Running Head: PART 1 1 Part 1: Workshop Details April Martin EDU 499 Instructor: Catharine Gruver July 1, 2019 PART 1 2 Title Improving Children’s Motor Skills and Social Skills through Play. Explanation The participants in this workshop will be divided into groups. Each group will learn different age-appropriate play activities. The play activities that will be focused in this workshop include Magna Tiles, Stickers, Playdough, Pattern blocks, Lincoln Logs, A magnet wand + a container of water, and cutting practice. This workshop will explore and explain how children learn through these set of play activities. This workshop also teaches participants the importance of age-appropriate play activities so as to win the attention of children in a learning environment. This workshop teaches the participants to appreciate the fact that play offers children an opportunity to practice what they are learning. The workshop assists participants to understand that play offer children an opportunity to ask questions, solve problems, work collaboratively and conduct structured experimentation. Through this workshop, participants can learn that play pulls together the creative and logical parts of children’s brain. Participants would also understand that play activities help fine-tune motor skills, social skills, and foster muscle development. Objective/Purpose The purpose of the workshop is to learn how children grow, develop by using motor skills and social skills during an early age. The objective of this workshop is to improve the motor and social skills of children through “meaningful play”. Meaningful play in this workshop has characteristics including fun and enjoyable for the children, evolves spontaneously in order to fit the changing needs of children, and is driven by intrinsic motivation. Target Audience The target audiences for this workshop are parents, teachers, and individual working with children at their early ages (from birth-5 years old) in the childcare development field. Theory Jean Piaget’s Theory Jean Piaget’s theory fit this workshop in several ways. According to Piaget, children learn properly through doing and being active participators. Active participations can be achieved with the use of play and other methods. Piaget believed that children play an active role in the learning practice, making their own observations, and acting like little scientists as they perform experiments (Tourmen, 2016). When children interact with the world around them through play, games, and other activities, they continually add new knowledge, build upon existing knowledge, and adapt past ideas in order to accommodate new information. The theory states that children develop through four stages PART 1 3 that include sensorimotor, preoperational, concrete operational, and formal operational. During Sensorimotor stage (Birth-2 years), children learn the world through basic actions such as listening, grasping, and sucking. The main achievement in this stage is object permanence. During preoperational stage (2-7 years), children think about things symbolically and use pictures and words to represent objects. During concrete operational stage (7-11 years), children start to think logically about concrete events (Carey, Zaitchik & Bascandziev, 2015). During formal operational stage (12-above years), abstract though emerges. Based on the concepts of Jean Piaget’s theory, indulging children in “meaningful play” will help to simultaneously improve the motor and social skills of children. The relevancy of Jean Piaget’s theory is mainly on the precepts of active participation or involving children in learning activities. PART 1 4 References Carey, S., Zaitchik, D., & Bascandziev, I. (2015). Theories of development: In dialog with Jean Piaget. Developmental Review, 38, 36-54. Tourmen, C. (2016). With or beyond Piaget? A dialogue between new probabilistic models of learning and the theories of Jean Piaget. Human Development, 59(1), 4-25. Running head: WORKSHOP PROPOSAL Workshop Proposal Ashy Student EDU 499: Shared Capstone Teacher Instructor February 27, 2020 Hint: In this template, you will find purple and orange “hint” boxes designed to help you with the assignment. Please delete all hints before finalizing your project. To do this, click on the hint box and then hit the “delete” key on your keyboard. 1 Hint: Scroll over linked headings to see WORKSHOP PROPOSAL additional tips or information about that section. 2 Workshop Proposal Part 1A: Workshop Details Title Include your title here. “Canines with Manners” Your title should convey the objective of the Workshop. If it does not include 2-3 sentences explaining it. Explanation Provide a description of your Workshop. Clients (Owners) will work with their dogs using positive reinforcement to teach them commands and positive behavior. This should be at least one paragraph. State your objective or purpose. The objective of the workshop is for the attending dogs to learn basic manners from their owners. This should be at least one paragraph. Objective/Purpose Target Audience Describe your target audience. Your audience should be program specific. BAD, Bachelor of Arts, Dog The target audience are clients with young dogs who need assistance teaching their dog basic commands and manners. As a reminder