COURSE NUMBER:
COURSE TITLE & CREDITS:
SEMESTER :
CLASS MEETING TIME(S) & LOCATION:
INSTRUCTOR :
OFFICE LOCATION:
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DIN$ COLLEGE
COURSE SYLLABUS
EDU 475
Methods for Language Diverse Students II (3)
FALL 2014
Mon. & Wed; 9:30-12:00pm, NHC Room 508
Thomas P. Benally
NHC inner circle; 601-H
(928) 724-6815 tbenally@dinecollege.edu email, by appointment
Mon. 1-4 pm. Wed. 1-3 pm.
Acceptance in the Center for Diné Teacher Education
B.A. Elementary Education program. Successful completion of Courses EDU 350-358.
COURSE DESCRIPTION:
This course prepares teacher candidates to better understand language acquisition and language learning in a K-8 setting. Teacher candidates will gain knowledge of debates and processes of inquiry central to the elementary disciplines (i.e., advantages and limitations to teaching Navajo via situational, immersion, and/or second language teaching approaches). Ways of teaching K-8 subjects in the target language will be explored. Teacher candidates will develop lesson plans that have clearly defined instructional objectives and employ a variety of instructional approaches, strategies, techniques, and assessment options. The language of instruction for this course will be 95% in Navajo and 5% in English.
REQUIRED TEXT AND MATERIAL:
Teaching Navajo to Native Speakers: instructor will furnish copies
Situational Navajo: purchase text from Bookstore
COURSE OUTCOMES:
As related to Diné College Philosophy: The course integrates the Diné holistic teaching in accordance with the S2’ah 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.
Nahat’á:
• Increase skills for organizing and planning their time and responsibilities.
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• Commit to learning to be teachers.
•
Rely and inform others of changes in plans.
• Plan and organize materials and concepts they are learning.
• L earn 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.
Iiná:
• Show
• fortitude (strength of mind) with plans
• planning in a tangible way by explaining their intentions, beliefs, and values
• Organize knowledge in the academic content so they can be confident in teaching and assessing the subject matter.
• Organize ways to access resources (people and materials) to continually supplement and update information related to the content for the students they teach.
• Organize their understanding of a variety of instructional strategies sensitive to different learning styles.
• Organize ways to include Navajo language and culture in academic content and instruction.
Sih Hasin:
• 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.
ESSENTIAL QUESTION:
Na’nitin l1 hait’44 sh99 1[ch7n7 bee nan4t32’go bizaad y7n1hwiidool’11[, d00 ha’1t’77 biniinaa?
InTASC STANDARDS ADDRESSED IN THE COURSE
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 #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
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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
004 Understand assessment instruments and practices, the relationship between assessment and instruction, and how to use assessment to guide instruction and monitor students’ learning progress   a) Demonstrate  knowledge  of  important  assessment  concepts,  such  as  reliability,  validity,  and  bias,   and  the  characteristics,  uses,  advantages,  and  limitations  of  various  types  of  formal  and  informal   assessments.   c) Apply  knowledge  of  strategies  for  integrating  assessment  and  instruction,  for  aligning  assessment   with  instructional  goals,  and  for  using  assessment  to  monitor  student  understanding  and  to  guide   instruction.
006 understand principles and practices associated with various instructional approaches and how to apply these principles and practices to promote all students achievement and learning a) Identify  the  characteristics,  uses,  benefits,  and  limitations  of  various  instructional  approaches,   such  as  direct  instruction,  cooperative  learning,  inquiry,  and  class  discussion.     e)        Demonstrate  knowledge  of  the  use  of  technology  in  instruction  and  strategies  for  effectively   integrating  technology  into  specific  instructional  situations  to  support  student  learning.
ASSESSMENTS/ASSIGNMENTS
Tests: These are multiple-choice and essay-answer assessments that cover new material presented in different sections of the course. Each test is worth 50-100 points.
Navajo Journaling: This assignment is designed to promote self-reflectivity and help you become more proficient at writing Navajo. It is an ongoing quantity writing assignment in which you are meant to record your thoughts, feelings, reactions, and questions to all that take place in Apprenticeship. You will turn in your Journal to me at the class immediately following Apprenticeship. I will read and respond back to your entries. For each daily entry, you need to write at least 20-30 words. Each reading is worth 50 points.
Navajo Video: You will create a Navajo video that has appropriate Navajo setting that shows an activity that has vocabulary/phrases for teaching NSL children. The video must have vocabulary/phrases of between thirty and sixty different Navajo words/phrases. This assignment is worth 50 points.
