Creating Learning Environments – genius homework essays
Creating Learning Environments
Creating Learning Environments
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Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the “Format Requirements” page for specific format requirements.
Developing a schedule for a classroom is not an easy task. In this assignment, you will create your own schedule for a preschool classroom.
Part A
Imagine you are a teacher for a preschool classroom. Create a schedule that begins at 8 a.m. and ends at 5 p.m. Your schedule should include all aspects from arrival of the student to the departure. Be specific and detailed, similar to the schedules shown in Chapter 3. When making a schedule, teachers need to consider each of the following: early childhood philosophy; the needs of the children; a balance of activities (child-initiated and adult-initiated; individual, small-group, and large-group; quiet and active; indoors and outdoors); the needs of parents; and time for routines, transitions, and extended center time for in-depth learning.
Part B
Explain each of the areas listed above (in italics). Give an example of how you approached each of those areas in your schedule.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
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CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
35 points25 points15 points5 points
Student provides a clear,
logical description of a
schedule of a preschool
classroom, starting with the
arrival of the school day and
including a detailed schedule
for the remainder of the day
ending at the departure
time.
Student provides a mostly
clear, logical description of a
schedule of a preschool
classroom, starting with the
arrival of the school day and
include a detailed schedule
for the remainder of the day
ending at the departure
time.
Student provides a weak or
unclear description of a
schedule of a preschool
classroom, starting with the
arrival of the school day and
include a detailed schedule
for the remainder of the day
ending at the departure
time.
Student provides a poor
description of a schedule of a
preschool classroom, or fails
to provide a schedule.
10 points8 points5 points2 points
Student provides a clear,
logical description of how
their schedule indicates their
early childhood philosophy.
Student provides a mostly
clear, logical description of
how their schedule indicates
their early childhood
philosophy.
Student provides a weak or
unclear description of how
their schedule indicates their
early childhood philosophy.
Student provides a schedule
that poorly indicates their
early childhood philosophy,
or fails to provide a
description.
10 points8 points5 points2 points
Student provides a clear,
logical description of how
the schedule meets the
needs of the children.
Student provides a mostly
clear, logical description of
how the schedule meets the
needs of the children.
Student provides a weak or
unclear description of how
the schedule meets the
needs of the children.
Student provides a poor
description of how the
schedule meets the needs of
the children, or fails to
provide a description.
10 points8 points5 points2 points
Student provides a clear,
logical description of how
the schedule includes a
balance of activities.
Student provides a mostly
clear, logical description of
how the schedule includes a
balance of activities.
Student provides a weak or
unclear description of how
the schedule includes a
balance of activities.
Student provides a poor
description of how the
schedule includes a balance
of activities, or fails to
provide a description.
10 points8 points5 points2 points
Student provides a clear,
logical description of how
the schedule meets the
needs of the parents.
Student provides a mostly
clear, logical description of
how the schedule meets the
needs of the parents.
Student provides a weak or
unclear description of how
the schedule meets the
needs of the parents.
Student provides a poor
description of how the
schedule meets the needs of
the parents, or fails to
provide a description.
10 points 8 points 5 points 2 points
Student does not make any
errors in grammar or spelling,
especially those that distract
the reader from the content.
Student makes 1-2 errors in
grammar or spelling that
distract the reader from the
content.
Student makes 3-4 errors in
grammar or spelling that
distract the reader from the
content.
Student makes more than 4
errors in grammar or spelling
that distract the reader from
the content.
15 points 12 points 8 points 5 points
The paper is written in
proper APA and
organizational format. All
sources used for quotes and
facts are credible and cited
correctly. Excellent
organization, including a
variety of thoughtful
transitions.
The paper is written in
proper format with only 1-2
errors. All sources used for
quotes and facts are credible,
and most are cited correctly.
Adequate organization
includes a variety of
appropriate transitions.
The paper is written in
proper format with only 3-5
errors. Most sources used for
quotes and facts are credible
and cited correctly. Essay is
poorly organized, but may
include a few effective
transitions.
The paper is not written in
proper format. Many sources
used for quotes and facts are
less than credible (suspect)
and/or are not cited
correctly. Essay is
disorganized and does not
include effective transitions.
Part B: Needs of the
Parents (10 Points)
Format – APA Format,
Citations,
Organization,
Transitions (15 Points)
Part A: Schedule
(35 Points)
Mechanics (10 Points)
Part B: Early Childhood
Philosophy (10 Points)
Part B: Needs of the
Children (10 Points)
Part B: Balance of
Activities (10 Points)
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