principles of early childhood education and their application to developing appropriate group experiences for young children. This course also includes direct, supervised participation in preschool, child development center or elementary school program. I am always interested in meeting with you to discuss questions, concerns, or simply your own ideas about the course. Please feel free to make an appointment, or to meet with me after class if you want or need extra help. We are partners in learning, and I'm looking forward to an exciting semester together!

Required Texts & Materials:

Early Childhood Field Experience, Browne and Gordon, Pearson, 2013, 2nd

Edition,

Developmentally Appropriate Practices in Early Childhood Programs Serving Children Birth

Through Age 8Revised, Sue Bredekamp, Editor, NAEYC, 2008 3rd

Edition Epstein, Ann

The Intentional Teacher, NAEYC, Washington, DC; 2007

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Course Description: Prerequisites: Child Development ChDev22 and English 28 or B.A. degree; consent of the Instructor Lecture: 2 hours Laboratory: minimum of 6 hours per week for a total of 90 hours (TBA) This is the second semester of practicum teaching experience, if possible to be done in a different setting than the first semester. This course provides advanced practical application of theories covered in prerequisite courses to fulfill requirements for an area of specialization.

COURSE OBJECTIVES:

The educational objectives of this course are to enable the student to:

1. observe and participate in a teaching situation by working directly with children, staff and parents.

2. plan, implement and evaluate educational/developmental experiences, which meet the needs of a diverse group

of children, in the areas of physical, social, emotional and cognitive growth for the individual and the group

3. evaluate and discuss her/his present teaching methods an style, and modify them when necessary

4. participate as a member of the school personnel team

5. develop professional attitudes as evidenced by attendance at meetings, workshops and conferences sponsored

by professional organizations

6. develop effective guidance techniques, which result in a reasonable system of limits, rules and expectations

7. organize and maintain a safe and healthy learning/developmental environment, which reflects sensitivity to

diverse needs

8. organize and sustain the positive functioning of groups of children in a learning/developmental environment

9. relate to each child as an individual, a member of a family, and as a part of his/her culture

10. facilitate effective communication and interactions with parents, whenever the opportunity may arise

11. recognize and identify children with special needs, including physical and behavioral disorders, make referrals

and seek guidance in handling these children

12. carry out additional responsibilities as assigned by the supervisor, director or teacher

13. complete a job application, develop a resume, prepare for an interview and articulate a personal philosophy

statement regarding child development

14. prepare and organize a professional portfolio, which includes original learning plans and letters of

recommendation

15. identify and discuss current issues and trends in the field of child development, and articulate a professional

development plan.

STUDENT LEARNING OUTCOMES:

1. Students will be able to integrate understandings of children’s characteristics and needs to develop healthy, safe, respectful, supportive and challenging learning environments for all children.(student teaching practices)

2. Students will research, design and deliver a presentation based on a professional issue that is meaningful to early childhood educators. (class presentation)

3. Students will organize a portfolio reflecting their professional preparation and development in the field of Child Development. (portfolio)

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Students with Special Needs

Any student that needs special considerations due to a disability is asked to identify their need

to the instructor in private by the first day of class and the Office of Special Services or Disabled

Students. Special accommodations may be arranged but the instructor must be notified by the

student in advance. All information will remain confidential

Late Work

Occasionally something occurs that prevents an assignment from being submitted on time. If this has

been discussed in advance, there is no penalty, however if work is submitted late without a previous

agreement with me, your grade for that assignment will be lowered. If an assignment is not submitted at

all, it will be counted as a “0”.

Attendance

As in each college level course, attendance and participation is essential for a successful learning experience.

Los Angeles Mission College policies related to attendance will be respected. Students are expected to attend

and participate in each class session. Students are responsible for all materials and information presented

during each class. Absences of more than six (6) hours will result in class “exclusion.” Points will be deducted

for each absence and for partial class time missed. It is the student’s responsibility to complete all paperwork

necessary to add, drop or withdraw from class.