your Target Audience are your clients at the Multigenerational Center. This should be 2-3 sentences as needed. Theory Explain a major theory in your field of study, and include how your chosen theory supports your content choice. Behaviorism/Classical Conditioning accredited to Pavlov. The theory states that a conditioned response (behavior) can be triggered in dog when prompted with food (Mcleod, 2013). This should be 1-2 paragraphs. You MUST cite at least one source within your explanation to earn credit. Part 1B: Workshop Flyer Hint: You will create a one-page flyer to advertise your upcoming Workshop. You will post a PDF version of this flyer in the Week Three Discussion Forum for peer feedback. Your flyer should include: • The Title of the Workshop • The Objective/Purpose of the Workshop • The Target Audience • Your name (as the presenter) • Time/Date/Place • An image to represent the content • Colorful and engaging visuals For the final assignment in Week 5, please include your flyer as a separate document or take a screenshot of your flyer, delete this hint box, and insert the image of your flyer into this space. For help taking a screenshot, see this resource. For help inserting images in Word, see this resource. WORKSHOP PROPOSAL 3 Part 2: Roadblocks Roadblocks List Roadblock #1 here Specific to the Objective Roadblock #1 Share Roadblock #1 here. There is a large variance of abilities between the dos in the class. Solution #1 Share a solution to Roadblock #1. Instructor will differentiate instruction to meet the needs of each client (owner) and dog. Share a second solution to Roadblock #1. This should be at least one paragraph. Roadblocks List Roadblock #2 here Specific to the Objective Roadblock #2 Share Roadblock #2 here. Clients (owners) The clients (owners) and/or dogs are not engaged in instruction. Solution #2 Share a solution to Roadblock #2. Remind clients (owners) of the objective. Use a variety of instructional strategies to keep both clients (owners) and dogs engaged in the workshop. Share a second solution to Roadblock #2. This should be at least one paragraph. Professional Standard #1 Explain how it supports the solution to Roadblock #1. Professional Standards Choose a standard from the Professional Standards for your Field of Study, list it here, and explain how it represents the solutions to Roadblock #1. INTASC Standard #1: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. WORKSHOP PROPOSAL 4 You must cite your chosen Standard. The Instructor will need to quickly asses each client (owner) and dog to determine ability and understanding. The Instructor will offer additional support and strategies for those in need. The Instructor will encourage those who master commands to move on to more challenging tasks. The Instructor will be prepared with these commands and support material if necessary. Professional Standard #2 how it supports the solution to Roadblock #2. You must include the Standard. You must include at least one paragraph explaining how this Standard supports your objective. Choose a standard from the Professional Standards for your Field of Study, list it here, and explain how it represents the solution to Roadblock #2. INTASC Standard #8: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. You must cite your chosen Standard. The instructor must use a variety of strategies to keep the dog and the client (owner) engaged and on task. This can include; tone, inflection, movement, a variety of games, positive reinforcement, and treats. You must include the Standard. You must include at least one paragraph explaining how this Standard supports your objective. Part 3: Environment and Materials Environment Describe the environment or the space needed to deliver your workshop. The ideal environment for this workshop would be outside, in a fenced in (smaller) area. Complete with chairs for the clients and platforms for the dogs. The area would need to be large enough for 8 clients and dogs. The area should be shaded and well maintained. This should be at least one paragraph. Needs and/or Supplies List your needs and/or supplies for the Workshop. WORKSHOP PROPOSAL 5 Chairs, platforms, handouts, extra leashes, extra collars, extra treats, filled water bowls, tunnels, balls, buckets, and other obstacles. Roadblocks List Roadblock #1 here Specific to the Environment or Needs/Supplies Roadblocks Share Roadblock #1 here. Environment – the outside area is not large enough for 8 clients and 8 dogs. Solutions Share a solution to Roadblock #1. Limit the number of participants by offering 2 classes back to back, separating dogs by ability level and age. Share a second solution to Roadblock #1. This should be at least one paragraph. List Roadblock #2 here Specific to the Environment or Needs/Supplies Share Roadblock #2 here. The age differences between the dogs is upsetting to the older dogs who are beyond puppy behavior. In addition, some breeds are less tolerant of other breeds in small spaces. Share a solution to Roadblock #2. The Instructor must realize that the puppies will need additional attention and support as well as awareness of proximity to other dogs. Understand that not all dogs enjoy socialization allow space as needed. Share a second solution to Roadblock #2. This should be at least one