Occasional in-class activities:
• Minute papers: These assignments are written in Navajo in class and addressed to the question, "What was the most important thing that you learned?" or "What important question remains unanswered?" They are quantity writing assignments. They are worth 10 points each.
• Muddiest point analyses: These assignments are quick, written responses in Navajo to the question, "What was the muddiest, or most unclear, point about _____?" These, too, are quantity writing assignments – worth 10 points each.
Lesson Plans: These assignments work from the CDTE BAEE’s Families of Instruction. All lesson plans must be written in Navajo, have clear instructional objectives, must be referenced to appropriate State/Navajo Nation standards. Each lesson plan assignment is worth 50 points.
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Resource Notebook: This assignment is designed to help you organize a collection of ideas, strategies, tools, units, lessons, and materials that will help you set up your own Navajo teaching program. The material may be organized in a three-ring notebook, folders, or some other organizing device that suits your needs. The
Notebook material will come from the course readings, class discussions and activities, your mentor teacher, resources you identify at your Apprenticeship, and research that you conduct on your own – at the library, the
Curriculum Center, and over the Internet. There is a rubric for organizing and assessing the portfolio. The assignment is worth 100 points.
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.]
ATTENDANCE POLICY:
Pre-service teachers are 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 student as facilitator; therefore, an absent student 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: 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.
ADDITIONAL REQUIREMENTS:
Teacher candidates will be expected to do the following during the semester:
ㄖ Work on specific assignments during their apprenticeship.
ㄖ Make oral presentations to the class on topics specified by the instructor.
Academic Integrity and Plagiarism
Students 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 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 student from the course and issuing a grade of “W”; academic probation or suspension; expulsion; and recording the decision in the student’s academic record.
The Diné College institutional definition of plagiarism is as follows: A student uses another student’s or another author’s work or ideas (such as those taken from a magazine, newspaper, web site, book, or other source) and submits it without giving that person or source proper credit.
Date Prepared by Instructor
Reviewed by Division Chair Date
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TENTATIVE SCHEDULE FALL ’14
Wk Dates Class Topics and Activities Reading Assessments & Assignments
1
2
3
08/18
08/20
08/25
08/27
I. Models
How did you learn Navajo? English?
What does the research say about language acquisition? Create Mindmaps. Krashen
Analyze mind maps with Krashen’s 5
Hypothesis. Who learns Navajo, where, when, and with whom?
Discussion:
Nahalin
Niha’1[ch7n7 dah’iist[’=
09/04 Discussion: video production of a Navajo culture related activity. View videos, consult Vale
Apprenticeship
09/08-09/19
Krashen
Parsons-Yazzie
Multimedia Website
In-class Discussion
Reading activity
Observation assignment
Observation analyses
Read Niha’1[ch7n7 dah’iist[’=
Nahalin
Test #1
Navajo Journaling, Read
-Foundations of Dual Lang. instr.
-One-Two Immersion: a distinction
6
7
8
09/22
09/24
09/29
10/01
10/06
10/08
Apprenticeship
10/13-10/24
II. Language
Based on Parsons-Yazzie article, What are special considerations for us?
What are the different instructional models for us?
The one-way immersion model:
Lessow-Hurley, Holm, and Gaddis, other selected articles
“
-One-Two Immersion: a distinction
Teaching different kinds of Navajo: situational, instructional, essential- and meta-Navajo.
How can we optimize Navajo acquisition in the classroom? Essential-, meta-, and situational Navajo in our classroom(s)?
Navajo verb structures
The teaching of Navajo handling verbs
Teaching situational Navajo: microteaching
Situational Navajo
Situational Navajo
Handout from !lch7n7
Bi Naaltsoostsoh
Reading activity
Reading activity
Producing and posting dialogues
Test #2
Developing (situational) verb paradigms
Develop 5 situational dialogues
Navajo Journaling
11 10/27
10/29
Apprenticeship
11/03-11/14
III. Micro-teaching
Preparing Situational Navajo for microteaching
Situational Navajo micro-teaching
Situational Navajo
Situational Navajo
Micro-lessons
Test #3
Develop and teach 1 Nav. lesson
Navajo Journaling
14 11/17
11/19
15 12/01
12/03
IV. Applications
The real challenges – i + 1 and other eliciting techniques: micro-teaching
Cooperating pairs: micro-teaching
Krashen & Holm
Kagan
Content teaching demonstration: microteaching
Introduction to NAMDC materials: Microteaching
FINAL EXAM
Ch'a [ teacher's guide
NAMDC material set(s)
Micro-lessons
Reading activity
Micro-lessons
16 12/08
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