Cell Phones and IPods

Please be courteous to your instructor and fellow classmates. Put your cell phone on silent mode while in class.

Please check and answer your messages during the break. Use of IPods or MP3’s during class time is not

appropriate.

Important Dates to Remember:

September 10, 2017: Deadline to add full term classes (16 week) in person

September 11, 2017: Deadline to drop classes without receiving a “W” with refund

November 19, 2017: Drop classes with a “W”

Reminder: There is a new LACCD enrollment limit. The limit is now three times to take a class

and includes both substandard grades and withdrawals.

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COLLEGE RESOURCES FOR STUDENTS

Admissions and Records: Students can register for classes, request transcripts, file petitions for

graduation, and drop classes at this office. For more information call 818-833-3322 or visit:

http://www.lamission.edu/admissions/

Assessment Center: Offers student assessments in English, English-as-a-Second-Language (ESL)

and Mathematics. Please contact the Assessment Center at (818) 364-7613 for more

information or visit http://www.lamission.edu/assessment/

Bookstore: For hours of operation, book availability, buybacks, and other information call 818-

364-7767 or 7768 or visit http://eagleslanding.lamission.edu/default.asp

Counseling Department Office: For appointments and information call 818-364-7655 or visit

http://www.lamission.edu/counseling/

Disabled Students Programs and Services (DSP&S): For appointments, eligibility and information

call 818-364-7732 or visit http://www.lamission.edu/dsps/

Extended Opportunity Programs and Services (EOPS): For appointments, eligibility and

information call 818-364-7645 or visit http://www.lamission.edu/eops/

Financial Aid: For information and applications call 818-364-7648 or visit

http://www.lamission.edu/financialaid/

Library: For information on hours, resources, workshops, and other services contact 818-364-

7106 or visit http://www.lamission.edu/library/

Tutoring Services in Learning Center: Laboratories for Learning, Writing, Math &Science. Walk-in

and appointment services offered. Call 818-364-7754 or visit

www.lamission.edu/learningcenter/

Child Development Tutoring – CCDS Room 200: For appointments and information call 818-364-

7600 ext. 7123

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REQUIREMENTS: Supervised field experience:

At place of employment or volunteering for a minimum of 6-8 hours per week for a total of 90 hours per semester. To be arranged with instructor.

Weekly Writing Assignments:

Complete the writing assignments each week as described on your course syllabus. Learning Plans: (1) Learning plans must be submitted in the following eight areas: Language Art Math Music Social Studies/Anti-bias Cooking Physical/Motor Science Four learning plans due each semester

(2) At least one learning plan must be implemented with the children in your class while the instructor is visiting in the first semester, and at least two in the second semester. Written plans must be submitted before the visit. If learning plans will not be observed by the Instructor, they should be submitted after implementation in order to include an evaluation.

Group Presentations: Small groups of three or four students will work together to present Circle Time, Tender Topic, Staff Relations, and Bulletin Board/Counter Display during the semester

Half-Day Plan:

In the fall semester, you must develop and implement (if possible) a plan for the entire morning or afternoon depending on your Practicum placement. All aspects of the daily plan must be considered with time segments, activity descriptions, supervision responsibilities, and goals and objectives.

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Article Reviews:

Each semester, a minimum of two articles will be assigned for review and discussion in class. Format to be arranged.

Professional Meeting:

Students must attend one professional meeting, conference, or workshop each semester. A written and oral summary is required including the value of the event to your professional growth. Staff in-service training at your school is not accepted.

Parent/Community Event: Students must attend one event that is designed to develop partnerships between the school and the parents. A written and oral summary is required including the value of the event. (Examples: Back to school day, parent conference, family event)

Individual Conferences: Individual and/or group meetings will be arranged between the student and the instructor to discuss teaching experience, progress, concerns, questions, etc. These will be arranged during class hours.

