YIKES!!! TIKES!!! NO OWNER’S MANUAL???
Raising Children
In Today’s Society
Learning Experience by Diane Babin,
Member of the
LEARNING EXPERIENCE:
1.
Introduction:
Becoming
a parent is one of the most important jobs that any of us will ever have, yet
it is the job for which we find ourselves least prepared. Many of the careers that we choose require us
to obtain certification or a license. For this most important job we receive no
certification and very little training.
Every
small appliance that we purchase comes with an owner’s manual. Our children do
not. Hence the title of this unit, “Yikes!!! Tikes!!! No Owner’s Manual???”.
1.
Learning
context:
Purpose:
The
purpose of this learning experience is to assist students in examining the
roles and responsibilities of parents and develop an understanding of the
different ways that adults parent children. Students will determine which style
of parenting is preferable when raising children in today’s society.
Students
will:
¨ complete the “Parenting Roles and Responsibilities
Worksheet” and participate in a class discussion on the worksheet to determine
where their and their peers’ philosophies lie at the beginning of this unit.
¨ divide into teams of four.
¨ Investigate the different styles of parenting and record
their findings on the “Ways to Parent” graphic organizer.
¨ determine which team members will adopt the attitudes of
each of the parenting styles.
¨ investigate common child-rearing situations. Discuss within
their teams how each style of parent would handle these situations. Record
their answers on the “Parental Responses to Situations” graphic organizer.
¨ conference with the team to complete the assessment rubric
for sections one and two.
¨ develop their own child-rearing situation or choose one from
their research. Using the “Skit Organizer” develop a skit to illustrate their
child rearing situation and how each of the four styles of parents would deal
with the situation.
¨ present the skits to the class.
¨ participate in a class discussion on parenting.
¨ conference with the team to complete the assessment rubric
for the skit.
¨ write their personal “Philosophy of Parenting”. This
philosophy should be based on their previous experience, research, and
classroom experience. Answers to a series of questions must be included in the
philosophies. The “Parenting Philosophy” graphic organizer will help students
in organizing their thoughts.
¨ assess themselves using the Philosophy Assessment rubric.
The
teacher will also assess students based on the same rubrics.
Guiding
Questions:
¨ What are the roles and responsibilities adults assume when
they become parents?
¨ In what ways might the roles and responsibilities of fathers
and mothers differ? Be the same?
¨ What are effective discipline techniques for children at
different stages of development?
¨ What communication strategies support the emotional
well-being of family members?
¨ What are the consequences of parenting practices on
children, the family, and society?
¨ What personal knowledge, skills, attitudes, and situational
factors enhance or limit my ability to meet the responsibilities of parenting?
¨ What contradictions exist between my perception of
parenthood and the realities of parenthood?
This learning
experience has been written for the ½ credit Child Development curriculum. It
will follow a unit on the stages of development where students will learn about
the physical, emotional, social, and intellectual development of children from
birth to 12 years. This prior knowledge will assist students in determining
appropriate ways for parents to handle the situations presented at different
stages in a child’s life.
Standards and Commencement Level
Indicators
¨ NYS Health, Physical Education, and Family and
Consumer Science
Standard
2: Students will acquire the knowledge and
ability necessary to create and
maintain a safe and healthy environment.
FCS A. Understand the stages of child
development and apply this
knowledge to activities designed to enrich
the physical, social,
mental, and emotional development of a
young child.
FCS D. Apply basic rules of health and
safety to a variety of home
and workplace situations.
H B. Evaluate personal and social skills
which contribute to health and safety of
self and others.
¨ NYS Health Education Skills Matrix
Communication:
Demonstrates the ability to apply communication strategies and skills to
enhance personal, family, and community health.
CM.C.2 Demonstrates effective verbal and
non-verbal communication skills in
Real-life situations.
CM.C.8 Applies collaboration skills to
address a complex health issue.
Decision-Making:
Demonstrates the ability to apply decision-making strategies and skills to
enhance personal, family, and community health.
DM.C.3 Gathers, synthesizes and evaluates
available information.
¨ NYS English Language Arts
Standard
1: Students will read, write, listen, and speak for information and understanding.
1.2.F Use standard English skillfully,
applying established rules and
conventions for presenting information and
making use of a wide
range of grammatical constructions and
vocabulary to achieve an
individual style that communicates effectively.
Standard
2: Students will read, write, listen, and speak for literary response and
expression.
2.2.D Use standard English language
skillfully and with an
individual style.
Standard 4: Students will read, write, listen, and speak for
social interaction.
4.1.B Express their thoughts and views
clearly with attention to the
perspectives and voiced concerns of the
others in the conversation.
4.2.B Make effective use of language and
style to connect the
message with the audience and context.
