DINÉ COLLEGE
COURSE SYLLABUS
COURSE NUMBER:
EDU 474
COURSE TITLE & (CREDITS): Bilingual/ESL Writing Methods, Management &
Assessment (3 credits)
SEMESTER:
Fall, 2014
CLASS MEETING TIME(S):
Designated Tuesdays and Thursdays, 5:30-8:00 p.m. and
Saturday, September 20, 8:00 a.m.-1:00 p.m.
MEETING LOCATION:
NHC Room 508
INSTRUCTOR:
OFFICE LOCATION:
OFFICE PHONE NUMBER:
E-MAIL:
OFFICE HOURS:
BEST CONTACT METHOD:
Beth Witt
Off Campus—Chinle Elementary School
Cell: 505-250-6159
bethwittchinle@yahoo.com
By appointment
email or text
PREREQUISITE (If any):
Acceptance in the Center for Diné Teacher Education B.A.
Elementary Education program. Successful completion of
Courses EDU 345 - 378.
COURSE DESCRIPTION:
In this course, pre-service teachers will develop their own personal philosophy about teaching
writing, will participate in activities that develop their own writing and will practice, record and
acquire a variety of techniques and methods for teaching and assessing limited-Englishproficient K-8 students in Navajo Nation Schools. The pre-service teachers will gain facility with
the writing process, six trait writing instruction and assessment, a variety of assessment methods,
and a variety of options for publishing student writing. Pre-service teachers will experience the
importance of integrating writing across the content areas as both a tool for learning and as a
subject of study.
REQIRED TEXTS:
• Writing Essentials by Regie Routman, Heinemann, 2005.
• Various articles and materials supplied by the instructor.
COURSE OUTCOMES: The candidates will…
. . . be able to explain how the writing process correlates with these four concepts of
Navajo education:
Nitsáhákees:
•
Nitsáhákees--thinking, ideas, pre-activity, brainstorming, introduction, mental
preparation, creative thinking (pre-writing)
Nahat’á:
. Nahat’á--planning, selecting & collecting materials & ideas, tool gathering,
preparation, goal setting, procedures/plans (drafting & sharing)
Iiná:
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Iiná--action, doing, process, motion, building, creating, concrete actions, using team
work (revising, peer editing)
Siih Hasin:
Sihasin--outcome, finished product, analysis, assessment, evaluation, joy, pride in
results, fulfillment (publishing)
InTASC STANDARDS
These standards were developed initially more than twenty years ago as guidelines for what
teachers should know and be able to do. InTASC stands for “Interstate Teacher Assessment and
Support Consortium.” The standards were adopted by the state of Arizona as criteria for the
accreditation of teacher education programs. They were updated most recently in 2011. (New
Mexico is an NCATE state. It uses NCATE standards as guidelines for what teachers should
know and be able to do.)
This course introduces you to the following InTASC standards (upper-level courses in the
BAEE program probe the same standards in more breadth and depth):
InTASC STANDARDS:
Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in
their own growth, to monitor learner progress, and to guide the teacher’s and learner’s
decision making.
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.
NES PROFESSIONAL KNOWLEDGE TEST COMPETENCIES
To gain provisional licensure from the state of Arizona, you must pass three NES tests:
•
•
•
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 introduces you to the following NES professional knowledge test competencies:
Understand learning processes, factors that can affect student learning and performance, and
how to apply this knowledge to provide instructional environments and experiences that
promote all students’ learning and achievement.
Apply knowledge of processes by which students construct meaning and develop skills,
including the use of different types of learning strategies and various types of play, and
techniques for making knowledge accessible and meaningful for all students from early
childhood through the elementary years, including students who are English language learners
and students with exceptionalities.
Understand assessment instruments and practices, the relationship between assessment and
instruction, and how to use assessment to guide instruction and monitor students’ learning
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progress.
Demonstrate knowledge of the benefits of using multiple assessment methods to support
instruction and appropriate strategies for adapting classroom assessments for students with
various characteristics and needs, including students who are English language learners and
students with exceptionalities.
GRADING CRITERIA:
A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69% (no credit)
F = 68% or lower (no credit)
ADDITIONAL REQUIREMENTS:
1. On-time attendance and full participation in every class meeting is expected.
2. Textbook reading and preparation for every class meeting. Each student is to have their own
textbook.
3. Assignments must be completed before class begins. Working on assignments during class is
not acceptable. Late assignments will not earn points.
ATTENDANCE POLICY:
Candidates are expected to attend all sessions. The attendance policy is as follows:
ㄖ Each class meeting is structured to be interactive with candidates working in pairs,
small groups, or with students as facilitators; therefore, an absent student directly
impacts the integrity and value of learning for all classmates.
ㄖ Attendance is 25% of the course grade.
ㄖ Attendance will be noted each session as follows:
o +25 points if present for entire class,
o +5 points if late or leave early,
o -25 points if unexcused absence, or
o +5 points if excused absence and make up work done for absence.
A Note About Class Preparation
Preparing for class is essential. You will be assigned textbook reading, professional articles and
other materials to read. You will also be locating specified sites and articles on the Internet, and
making examples of student-made books. We will spend 5-6 hours per week in class. In
addition, you should expect to spend at least 5-7 hours each week preparing for class meetings.
This is typical of upper division university courses. The overwhelming importance of learning
all that you can about teaching writers makes this hard work and attention to detail necessary,
and it will pay off for you when you are in the classroom.
ACADEMIC INTEGRITY
Candidates are responsible for the integrity of their academic work. Examples of academic
dishonesty include, but are not limited to, obtaining unauthorized assistance in any academic
work; cheating on a test; plagiarism; quoting without proper credit; modifying any examination,
paper, record, report or project without the instructor’s approval for obtaining additional credit or
an improved grade; and representing the work of others as one’s own. Some of the penalties that
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may be imposed include: warning (written or oral); reducing the grade for the assignment, test,
or project; reducing the grade for the course; assigning a failing grade for the course; dismissing
the candidate from the course and issuing a grade of “W”; academic probation or
suspension; expulsion; and recording the decision in the candidate’s academic record.
Prepared by Instructor
Date
Reviewed by Chair
Date
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