DRDP 2015:

The desired result developmental profile 2015 (DRDP) is an assessment tool that consists of eight domains of learning and development for young children. Each domain consists of the measures that focus on a specific competency. You must choose one child and assess his/her development using DRDP 2015 assessment tool. You will mark the developmental level of your focused child for assigned measures and write anecdotal observations for most measures.

Portfolio: An individual portfolio will be required from each student completing the Practicum classes. The portfolio will include, but not be limited to:

statement of philosophy

resume

eight typed learning plans

professional meeting report (one during CD22, one during CD23))

parent/community event report (one during CD22, one during CD23))

visitation notes from instructor

degrees, certificates, transcripts, etc.

awards

letters of reference (from a supervisor, colleague and parent) Portfolios are due May, 2017 and December, 2017

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Schedule and Due Dates

Week/Date Topic Assignments Due

Week 1 Aug. 31

Introduction/ Class Orientation

Practicum Hand book

Complete student survey:

www.laccd.edu/studentsurvey

Week 2 Sept. 7

Professionalism/Developing a Philosophy Reading assignment for next week: Reread chapters 1 and 2 from “The Intentional Teacher.”

Week 3 Sept. 14

Curriculum Philosophies – Putting Philosophy into Action Work on learning plan for next week.

Written assign. # 1 Due

Week 4 Sept. 21

Developing Curriculum – How does it Happen? Circle time as a Curriculum Support Work on circle time presentation with your group members for next week. * Talk to your head teacher about leading a circle time with a group of children. Make a date after your group presentations.

Article # 1 Due Learning Plan # 1 Due Bulletin Board Due – Group 1

Week 5 Sept. 28

Written Assign. # 2 Due Group Presentations # 1 – Circle Time

Week 6 Oct. 5

Observation and Assessment Begin filling out the assessment form (DRDP 2015). Work on learning plan for next class.

Written Assign. # 3 Due

Week 7 Oct. 12

Tender Topics In class assignment: Article search on tender topic Continue working on your assessment form. Pay careful attention to the DRDP 2015 Follow Up Sheet.

Written Assign. # 4 Due Learning Plan # 2 Due

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Week 8 Oct. 19

Individual Group Meetings. While I am meeting with each group, work on your group presentations for next class.

Week 9 Oct 26

Group Presentations – Tender Topics

Group Presentations # 2: Tender Topic

Week 10 Nov. 2

Interviewing and Resume Writing

Learning plan # 3 Due

Week 11 Nov. 9

Staff Relations /Professionalism/Ethics Work on your half day plan, portfolio and learning plan # 4 for next week

Article # 3 Due Group Presentations #3: Staff Relations Due

Week 12 Nov. 16

Half Day Plan Sharing

Learning Plan # 4 Due DRDP 2015 Assessment Due Bulletin Board Due – group 2

Week 13 Nov. 23

Happy Thanksgiving! No Class

Week 14 Nov. 30

Field Work Issues/Portfolios

Supervising Teacher Evaluation and Self-Evaluation Due

Week 14 Dec. 7

Individual Meetings by appointments Portfolios Due

Week 15 Dec. 14

Last Day of Class

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Grading Information 4 Written Assignments 20 points each 80 points

4 Learning Plans 25 points each 100 points

2 Site Observations 50 points each 100 points

3 Articles 10 points each 30 points

4 Group Presentations 20 points each 80 points

Half Day Plan 10 points

DRDP 2015 50 points

Professional Meeting 25 points

Parent/Community Event 25 points

Portfolio 50 points

Evaluations – self-evaluation 20pts and supervising teacher/director 30pts = 50

points

Total: 600 points possible

Grading (600 points total): 90% = A (540-600 points)

80% = B (480-539 points)

70% = C (420-479 points)

60% = D (360-419 points)

50% = F (below 360 points)

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CD 23: Requirements for Group Presentations

CIRCLE TIME

Your group time presentation must be designed for a large group (entire class) of children, the age

group with which you are working. If your small group works with various ages, you may agree upon an

age or mixed age class for the presentation.