¨ Career Development and Occupational Studies
Standard
3a: Students will demonstrate mastery of foundation skills and competencies
essential for success in the workplace.
3a.1.A Use a combination of techniques to
read, or listen to
complex information and analyze what they
hear or read; convey
information confidently and coherently in
written or oral form; and
(analyze and solve mathematical problems
requiring use of multiple
computational skills.)
3a.2.A Demonstrate the ability to organize
and process information
and apply skills in new ways.
3a.4.A Communicate effectively and help
others to learn new skill.
¨ Health Education National Standards
Standard
5: Students will demonstrate the ability to use interpersonal communication skills
to enhance health.
5.4 Demonstrate ways to communicate care,
consideration, and respect of self and others.
¨ Family and Consumer Science National Standards
Standard
15: Evaluate the impact of parenting roles and responsibilities on
strengthening the well-being of individuals and families.
15.1.2 Examine expectations and
responsibilities of parenting.
15.1.3
Determine consequences of parenting practices to the individual, family, and
society.
15.2.3
Assess common practices and emerging research about discipline on human growth
and development.
Know and do to succeed:
A working knowledge of
computers and the internet.
How
children develop physically, emotionally, socially, and intellectually from
birth to 12 years of age.
2.
Procedure:
Students
will be divided into teams of four. In their groups they will participate in an
electronic learning experience or “web-quest” where they will research the
various styles of parenting that are used in families today, and the common
problems parents face on a daily basis in raising children. Once this research
has been completed each member of the team will choose a different style of
parent to represent. The team will then develop a child-rearing situation. The
team will write a script to demonstrate to the class how each type of parent
would handle the situation. These skits will be presented to the class.
Once
all of the situations have been presented, the class will participate in a
discussion on parenting. After participating in the discussion each member of
the class will write a personal philosophy of parenting. This philosophy should
incorporate previous knowledge and experiences with new knowledge gained from
the unit. Answers to a series of questions at the end of the student packet
must be included in the parenting philosophy.
Technology
is incorporated by use of the computer to complete the “web-quest”. This
enhances learning because it provides students with the most up to date
information in the field of parenting. It also provides students with a larger
variety of resources at no cost to the school district. The school district
does not have the financial means to purchase all of these resources in hard
copy.
Students
may also incorporate technology by videotaping their situations outside of
class and playing them back during class time. This allows for a more realistic
view of the situations because they take place in more authentic settings.
Should students decide to videotape their situation all members of the team
must participate in the situation as the parent. Others may be brought in to
act in other capacities.
3. Instructional/Environmental
Modifications:
At
least half of the unit instruction will take place in the school library/media
center where a number of online computers are available for student use. There
are large tables for each team of students to work at when they are not using
the computers. The skits, discussion, and actual writing of the philosophies of
parenting will take place in the classroom. This is a large room which can be
rearranged to suit each team’s situation. Large tables, small tables, and
couches are available if students need to retreat to quiet areas for
reflection.
Most
students should be able to complete the unit as it has been designed. For those
who need special assistance, reading and computer help are available. Help in
simplifying the instructions is available from the teacher, teacher assistant,
and librarian. Students with disabilities can easily be incorporated into the
skits as they provide “real-life” representations of situations parents face
daily. For limited English or bilingual students, interpretation would be
provided, (or resources in those languages sought).
4.
Time
Required:
Planning
and Preparation for teacher:
Familiarize self with the “web-quest: 30 minutes
Duplication of materials: 30
minutes
Student Packet
Worksheets
Graphic Organizers
Securing the computer lab: 10 minutes
Previous
lessons on the development of the child: 10
classes @ 40 minutes
Implementation
of entire unit: 10
classes @ 40 minutes
This
will allow plenty of time for set-up, research, presentation and student
assessment.
Assessment
of individual philosophies: 3
hours
Much
of the teacher assessment will be done during class time, however, it is
estimated that an additional 3 hours of time will be needed to evaluate and
score each philosophy and assess each group’s work.
Planning
and preparation for Student:
Previous class activity on development: 10 classes @ 40 minutes
Participation in entire unit: 10
classes @ 40 minutes
Skit Writing: 3
hours
Parenting Philosophy Writing 2 hours
5.
Resources:
Computers with internet access.
Texts:
Berger,
Kathleen Stasses. The Developing Person Through the Life Span.
Brisbane,
Holly E. The Developing Child.
Magazines:
A
variety of parenting magazines can be obtained through purchase or the public library
in the event that the internet is not available in the school.
TV/VCR:
This equipment will be
needed in the event that students decide to
video tape their skits.
Internet Resources:
The
web addresses below contain all of the information that students will need to
complete this unit. Rather than typing in these addresses to access these sites
students may access the “web-quest” through the URL below:
http://www.schalmont.org/teachers/Yikes!!!%20Tikes!!!/yikes.htm
6.
