DINÉ COLLEGE
COURSE SYLLABUS
COURSE NUMBER:
EDU 345
Understanding Human Development in Schools, (3)
FALL 2014
Monday 5:00 to 8:40 p.m. NHC Room 508
Thomas P. Benally
NHC inner circle; 601-H
(928) 724-6815
tbenally@dinecollege.edu
Mon. 1-4 pm. Wed. 1-3 pm.
email, by appointment
Acceptance in the Center for Diné Teacher Education B.A.
Elementary Education program. Successful completion of
Courses EDU 350-358.
COURSE TITLE & CREDIT:
SEMESTER:
CLASS MEETING TIME(S) & LOCATION:
INSTRUCTOR:
OFFICE LOCATION:
OFFICE PHONE NUMBER:
INSTRUCTOR E-MAIL:
OFFICE HOURS:
BEST CONTACT METHOD:
PREREQUISITE:
COURSE DESCRIPTION:
This foundations course introduces teacher candidates to educational theories to better understand how children
attempt to “make sense” of information and events which shape learning and development in their lives at school
as well in the non-school environment. Navajo and Non-Navajo perspectives of how children learn and develop
are studied with a focus on students from non-English-language backgrounds. The language of instruction for this
course will be 50% in Navajo and 50% in English.
REQUIRED TEXTS AND MATERIAL:
Meece, Judith L. (2008) Child and Adolescent Development for Educators. McGraw-Hill Higher Education.
ISBN: 978-0-07-352576-1. Supplemental materials such as articles, essays, and educational materials will be
researched. Reserved references will also be included as part of the required readings.
COURSE CONTENT:
As related to Diné College Philosophy: The course integrates the Diné holistic teaching in accordance with the
Sa’1h Naagh17 Bik’eh H0zh00n pedagogical paradigm. The course will be taught using Navajo and western
perspectives and focus on problem solving skills and critical pedagogy.
Candidates will…..
Nitsáhákees:
• Develop a deeper understanding for
• balancing physical, emotional, intellectual, and spiritual health.
• accepting children as architects of their own destinies.
• valuing Navajo language, literacy, culture, history, and philosophy.
• flexibility in thinking by considering new ideas.
• Develop knowledge in the academic content so they can be confident in teaching and assessing learning of the
subject matter.
• Develop ways to access resources (people and materials) to continually supplement and update information
related to the content for the students they teach.
• Gain understanding of a variety of instructional strategies sensitive to different learning styles and assessing
their usefulness.
• Develop ways to include Navajo language and culture in academic content and instruction.
SyllabusEDU345HumanDevFA2014.docx Page 1 of 5 Nahat’á:
• Increase skills for organizing and planning their time and responsibilities.
• Commit to learning to be teachers.
• Rely and inform others of changes in plans.
• Plan and organize materials and concepts they are learning.
• Learn to organize their ideas by planning,
• the use of specific goals, objectives, and/or learning outcomes for teaching.
• activities with varied approaches and methods (instructional strategies).
• ways to assess student progress.
• activities that are integrated across subject areas and locally relevant.
• ways to promote students’ self-esteem and self-management.
Íiná:
• Show
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• fortitude (strength of mind) with plans
• planning in a tangible way by explaining their intentions, beliefs, and values
Teacher candidates are organizing knowledge in the academic content so they can be confident in teaching and
assessing the subject matter.
Teacher candidates are organizing ways to access resources (people and materials) to continually supplement
and update information related to the content for the students they teach.
Teacher candidates are organizing their understanding of a variety of instructional strategies sensitive to
different learning styles.
Teacher candidates are organizing ways to include Navajo language and culture in academic content and
instruction.
Sihasin:
follow their plans and assess the consequences as the plan unfolds, and adjusting accordingly.
have a good sense of humor.
continue to take stock of situations and considering “next steps.”
be flexible, self-assured, and courageous.
act as leaders in academic setting to promote Navajo language, literacy, culture, history, and
philosophy.
engage in plans that show knowledge in the academic content appropriate for teaching and assessing in K-8
settings.
engage in accessing resources (people and materials) and have supplemental and up-to-date information related
to the content for the students they teach.
use, assess, and modify a variety of instructional strategies sensitive to different learning styles.
plan, assess, and use Navajo language and culture in academic content and instruction.
continue building upon the cultural knowledge that students bring with them to school from their homes and
communities. •
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ESSENTIAL QUESTION: Navajo Perspective or Western Perspectives on Child Development; which ones matter? And why? InTASC STANDARDS ADDRESSED IN THE COURSE
The Learner and Learning
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.
SyllabusEDU345HumanDevFA2014.docx Page 2 of 5 Content Knowledge
Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and
meaningful for learners to assure mastery of the content.
NES PROFESSIONAL KNOW LEDGE TEST COM PETENCIES
To gain provisional licensure from the state of Arizona, you must pass three NES tests:
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Elementary Education Subtest I (reading/language arts and social studies)
Elementary Education Subtest II (math, science, the arts, health, and fitness)
Assessment of Professional Knowledge: Elementary
This course will introduce you to the following NES professional knowledge test competencies (again, upper-level
courses in the BAEE program probe the same competencies in more breadth and depth):
001 Understand processes of human development, variations, in student development, and how to
apply this knowledge to provide instructional environments and experiences that promote all
students’ development and learning.
a) Demonstrate knowledge of major concepts, principles, theories, and processes of human
development as related to students from early childhood through the elementary year.
e) Demonstrate knowledge of factors that influence the development of students from early childhood
through the elementary years, such as home and community environments, values and cultural
differences.
g) Apply Knowledge of typical developmental challenges for students from early childhood through
the elementary years, such as those related to peer interactions, self-esteem, self-direction, decision
making, and goal setting, and effective ways to help students address these challenges.
