Syllabus for Elementary Education 3381 -01 2 credits Fall 2006

Class meeting time: Tuesday 3:30 – 5:10 p.m. Sports and Health 212

Instructor: Betsy Albert-Peacock

Office & phone:Montague 109 726-8135

Office hours: Tuesday 1-2:30 Wed. 3-4 p.m.

e-mail:

Class alias:eled3381-1-f2006

Instructor web page:

Course Description:

Teaching and learning models as a basis for structuring learning environments for

children. Curriculum and instructional strategies; action research; parent

involvement. Sociocultural and historical backgrounds, issues, unique learner needs

of students, with emphasis on American Indian students.

Course Overview:

This course is designed to help students: develop a repertoire of basic teaching

models, strategies, and skills in the context of diverse learning environments;

understand the emotional and intellectual complexities of teaching, both inside and

outside the classroom; develop an awareness and appreciation of the knowledge

base which supports current practices in teaching; and to begin developing skills

with which to teach, observe, and reflect on teaching.

This course also introduces students to issues related to diverse students with an

emphasis on American Indian education and American Indian Curriculum

Frameworks developed by the American Indian Education Committee, Minnesota

Department of Children, Families and Learning. As such, students will understand

and be able to apply the concepts and processes of American Indian history,

language and culture to their classrooms.

Required Texts / Readings:

Cleary, L. & Peacock,T. (1998). Collected Wisdom: American Indian

education. Needham Heights, MN: Allyn and Bacon.

Brendtro, Brokenleg and Bockern. (1992) Reclaiming Youth At Risk. National Education Service. Bloomington, Indiana.

Bibliography / Expanded Readings:

American Indian Learner Outcomes

Other readings as assigned.

Standards of Effective Practice / Conceptual Framework Themes
Standard 1: Subject Matter
Standard 2: Student Learning
Standard 3: Diverse Learners
Standard 4: Instructional Strategies
Standard 5: Learning Environment
Standard 6: Communication
Standard 7: Planning Instruction
Standard 8: Assessment
Standard 9: Reflection and Professional Development
Standard 10: Collaboration, Ethics, and Relationships / Diversity (D)
Reflection (R)
Empowerment (E)
Collaboration (C)
Technology (T)

Course Outcomes:

Outcome / Standards of Effective
Practice / Themes
Compare and contrast differing points of view regarding American Indian education issues and synthesize information presented. / Standard 4
Diversity / D,R,T
Describe examples of the experience connected with the course which heightened sensitivity toward and action regarding Indians. / Standard 1
Content knowledge
Standard 4
Diversity / D,R,E,C
Understand barriers, both societal and personal, which can limit people in their attempts to meet their needs and achieve their potential and make suggestions for elimination of barriers. / Standard 1
Content knowledge
Standard 4
Diversity / D,R,E,C

Dispositions:

Knowledgeable, authentic, creative, cooperative, compassionate, open minded, inclusive, problem solver, reflective, respectful, sensitive, sense of humor, responsible, organized and life-long learner.

Instructional Strategies:

Lecture, discussion, cooperative learning, role-play, and group presentations, and speakers.

Diversity:

Text, readings, lecture, class discussion, cooperative work, student presentations and speakers.

Course Requirements/Expectations:

Attendance is required, you are an important part of the teaching team. Grades will be lowered for missed days/times.

Chapter assessments must be completed on days scheduled.

Incompletes are granted mainly to individuals who are passing the course but who encounter a situation that prevents them from finishing the course on time.

Academic honesty. It is University policy that misrepresenting the written work of others as one’s own (plagiarism) may be punished by failure of this course and may result in dismissal from a department or program and/or expulsion from the University.

Assessment:

  1. Chapter assessments (CA): Students will assess assigned readings. Assessments should include: Jump start questions, surprises and insights and plans and goals as a teacher, (you should cover 3 ideas that you get from the readings, a paragraph each, 1 page total). 8 (CA) @ 20 points each.
  1. FAS/FAE paper. We will have a presentation on Fetal Alcohol. Paper should explain how you will change your classroom, lessons, etc. to make this child or these children successful. 2 pages please. 50 points.
  1. Group presentation: Students will choose a topic on American Indian education, Ojibwe culture or best teaching practices. Select an Ojibwe topic from the AILO web site. Presentations will be for 30-35 minutes. Lesson plan, rubric and quiz included. 100 points.

American Indian Learner Outcomes (AILO) web site: /

  1. Group presentation: Choose a topic about something you really want to know more about. Select an Ojibwe topic from the AILO web site. Search the internet, the library, interview elders, etc. Present your topic to the class as if you were the teacher. Cite a minimum of three sources from the www. Lesson plan, rubric and quiz included. 100 points.

b. Students may select how their projects will be evaluated for a grade:

(i)Instructor graded.

(ii)Blind peer evaluation- peers who evaluate other student work must furnish a grading rubric to accompany their evaluation. 100 points.

  1. Individual field project. While in thefield, teach a Native American lesson. Turn

in a lesson plan with 1) references 2) a reflection of your experience

teaching it (how did it go, what would you change, did the students enjoy

it?) and 3) evidence that the children learned something (quizzes,

pictures, art work, journals, etc. 100 points. Due by December 6. You

can do this your first week in the classroom if your teacher will let you!

Grading:

A=93-100% / A-= 90-92% / B+=87-89% / B=83-86% / B-=80-82%
C+=77-79% / C=73-76% / C-=70-72% / D=60-69 / F=<60

IMPORTANT: I invite any of you who have any disability, either permanent or temporary, or any other special circumstances which might affect your ability to perform in this class to inform me so that together we can adapt methods, materials or assignments as needed to provide equitable participation.

Tentative Schedule for Fall Semester

Date / Topic / Reading
“Collected Wisdom “ / Assignment
Week 1
9/5 / Leah, AIRLC guest speaker.
Course syllabus and
expectations. Boarding
Schools/intro to Indian
Education. Choose a web
and a group name. / Chapter
1 & 2 / Get information on your web topic. Meet with your group members.
Week 2
9/12 / FAS/FAE Presentation
ARC Northland
Lynn Friegaard / Chapter 3 / Chapter analysis Ch. 1&2 today.
Prepare for groups.
Week 3
9/19 / Group presentations.
Groups 1 & 2 present lessons on Ojibwe culture,
values, misconceptions, art,
music, gaming, games,
Food, tribal sovereignty
etc. Include a lesson plan
and references.
Youth at Risk discussion. / Chapter 4 Youth at Risk TBA / FAS/FAE paper due.
Prepare for groups.
Chapter analysis Ch. 3 today.
Week 4
9/26 / Group presentations.
Groups 3 & 4 present lessons on Ojibwe culture. Evaluations. Youth at Risk Discussion. / Chapter 5 Youth at Risk TBA / Chapter analysis Ch. 4 today.
Week 5
10/3 / Teaching as Story.
Beading Socks. / Chapter 6 / Chapter analysis Ch. 5 today
Week 6
10/10 / Group presentations. Groups 1 & 2 present lessons on Ojibwe culture. / Chapter 7 / Chapter analysis Chapter 6 today.
Week 7
10/17 / Group presentations. Groups 3 ,and 4 present. / Chapter 8 / Chapter analysis Chapter 7 today.
Week 8
10/24 / Discussion of Chapter 8
What works. What community project can your class be involved in? / Chapter analysis Chapter 8 today.
Field Days / Enjoy yourselves, learn a lot, share. / Field project due by Dec. 6. Late projects will have grade deductions.
12/12 / Pot luck at Betsy’s
1812 Columbus Ave. 728-4979 / Happy Holidays!

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