The group time should be designed to last approximately fifteen minutes, with several components

included which will be discussed in class. (e.g. songs, fingerplays, poetry, puppets, etc.)

An oral discussion must be prepared containing the following:

1) topic of group time

2) reasons for your choice

3) values for the children (include all areas of development)

4) follow up activities

Any songs, fingerplays, poetry, etc. should be duplicated for all the members of the class.

TENDER TOPICS

Your topic for this presentation will be taken from those discussed in class. The presentation will

include a description of the issue, and a discussion of the teacher's role. This discussion can take various

forms: role playing, group discussion, review of your readings, etc.

Your oral presentation must include:

1) why you chose your topic

2) the readings and resources that you used to work on it

3) steps you would take to deal with it in the classroom

4) recommendations for follow up

5) any children's books or outside resources that are relevant

Any books, resources, handouts, children's books, etc. that you found to be helpful should be

distributed to all members of the class.

STAFF RELATIONS ISSUES

The topic for this presentation will be taken from those discussed in class. Rather than a formal

presentation, this will be in the format of a discussion. You will introduce the topic and share your thoughts

about its resolution, before opening it up for discussion with the rest of the class.

NOTE: As with any assignment in this class, if there is any part of it that seems unclear, please ask in class

so that we can discuss it further. These group presentations are designed to be learning experiences for the

entire class, so please be prepared to share your ideas!

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Half Day Planning Guide

You are required to create a chart/plan for a half day schedule. Include information based on the

following questions.

1. Arrival – Who will greet the children? What will they do as they arrive?

2. Circle Time – Who will lead the circle time? What will be the topic? What books,

songs, etc. will be included?

3. Activity Choices – What choices will be available? Describe props, materials, etc. to be

provided in each available center.

4. Snack – What will be provided? Who will distribute? What will children do when they

are done?

5. Outdoors – What activities will be provided? What set up will be required? Who will be

supervising each area?

6. Other time segments: (small group, second circle, etc.)

7. End of half-day session (home time or getting ready for lunch) How will be transition be

handled? What will children be doing while “waiting”? What is your role?

8. Transitions: How will transitions between each activity segment be handled?

9. Rainy Day alternative schedule

10. Other?

________________________________________________________________

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Creating a Bulletin Board and Counter Display

Bulletin Board:

Creating a bulletin board display is composed of two parts:

1. Identifying the content and purpose

2. Designing the space

Content and Purpose:

Bulletin boards serve many purposes:

Reflecting the children’s projects

Communicating information to parents, staff etc.

Announcing special events, calendar dates, holidays

Creating a visual “learning or interest center”

Reflecting major classroom experiences/documentations

Once the purpose has been established, one can move on to deciding the content. This must

reflect the purpose of the bulletin board, the goals of the specific display, and the materials with

which one has to work.

For the purpose of this assignment, you will create a bulletin board reflecting one of the last

two purposes (visual learning center or documentation of a classroom experience).

Designing the Space: Materials should be chosen that reflect the purpose and goals, and also have an

appealing, aesthetic quality to them. Materials should for the most part be child created (when

possible) and include natural materials. Avoid premade, store bought materials.

The following questions will help to focus this process:

What is the best way to use the space?

Is the message developmentally appropriate for the age group for whom it is designed?

Will the materials and colors accurately reflect the message of the board?

Can the children “interact” with the board? Can parts be added, rearranged, discussed?

If images of people are included, does the board represent diversity?

Are natural materials included?

Are the materials in good condition?

Is the lettering clear and neat?

Is the border carefully designed?

Are staples/tape/tacks away from view?

Is the board aesthetically pleasing?

Is the board too busy? Not busy enough?

Do you enjoy looking at it? Will others?

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Counter Display

The purpose of the counter display is to create an opportunity for the children to explore the content of

the bulletin board in a “hands-on” interactive experience. The counter display should include real

materials related to the message of the bulletin board.