paragraph. Professional Standard #1 Specific to the Environment or Needs/Supplies Professional Standards Choose a standard from the Professional Standards for your Field of Study, list it here, and explain how it supports the solution to Roadblock #1 specific to the Environment or Needs/Supplies. INTASC Standard #3- Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. You must cite your chosen Standard. The objective is for dogs to learn basic commands from their owners, therefore the teacher must offer an environment that WORKSHOP PROPOSAL 6 is conducive to learning. There cannot be extensive distractions (other dogs) to keep the dogs from learning the command, therefore a smaller class will be more conducive to learning. The teacher must model for the clients (owners) how to command the dog, how to reward the dog, and how to follow up to ensure mastery in a positive, engaging environment. The teacher must guide the clients (owners) the proper way to socialize their dogs within the group. You must include the Standard. You must include at least one paragraph explaining how this Standard supports your objective. Professional Standard #2 Specific to the Environment or Needs/Supplies Choose a standard from the Professional Standards for your Field of Study, list it here, and explain how it supports the solution to Roadblock #2 specific to the Environment or Needs/Supplies . INTASC Standard #2- Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. You must cite your chosen Standard. The Instructor needs to know as much as possible about the dogs before the Workshop begins. Knowing this will allow proper placement in the Workshop space. Assessing the dogs upon arrival will allow the instructor to understand the personality of each dog. This will lead to differentiated commands and support as needed. You must include the Standard. You must include at least one paragraph explaining how this Standard supports your objective. Part 4: Strategies Partnerships • • Determine which of the other program(s) at the multigenerational center could also benefit from the Workshop. You must choose at least one additional program. • • • • Chose from: BA Child Development (BACD) BA Cognitive Studies (BACS) BA Early Childhood Education (BAECE) BA Early Childhood Administration (BAECEA) BA Education Studies (BAES) WORKSHOP PROPOSAL 7 • • • BA English Language Learner Studies (BAELLS) BA Instructional Design (BAID) BA Library Science and Media (BALS) Explain why they would benefit. BACS BAECE BACD BAES BAELLS Strategies You will find multiple strategies to present your Workshop in your Week Five Required Reading. BACS If shelter dog were brought in to be trained, all the above groups would benefit. I would suggest the BACS works with the Senior Center to find willing participants to help train. I would specifically suggest bringing in small dogs who are beyond the puppy stage, so they are more manageable. My intent would be that one or more of the senior would chose to adopt a dog and have a new companion. Also, those that have had dogs in the past would be patient and understanding with dogs who did not have owners. A friendship could blossom. BAECE, BACD, BAES I would suggest for the child-centered groups that the children work with an adult to help train the dogs. This would offer the child more responsibility which would lead to increased confidence. According to the American Academy of Child & Adolescent Psychiatry (2013), A child who learns to care for an animal learn to treat their peers with the same kindness. This should be at least one paragraph. List Strategy #1 here Grouping The instructor should group dogs who are of similar ability together, so that specific instruction, at their specific level can be shared. This should be at least one paragraph. List Strategy #2 here Timed Learning Centers After the dogs have practiced a few commands, the Instructor should create specific learning centers were clients (owners) can move with their dog for reinforcement of WORKSHOP PROPOSAL 8 commands. Clients (owners) can spend as much time at each learning center as needed to practice the previously taught command. This should be at least one paragraph. Hint: Your final draft in Week 5 will be your completed template including the necessary revisions based on any feedback from your instructor and peers. References Use APA style to reference any sources used in your proposal. Remember, you must include intext citations throughout your document to show your reader what information you used from outside sources. For help with the reference page, please see this resource. * Must use at least three scholarly sources. References American Academy of Child & Adolescent Psychiatry. (2013, May). Pets And Children. Retrieved from https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFFGuide/Pets-And-Children-075.aspx Council of Chief State School Officers. (2011, April). Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards: A Resource for State Dialogue. Washington, DC: Author. McLeod, S. A. (2013). Pavlov's Dogs. Retrieved from www.simplypsychology.org/pavlov.html Hint: In the final version of your assignment, be sure that you have removed all of the prompt information and “hint” boxes within the template.
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