Assessment
Plan:
Diagnostic
Assessment:
“Roles and Responsibilities of
Mothers and Fathers Worksheet”
Timeline
Formative
Assessment:
Discussion
A
checklist will be given to students during the research and development phase
of the unit to assure that they are covering every step in the process in a
timely manner.
Summative Assessment:
Assessment
Rubrics – Students will be given assessment rubrics which will assist them in
developing quality work throughout the unit. Students will conference with
their team to determine their individual scores for the different parts of the
unit. The teacher will also assess the students at the completion of the unit.
7.
Student
Work:
Sample
student packets which include their research, graphic organizers, individual
philosophies of parenting, and rubrics with scoring are included.
8.
Reflection:
In
the past I have lectured on the styles of parenting then asked students to
choose a situation and role-play the various ways to handle that situation. A
brief discussion on the other ways to handle the situation would follow. The
lesson was weak, passive, and did not provide an opportunity for students to
internalize and apply the information.
I
developed this unit as an alternative way to teach students about the different
styles of parenting and to bring alive for students the effect that each style
has on a child’s development. Using the computer grabs the students and
illustrates to them another viable source for information. It also shows
students that computers can be used for more than “chatting” and playing games.
The
internet provides students with the most up-to-date information at no extra
cost to the school district. Textbooks are costly and the information is at
least two years old by the time they go to print. Also, the internet provides
students with a wide variety of resources. It would not be cost effective for a
school district to purchase all of the magazines for the limited number of
times that they would be used.
Visualizing
the styles of parenting through role-play provides for long term retention of
material. Actually developing and acting out the situations provides for higher
level thought processes and provides students with a more realistic view of
child rearing. Writing individual parenting philosophies allows students time
for introspection, and reflection on their individual perceptions and
misconceptions of parenting and whether or not they are ready to become
parents.
Participating
in the writing of this learning experience and Regional Peer Review has been
one of the most enriching and rewarding experiences of my professional career.
It has caused me to reach beyond my comfort zone and involve myself in an
adventure where I met professionals within my field and created lifelong
associations. This experience has also exposed me to the conditions and
concerns that others face in school districts throughout the state. It has been
a turning point in my career. I now am more confident about advocating for
those principles that I strongly believe in.
The reward of being invited to Statewide Peer Review has motivated me to write more learning experiences and participate on a more professional level with other educators.
PARENTING EDUCATION LEARNING EXPERIENCE
SEQUENTIAL PLAN
|
Parenting Standard: Students will understand roles and responsibilities of
parenthood. |
Grade:
9-12
|
Discipline: FCS |
Essential Question: When is a person
ready to parent?
|
# of lessons: 10 |
Length of periods: 40 min. |
|
Lesson Components |
Day 1 |
Day 2 |
Day 3 |
Day 4 |
Day 5 |
|
Guiding Questions |
I.F
What are the roles/responsibilities adults assume when they become parents? I.J
In what ways might the roles and responsibilities of fathers and mothers
differ? Be the same? |
I.F
What are the roles/responsibilities adults assume when they become parents? I.J
In what ways might the roles and responsibilities of fathers and mothers
differ? Be the same? |
II.J
What are effective discipline techniques for children at different stages of
development? |
II.J
What are effective discipline techniques for children at different stages of
development? |
II.J
What are effective discipline techniques for children at different stages of
development? |
|
Topical Questions |
When
I’m a parent I will… What
are typical roles of a mother and father? |
What
is a parent? What
are the different parenting styles that people use? |
Which
is an effective style of parenting? |
Which
is an effective style of parenting? |
How
would each type of parent handle your situation? |
|
Activities |
Break
into teams. Discuss
with students their perceptions of the various ways to raise children. Discuss
parent’s roles in home and society. How have these changed? |
Explore
the different styles of parenting. Use
the “Ways to Parent” graphic organizer. |
Research
common problems parents face when raising children. Use
the “Parental Responses” graphic organizer. Evaluate
selves using the section 1 and 2 rubric. |
Choose