E.g. If the bulletin board is about ocean life, the counter display can include seashells, sand, books about

fish, etc.

When choosing the materials for your counter display, include a variety of items for the children to

explore. Try to include natural materials when possible, and children’s books to support their learning.

Again, avoid relying entirely on store-bought, commercial materials. Ask yourself what would spark the

children’s curiosity, and what would enhance their learning about the topic.

Group Collaboration

One of the important components of this assignment is the group process. Remember that each

member of your group is a valuable contributor, and should be included in all aspects of the plan and

design. Find times to meet together that include all of you, and share the responsibilities equally.

Keep in mind:

Come up with an original idea. Avoid copying a bulletin board from a book or internet site.

Listen to and respect everyone’s ideas. Compromise is often necessary!

Find times to meet when everyone is available to avoid someone feeling left out.

Share the responsibilities equally.

Communicate/Communicate/Communicate! If something is bothering you, talk to the others

together in the group. Resolve issues early in the process before they grow and become

uncomfortable. This is how you rehearse for life as a staff member!

You can come to me at any time for guidance and/or support!

Important message: You must submit a rough diagram of your bulletin board and counter

display to me the week before it is due in order to have it approved.

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CD 23 Assessment Assignment

(Please avoid generalizations such as “work on fine motor skills”. Instead, give specific

activities such as “use kitchen tongs to pick up cotton balls” etc.)

DRDP 2015

The desired result developmental profile - revised (DRDP 2015) is an assessment tool that

consists of seven domains of learning and development for young children. Each domain

consists of the measures that focus on a specific competency. You will mark the developmental

level of one focused child for each measure and write a follow-up plan.

DRDP 2015 Follow Up

Child’s name: _______________________________________________

1. What is the child’s observed strengths? (refer to scores)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

________________________________

2. What areas have you observed that need strengthening? (refer to scores)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

_____________________

3. What are your specific activity suggestions to support strengthening these areas?

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Circle Time Presentation Rubric

Group Names:______________________________________________________________________

Topic of circle time and age group: _____________________________________________________

Reasons for your choice and values for children: _________________________________________/5

Follow up activities: _________________________________________________________________/5

Enthusiasm: _______________________________________________________________________/5

Organization, flow of circle time and transition: __________________________________________/5

Total Points: _____________________________________________________________________/20

Tender Topic Presentation Rubric

Group names:_____________________________________________________________________

Topic: ___________________________________________________________________________

Reason for choosing your topic:______________________________________________________/2

The reading and resources:__________________________________________________________/2

Steps to take to deal with it in the classroom:___________________________________________/6

Recommendations for follow up: _____________________________________________________/5

Children’s books: __________________________________________________________________/5

Total points:______________________________________________________________________/20

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Bulletin Board and Counter Display Presentation Rubric

Group Names:_________________________________________________________________

Content and Purpose:__________________________________________________________/5

Materials (child created and natural):_____________________________________________/5

Counter display (materials related to the message):_________________________________/3

Group collaboration:__________________________________________________________/3

Presentation and enthusiasm:___________________________________________________/4

Total points:________________________________________________________________/20

CD 23: DRDP 2015 Rubric (50 points)

Name: ___________________________________________________________________________

Age of child ______________________________________________________________________/5

Developmental Appropriate Plan for each area of development__________________________/20

Each measure scored______________________ _______________________________________/5

Anecdotal observations for most measures included___________________________________/10

No judgmental language _________________________________________________________/10

Total (out of 50) _______________________________________________________________/50

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Activity Plan Implementation Form

School: _____________________________________________

Room #:__________________________

Mentor Teacher: _____________________________________

Student Name: _______________________________________

4 (four) Learning Plans:

#1 Curriculum Area: __________________ Date: week of Sept. 25 Teacher’s Initial _____

#2 Curriculum Area: __________________ Date: week of Oct. 16 Teacher’s

Initial_____

#3 Curriculum Area: __________________ Date: week of Nov.6 Teacher’s Initial _____

#4 Curriculum Area: __________________ Date: week of Nov. 20 Teacher’s Initial_____

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Written Assignments and Article Reviews:

Written Assignment # 1: Develop three goals that you have set for yourself for this semester’s

practicum experience. Include how you plan to achieve them. Read a chapter of “The

Intentional Teacher” that applies to at least one of your goals and write down the page

numbers.

