ASU
Course Syllabus
IED 407
Dine’ Educational Philosophy
Fall Semester 2006
Course number, Title, and (Credit Hrs): IED 407, Din4 Education Philosophy (4)
Instructor: Johnson Dennison
Instructor E-mail: johnson.dennison@chinle.ihs.gov
Class Location: Ned Hataali Center 508
Meeting Times: 8:00 AM – 2:00 PM
Semester: Fall 2006
Office Location: Chinle Hospital
Office Phone Number: (928) 674-7588
Office Hours: NA
Best Contact Method: e-mail
Prerequisites: Acceptance in the Center for Diné Teacher Education B.A. Elementary Education program
Course Description
This is a course work in understanding, exploring and developing traditional Diné philosophy or learning
and teachings . The Navajo language and culture is used to discuss how the Diné philosophy is applied in
the everyday living as well as natural order of phenomenon.
The instruction is primarily in Navajo language and translated into English. This course is designed for preservice teachers to teach Navajo children with emphasis on the integration of the Navajo educational
philosophy, S3’ah naagh17 bik’eh h0zh00n, into all aspects of learning. The pre-service teachers will
examine and discuss the Din4 philosophy of learning and how it is applied in a contemporary society. The
pre-service teachers will develop a basic understanding of Navajo perspectives for a positive life as a
learner, teacher, leader, and parent.
Course Rationale
Course is required for a BA degree in Elementary Education
Text/Materials:
Trudelle Schwarz, Maureen. (1997). Molded in the Image of Changing Woman. Tucson, AZ: Arizona Press
Additional Resources available:
Attendance policy:
Pre-service teachers are expected to attend all sessions. The attendance policy is as follows:
ㄖ 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.
ㄖ Pre-service teachers are expected to arrive on-time and to remain for the entire class session.
ㄖ Attendance will be noted each session as follows:
o +25 points if present for entire period,
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.
o Excused absents are: Illness, Court hearing, and Bereavement.
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.]
Additional Requirements:
Pre-service teachers 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
ㄖ Take part in group activities and projects
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Evaluation and Assessment Methods:
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Develop a poster of Diné paradigm of philosophy for teaching, learning or cultural value. (the poster is due
on November 3rd and Oral presentation on Dec. 1st) (power point presentation is acceptable)
Four reaction papers (to be assigned by the instructor)
Mid term exam (Oct 6th)
Final exam (Dec 8th)
Course Goals
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. This course is designed to study the Navajo
philosophy as it is integrated in to the Diné College philosophy. The students will develop positive self
awareness through studying Navajo philosophy
We work with pre-service teachers toward the following goals:
Nitsáhákees:
• Pre-service teachers are developing 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.
• Pre-service teachers are developing knowledge in the academic content so they can be confident in
teaching and assessing learning of the subject matter.
• Pre-service teachers are developing ways to access resources (people and materials) to continually
supplement and update information related to the content for the students they teach.
• Preservice teachers are gaining understanding of a variety of instructional strategies sensitive to
different learning styles and assessing their usefulness.
• Pre-service teachers are developing ways to include Navajo language and culture in academic content
and instruction.
Nahat’á:
• Pre-service teachers are
• increasing skills for organizing and planning their time and responsibilities.
• committed to learning to be teachers.
• reliable and inform others of changes in plans.
• organizing materials and concepts they are learning.
• Pre-service teachers are learning to organize their ideas by planning:
• using 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:
• Pre-service teachers are showing
• fortitude (strength of mind) with plans
• planning in a tangible way by explaining their intentions, beliefs, and values
• Pre-service teachers are organizing knowledge in academic content so they can be confident in teaching
and assessing the subject matter.
• Pre-service teachers are organizing ways to access resources (people and materials) to continually
supplement and update information related to the content for the students they teach.
• Pre-service teachers are organizing their understanding of a variety of instructional strategies sensitive
to different learning styles.
• Pre-service teachers are organizing ways to include Navajo language and culture in academic content
and instruction.
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Siihasin:
• Pre-service teachers
• are following their plans and assessing the consequences as the plan unfolds,
and adjusting accordingly.
• have a good sense of humor.
• are continually taking stock of situations and considering “next steps.”
• are flexible, self-assured, and courageous.
• acting as leaders in academic setting to promote Navajo language, literacy,
culture, history, and philosophy.
• Pre-service teachers engage in plans that show knowledge in the academic content appropriate for
teaching and assessing in K-8 settings.
• Pre-service teachers engage in accessing resources (people and materials) and have supplemental and
up-to-date information related to the content for the students they teach.
• Pre-service teachers are using, assessing, and modifying a variety of instructional strategies sensitive to
different learning styles.
• Pre-service teachers are planning, assessing, and using Navajo language and culture in academic
content and instruction.
• Pre-service teachers are continually building upon the cultural knowledge that students bring with them
to school from their homes and communities.
Arizona Professional Teaching Standards
Standard 1: The pre-service teacher demonstrates an understanding of designing
and planning instruction by
S1PO 4. addressing any physical, mental, social, cultural, and community
differences among learners;
Standard 2: The pre-service teacher demonstrates an understanding of creating and
maintaining a learning climate by
S2PO 3. encouraging the student to demonstrate self-discipline and responsibility
to self and others;
S2PO 3. encouraging the student to demonstrate self-discipline and responsibility
to self and others;
S2PO 4. identifying how to respect the individual differences among learners;
S2PO 5. facilitating students to work productively and cooperatively with each
other;
S2PO 6. providing a motivating learning environment;
S2PO 7. promoting appropriate classroom participation;
S2PO 8. listening thoughtfully and responsively; and,
S2PO 9. organizing materials, equipment, and other resources appropriately for
teaching
S2PO10: applying to daily practice the ethics of the profession
Standard 3: The pre-service teacher demonstrates an understanding of
implementing and manages instruction by
S3PO 4. modeling the skills, concepts, attributes, or thinking processes to be
learned;
S3PO 5. demonstrating effective written and oral communication;
S3PO 6. using appropriate language to communicate with learners clearly and
accurately;
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Evaluation and
Assessment
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S3PO 7. using strategies that are appropriate to students' developmental levels;
S3PO 8. incorporating strategies which address the diverse needs of learners, and
demonstrate multicultural sensitivity;
S3PO 9. encouraging critical thinking;
S3PO 15. adjusting instruction based on feedback from students.
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Standard 4: The pre-service teacher demonstrates an understanding of assessing
learning and communicating results to students, mentor teacher, parents (when
approved by mentor teacher), and CDTE by
S4PO 1: promoting student self-assessment
Standard 5: The pre-service teacher demonstrates an understanding of
collaborating with colleagues, parents, the community and other agencies to
design, implement, and support learning programs that develop students' by
S5PO 1. working with parents to enhance student learning at home and school
with permission from the mentor teacher;
S5PO 3. accessing community resources and services to foster student learning
with permission from the mentor teacher and university supervisor; and,
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