002 Understand learning processes, factors that can reflect student learning and performance,
and how to apply this knowledge to provide instructional environments and experiences that
promote all students’ learning and achievement.
a) Demonstrate knowledge of major theories and concepts related to the learning process and their
application in educational contexts.
d) Apply knowledge of strategies for promoting students’ development of independent thinking, and
learning, reflection and higher-order thinking skills, organizational and time management skills,
and sense of ownership and responsibility with regard to their own learning.
f) Demonstrate awareness of factors in the home, school, and community that can affect student
learning and the implications of these factors for teaching and learning.
003 Understand student diversity and how to provide learning opportunities and environments
that are responsive to student differences, promote students’ learning, and fosters student
appreciation of and respect for diversity.
a) Demonstrate knowledge of different types of student diversity, such as diversity in cultural or
racial background, socioeconomic background, gender, linguistic background, religion, and family
structure, and the implications of given types of diversity for teaching and learning.
b) Demonstrate knowledge of different types of student exceptionalities, their characteristics, and their
implications for teaching and learning.
g) Apply knowledge of strategies for planning and adapting instruction that is responsive to the
characteristics, skills, strengths, and needs of all students and for ensuring that all students
participate fully in classroom life and activities.
SyllabusEDU345HumanDevFA2014.docx Page 3 of 5 STUDENT WORK/ASSIGNMENTS
Work/Assignment
Attendance & Participation (18 @ 10pts)
Group work (8@10pts)
Class Discussions (8 @ 15pts)
Apprenticeship Assignments (3 @ 30pts)
Develop a Lesson Plan
Mini Quizzes (3 @ 25pts)
Midterm Exam
Final Exam
Points
180
80
120
90
50
75
100
100
795
TOTAL
ADDITIONAL REQUIREMENTS:
Pre-service teachers will be expected to do the following during the semester:
• Work on specific assignments during apprenticeship
• Make oral presentations to the class on topics specified by the instructor.
• Take part in group activities and projects.
• Be prepared for class.
ATTENDANCE POLICY:
This course meets once a week. Pre-service teachers will be expected to attend all sessions. The attendance policy is as
follows:
• Each class meeting is structured to be interactive with pre-service teachers working in pairs, small groups, or with
students as facilitator; therefore, an absent directly impacts the integrity and value of learning for all classmates.
• Pre-service teachers are expected to arrive on-time and to remain for the entire class session.
• Attendance will be noted each session as follows:
+25 points if present for entire class,
+5 points if late or leave early,
-25 points if unexcused absence, or
+5 points if excused absence and make up work done for absence.
GRADING CRITERIA:
A Pre-determined number of points will be given for all activities, projects, quizzes, and exams. All assignments are
expected to be turned in on the date designated. A late assignment will be reduced by 10% for each week day until it is
turned in. At least 90% of the total number of points will equal an A, 80% equals a B, etc.
Prepared by Instructor
Reviewed by Chair
SyllabusEDU345HumanDevFA2014.docx Date
Date
Page 4 of 5 TENTATIVE COURSE SCHEDULE:
Week Date
Class Topics and Activities
1
08/18 Introduction, Overview, & Expectation
Do Group activities: For a teacher; Why study Child/Adolescent Dev.?
What is the Navajo Perspective?
2
08/25 Continue Discussion: Ch.1 “Studying Children and Adolescent
Development”
Assessments/Assignment
Read Chapter 1
Read Chapter 2
3
09/01
HOLIDAY
4
09/08
Group Discussion: Ch.2 “Physical Development-Prenatal Development”
Continue Group Discussion: Ch.2 “Physical Development”
At Apprenticeship: on Pg. 46
Activities; Do #1, interview
5
09/15
Read Chapter 3
Vocabulary Development
6
09/22
Analyze and Share Observations
Finish Group Discussion: Ch.2 “Physical Development-Brain
Development”
Piaget’s Cognitive Development Presentation: by Mr. Dan McLaughlin
Group Discussion: Ch.3 “Cognitive Development: Piaget’s &
Vygotsky’s”
7
09/29
Group Discussion: Ch.4 “Cognitive Development: Information
Processing & Intelligence Theories”
Vocabulary Development
Read Chapter 5
Study Chapters 1, 2, 3, 4
Draft a Lesson Plan
8
10/06
Midterm Exam
Read Chapter 5
9
10/13 Group Discussion: Ch.5 “Language and Literacy Development”
Introduce Lesson Plans
10
10/20 A Navajo Perspective on Human Development; Iina (Wedding Basket)
A.Black -Apprenticeship Assignment Preparation
11
10/27 Group Discussion: Ch.6 “Self-Concept, Identity, and Motivation”
12
11/03 Group Discussion: Ch.7 “Peer Relations and Moral Development”
Discussion: Lesson Plans
13
11/10 Group Discussion: Ch.8 “The Family: Partners in Education”
14
11/17 Group Discussion: Ch.9 “Supporting the Development of Children &
Take notes on presentation
Mini Quiz
Read Chapter 4
Read Chapter 6
At Apprenticeship: Pg.183
Activities; Do task 3, #2,
Observe common task
Take notes on presentation
Read Chapter 6
Read Chapter 7
Mini Quiz
Read Chapter 8
At Apprenticeship: Pg.443
Activities; Do #1
Vocabulary & Journal
Read: Chapter 9
Vocabulary Development
Youth in School”
15
12/01
Navajo Child and Family M Bekis (?) Make up unfinished discussions in chapters, complete unfinished
assignments, etc.
15
12/08
Final Exam
SyllabusEDU345HumanDevFA2014.docx Study Chapters 6-9 for
Final Exam
Page 5 of 5