Written Assignment # 2: Observe children at play, and choose two activities that you believe

could be “starting points” for a long-term project. What makes you think so? How could you

extend these ideas? Give specific ideas for webbing and/or scaffolding. If appropriate, talk to the

teacher you work with to discuss whether or not you could develop some “extension” activities to

build on the interests of the children.

Written Assignment # 3: Do a circle time with children. Evaluate the circle time that you led.

What was its strength? Where could it be strengthened? What changes would you make? How

can circle time be used to support the interests of the children?

Written assignment # 4: Identify a child that you would like to observe and assess. Write a

paragraph explaining why you chose this child and what you hope to learn.

Articles Review:

Article # 1: Read an article from a magazine signed out in class that relates to curriculum or

philosophy. Read your personal philosophy as it relates to experiences and curriculum. Write

which aspects of your own personal philosophy are reflected in what you do each day in your

classroom? Identify which parts you already include in your teaching and which parts, if any, you

would like to add. Discuss how you could make any necessary changes.

Article # 2: Bring a lap top to class and find an article online from a reliable source that relates

to a tender topic of your choice. Write the name of the article, where you found it, and two or

three sentences about what you learned. Be prepared to share the website and what you have

read in class.

Article # 3: Read an article of your choice from a magazine signed out in class. Why did you

choose that article? What did you learn? How can you use what you learned?

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Child Development 22/23 – Practicum Information Sheet

Name: ___________________________________________________

Address: ___________________________________________________

___________________________________________________

Phone: ___________________________________________________

E-Mail: ___________________________________________________

Employment (with children)

Name of School: ______________________________________________________

Address of School: ______________________________________________________

______________________________________________________

Phone # of School: ______________________________________________________

Name of Director: ______________________________________________________

Age of Children: ______________________________________________________

Hours of Work: ______________________________________________________

Room Number: ______________________________________________________

Volunteer Placement Request: Health exam ( ) TB test ( )

Age of Children: ______________________________________________________

Type of Program: ______________________________________________________

Days Available: ______________________________________________________

Hours Available: ______________________________________________________

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Location Preferred: ______________________________________________________

Other Preferences: ______________________________________________________

Practicum Information Sheet Part 2

As a teacher of young children I believe it is important to ……

I feel best about my strengths in …………

In order to be the best teacher I can be, I look forward to working on……….

During seminar time I would like……..

I would like your visits to my classroom to help me…………..

Something you should know about me is…….

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Los Angeles Mission College Rita Grigoryan

CHILD DEVELOPMENT 23

GRADE FORM

Name: ________________________________________________

Semester: ________________________________________________

5 Written Assignments 20 p. each: (out of 100) _______________________

4 Learning Plans 20 p. each: (out of 80) ________________________

2 Site Observations 50 p. each: (out of 100)__________________________

3 Articles 10 p. each: (out of 30) ______________________________

4 Group Presentations 20points each (out of 80) ______________________

Half Day Plan (10 points) _______________________________________

DRDP 2015 (50 points) ____________________________________________

Professional Meeting (25 points) __________________________________

Parent/Community Event (25 points) ___________________________

Portfolio (50 points) _________________________________________

Evaluations (self 20p. and supervising teacher 30p): (out of 50) _________

Total Marks (out of 600) Grade:

Comments:

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CD 22/23

PRACTICUM LOG

Date Hours Worked In Out

Total Student Signature Supervising Teacher Signature

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