a situation that parents face when raising children and develop a skit about
it. the skit must include the solution that each type of parent would use to
solve the problem. Use the "Skit Organizer"” |
Continue
skit development. |
|
Skills Assessed |
DM.C.3
Gathers, synthesizes, and evaluates available information. |
DM.C.3
Gathers, synthesizes, and evaluates available information. |
DM.C.3
Gathers, synthesizes, and evaluates available information. |
DM.C.3
Gathers, synthesizes, and evaluates available information. |
DM.C.3
Gathers, synthesizes, and evaluates available information. |
|
Learning Standards and Performance Indicators |
NFCS
15.1, .2, .3 FCS
2.A CDOS
3a.1.A, 2.A ELA 4.B |
NFCS 15.1, .2, .3 FCS
2.A CDOS
3a.1.A, 2.A, 4.A ELA 4.1.B |
NFCS 15.1, .2, .3 FCS
2.A H
2.B CDOS
3a.1.A, 2.A, 4.A ELA 4.1.B |
NFCS 15.1, .2, .3 FCS
2.A, D NH
5.4 H
2.B CDOS
3a.1.A, 2.A, 4.A ELA 4.1.B, 4.2.B |
NFCS
15.1, .2, .3 FCS
2.A, D NH
5.4 H
2.B CDOS
3a.1.A, 2.A, 4.A ELA 4.1.B, 4.2.B |
|
Assessment Tools |
Teacher
Observation Listening |
Teacher
Observation Listening Rubric Graphic
Organizer |
Teacher
Observation Listening Discussion
|
Teacher
Observation Listening Discussion
|
Teacher
Observation Listening |
|
Reflection Questions |
What
are your thoughts as you begin this activity? |
What
personal knowledge, skills, attitudes, and situational factors enhance or
limit your ability to meet the responsibilities of parenting? |
What
important decisions have you had to make so far in this project? |
What
contradictions exist between your perception of parenthood and the realities
of parenthood? |
What
contradictions exist between your perception if parenthood and the realities
of parenthood? |
|
Lesson Components |
Day 6 |
Day 7 |
Day 8 |
Day 9 |
Day 10 |
|
Guiding
Questions |
II.J
What are effective discipline techniques for children at different stages of
development? |
I.P
What are the consequences of parenting practices on children, the family,
society? |
I.P
What are the consequences of parenting practices on children, the family,
society? |
I.A
What personal knowledge, skills, attitudes, and situational factors enhance
or limit my ability to meet the responsibilities of parenting? I.B
What contradictions exist between my perception of parenthood and the
realities of parenthood? II.J
What are effective discipline techniques for children at different stages of
development? |
|
|
Topical
Questions |
How
would each type of parent handle your situation? |
Which
is an effective parenting style? |
Which
is an effective parenting style? |
What
type of parent will you choose to be? |
Did
we meet the criteria set up for us by the teacher? |
|
Activities |
Rehearse
skits. |
Present
skits to the class. |
Present
skits to the class. Class
discussion on parenting. Evaluate
selves using the skit rubric. |
Write
personal parenting philosophy. Use
“Parenting Philosophy” graphic organizer. |
Evaluate
self according to the philosophy rubric. Submit
all work. |
|
Skills Assessed |
CM.C.2
Demonstrates effective verbal and nonverbal communication skills in real-life
situations. |
CM.C.2
Demonstrates effective verbal and nonverbal communication skills in real-life
situations. CM.C.8
Applies collaboration skills to address a complex health issue. |
CM.C.2
Demonstrates effective verbal and nonverbal communication skills in real-life
situations. CM.C.8
Applies collaboration skills to address a complex health issue. |
CM.C.8
Applies collaboration skills to address a complex health issue. |
DM.C.3
Gathers, synthesizes, and evaluates available information. CM.C.2
Demonstrates effective verbal and nonverbal communication skills in real-life
situations. |
|
Learning Standards and Performance Indicators |
NFCS
15.1, .2, .3 FCS
2.A, D NH
5.4 H
2.B CDOS
3a.1.A, 2.A, 4.A ELA 4.1.B, 4.2.B |
NFCS
15.1, .2, .3 FCS
2.A, D NH
5.4 H
2.B CDOS
3a.1.A, 2.A, 4.A ELA 4.2.B |
NFCS 15.1, .2, .3 FCS
2.A, D NH
5.4 H
2.B CDOS
3a.1.A, 2.A, 4.A ELA 4.2.B |
NFCS 15.1, .2, .3 FCS
2.A, D NH
5.4 H
2.B CDOS
3a.1.A, 2.A, ELA 1.2.F, 2.2.D, 4.2.B |
NFCS 15.1, .2, .3 CDOS 3a.4.A ELA 4.2.B |
|
Assessment Tools |
Teacher
Observation Listening |
View
Skits Listening Teacher
Observation |
View
Skits Listening Teacher
Observation Rubric Graphic
Organizer |
Teacher
Observation Listening Discussion |
Philosophy Graphic
Organizer Rubric
|
|
Reflection Questions |
How
were your group’s decisions made in working on this section of the unit? |
Did
you recognize anyone in the skits that you viewed? How did that make you
feel? |
Did
this activity help you see yourself as like or different from others in your
class? How? |
I.B
What contradictions exist between my perception of parenthood and the realities
of parenthood? I.C
How ready am I for parenthood? |
The
main thing that I will remember from this project is… A
learning experience from this project that I can use in the future is… I.D
If I determine that I am not ready for parenthood, what decisions do I need
to make? |
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