Revised:
Instructor:
Email:
Credit:
Class Hours:
Office Hours:
Office Phone:
8/20/14
Kathy Jo Henry khenry@tm.edu
3 semester hour
Tuesday 3:00 a.m. – 4:20 p.m.
Posted on office door: 201 I
EMAIL: khenry@tm.edu
Textbooks : Philosophical Foundations of Education by Ozmon, Howard. A., 2012. 9th Edition,
Merrill, Pearson, Upper Saddle, Columbus, Ohio. ISBN 0-13-254074-6.
Course Description EDUC 330 Foundations of Education will provide education majors in the first semester of their junior year an opportunity to view the field of education from a broad historical, social, and philosophical perspective. The goals of the course are to provide preservice teachers with an opportunity to develop and display competency in the North Dakota principles.
COURSE OBJECTIVES:
1. To understand the meaning, aims, functions and role of education.
2. To understand the relation between education and philosophy.
3. To be acquainted with Indian and western schools of philosophy and their impact on education.
4. To be acquainted with the contribution of great educators.
Textbooks : Philosophical Foundations of Education by Ozmon, Howard. A., 2012. 9th Edition,
Merrill, Pearson, Upper Saddle, Columbus, Ohio. ISBN 0-13-254074-6.
Methods of Instruction: This course is being delivered as a hybrid course and Jenzabar will be the module program that will hold your syllabus, give you class announcements, handouts, reading assignments, project directions, and with timelines attached to opening and closing of said activities. Class meeting will be held on Tuesday and will include direct instruction (lecture and power point presentations), discussion, group work, peer teaching, workshops (when available), student presentations, hands–on demonstrations, and field-based applications.
Your Rights and Responsibilities: If you have special learning or physical disabilities (formally diagnosed), you have legal rights to course modifications. Please identify yourself to the professor so that he/she may assist you with your course progress. If you suspect that you have a learning disability, you can speak to Annette Charette on campus to assist you in this area of your education.
Course Requirements
You are responsible to bring your syllabus and primary text book to each class meeting. Make up tests are arranged when the emergency is documented with appropriate paper work. Each class period will have an activity with the type and length of the activity differing depending on the content of the week’s learning objectives. You are expected to read each chapter assignment or supplemental readings prior to class, be accountable for the objectives, key words and phrases

of the chapter. Your topics will need to be researched and proof of TMCC library references will be requested.
Attendance, Class Participation : Many of the activities require your active participation; therefore, attendance and active participation are very important and will count toward final course grades. You will receive class participation and Jenzabar assignment points. If you are ill or have a family emergency, please notify me by email. It is the responsibility of the student to meet the Teacher Education Department’s Policy of 95% attendance. Please refer to student handbook concerning this policy.
Cultural Content: The culture of the Turtle Mountain Chippewa is integrated
throughout this course as the Seven Teachings are a part of our lives, We will share
information as well as activities and learn from each other as we respect the language and
values of the Turtle Mountain Chippewa. This being an educational foundations course, it is very important for us to look closely at what has happened in Indian Country concerning the education strategies and methods adopted.
Service Learning: Our mission is to promote reciprocal connections among students, faculty, and community members through integrated academic coursework and service in the community, and to encourage the development of socially and environmentally responsible citizens. The philosophy of service learning is truly not about getting extra points in class, but about seeing the value of your volunteerism and how it improves your knowledge of what is needed or expected in your chosen field of work.
Performance Assessments : An evaluation of your papers, assignments, projects, in-class discussions, small and large group presentations, and participation will determine whether or not you've met the instructional objectives for the course. Scholarship, initiative, cooperation, attitude and improvement will also be taken into consideration.
EDUC 330
Foundations of
Education
3 Credits
50015.2
Curriculum
Program requires the study of central concepts, tools of inquiry, and structures of content.
50015.2i The program requires the study of connections
#7. The teacher plans instruction based on
· Survey
· Quizzes knowledge of subject matter, students,
· Short Papers community, and curriculum goals.
· Midterm Exam
· Presentation
#9. The teacher is a reflective practitioner who continually
· Group
Presentations
1.) Students will identify and describe the major philosophies of education.
2.) The students will describe the educational theories and principles.
3.) The students will identify the

Course Activities across the curriculum. evaluates the effects of his or her choices and actions on others
(students, parents, and other professionals in the learning community) and who actively seeks opportunity
· Reflection papers
/activities relationship between teaching
· Final Project
· Final Exam and learning styles to grow professionally.
ACTIVITY
Participation points 5pts. per class
Philosophy &Philosopher presentation & written report
Chapter Quizzes 10@10pts.
POSSIBLE POINTS
EARNED
140 pts.
60 pts.
100 pts.
Midterm Project
Native American Educational Timeline
Written Report
100 pts.
Final Project 100 pts.
Turtle Mountain Educational System Past to
Present Research Paper
500 total points
350 Total Points Earned
A: 91%-100%, B: 82-90%, C: 73%-81%, D: 64%-72%, F:63%-0.

Week One
Introduction members of class, pretest, and text materials
Educational Philosophy Self Check/Self Check Answer
Oral introductory explanation of midterm and final project.
Have up to page 8 read in your text book.
Syllabus
Philosophy Theory Report /Presentation (Small Group Work)
Idealism----------Socrates & Plato------- Perennialism- Hutchins, Maritain, Adler, Bloom
Information Processing---RM Gagne, E. Gagne, Sternberg, J.R. Anderson
Realism------------------Aristotle------------ Existentialism----Bagley, Bestor, Hirsh, Finn, Ravitch, Sizer
Behavioralism and Social Learning—Pavlov, Watson, Skinner, Thorndike, Bandura
Pragmatism--------Pierce & Dewey----Progressivism----Dewey Kilpatick
Cognitivism/Constructivism----Jean Piaget, Urie Bronfenbrenner, Bruner, Vygotsky
Existentialism----Sarte & Kierkegaard-----Reconstructionism---Counts, Habermas, Illich, Giroux, Freire
Humanism---Rousseau, Maslow, Rogers, Combs, May
Week Two
Continue exercise from
Philosophy Theory Report /Presentations
Continue exercise from
Philosophy Theory Report /Presentations
Week Three
Philosophy
Philosophy All Pesentations must be emailed to me khenry@tm.edu
Week Four
Chapter 1----------Idealism Research Presentation
Chapter Quiz

Week Five
Chapter 2---------Realism Research Presentation
Chapter Quiz
Week Six
Chapter 4 Pragmatism------Research Presentation
Chapter Quiz
Chapter
5 Reconstructivism-------Research Presentation
Chapter Quiz
Week Seven
MIDTERM
MIDTERM PROJECT DUE October 15th Native American Education Time Line
Comparing and Contrasting
Week Nine
Eastern Philosophy
Week Ten
Chapter 6 Jigsaw activity
Quiz
Week Eleven
Classroom Debates (Pro / Con Persuasive)
Week Twelve
Theorist Research and Assessment
Week Thirteen
Presentations
Week Fourteen
Presentations
Week Fifteen
Blooms Taxonomy
Maslow’s Hierarchy
Kohl’s Moral Ethics
FINAL
December 9, 2014
Native American Educational Research Paper