Last Date This Form Was Updated Or Edited

Course Outcomes Form

Northwest Indian College

All hand-outs are posted on the faculty website at www.nwic.edu/faculty (follow the Assessment link)

Before completing this form, please refer to the Instructions for Completing the Course Outcomes Form. Please submit this form electronically to .

Last date this form was updated or edited

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January 5, 2007

Course Number (e.g., ENGL 101)

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ECED 106A

Course Name (e.g., English Composition I)

/ Building Relationships & Understanding Behavior

List all instructor(s) who participated in creating and approved these course outcomes (please consult with at least one other person)

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Shelley Macy;

List the main textbooks, readings or other resources used in this course (including title, year and publisher)

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The Power of Guidance: Teaching Social-Emotional Skills in Early Childhood Classrooms, Gartell, D. (2004)

Hand in hand parenting website—specific articles www.handinhandparenting.org/articles

Packet of handouts

Recommended

Practical Solutions to Practically Every Problem. Steffen Saifer. Redleaf Press. 2003.

A. NWIC outcomes: From the List of NWIC Outcomes, select the most important outcomes you assess in this course (at least one NWIC outcome must be chosen).

C:\Documents and Settings\saflatooni\Local Settings\Temporary Internet Files\OLK3\ECED 106A Outcomes.doc

Updated February 13, 2006

Created by Anne Marie Karlberg (please email with questions or ideas)

NWIC outcome # (e.g., “Written communication: 2a.

“As a result of this course, you (the student) will be able to: /

Instructional Activities: How will students master this outcome? (e.g., solving problems, group activity)

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Assessment/Evaluation Strategies: How will you measure this outcome? (e.g., student presentations, essays)

Reading 6a: demonstrate understanding of readings.

(Differentiate important information from details)

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Read a variety of sources, authors, topics.

Discuss /

Discussion participation

Oral communication 3b: apply interpersonal communication skills.

(Conduct your oral interactions (formal and informal) with a recognition of social mores).

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Discussions

Dyads /

Participation in discussions and dyads

Student presentations of small group work

Written communication 2a:

Write in standard English.

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Reflective journals

Observation notes
Guidance Philosophy statement /

Student writings—particularly in the area of “voice.”

B. Course outcomes: In order of priority, list the most important other learning outcomes for this course that you assess (a maximum of 8).

Other course outcomes: Complete the sentence –

As a result of this course, you (students) will be able to…

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Instructional Activities: How will students master this outcome? (e.g., solving problems, group activity)

/

Assessment / Evaluation Strategies: How will you measure this outcome? (e.g., student presentations, essays)

Express the importance of relationship-based care for positive guidance, and be able to name at least two caregiver strategies that encourage bonding with children.
/ Guided imagery of early memories of connection and bonding within relationships

Share pleasant memories of guidance and discipline within the context of relationships

/ Participation, discussion

Participation

Recognize at least one aspect of your culture, your family history, and your image of the child that influence your approach to guidance and discipline.

/ Brainstorm attributes/images of child’s nature.
Fill out “family history of guidance and discipline” handout and discuss.
Reflective journaling—connecting family history, their image of the child Brainstorm and categorize words associated with guidance and discipline.
Begin Observation project
Children and connection lecture.
Small group discussion and presentations of concepts in handout: “Strategies to Encourage Caregivers to Bond with Children in Care” / Discussion

Handout completion

Journaling

Participation

Completeness and appropriateness of descriptive observation

Case history write up

Participation

In 5 scenarios, identify two or more underlying causes for a child’s off-track behavior and make at least two culturally and developmentally appropriate suggestions for helping the child to reconnect.

/ Brainstorm causes for off-track behaviors.
Read and discuss handouts, “Hurts, Tensions, and Behavior,” “Inoculating our Children Against Racism,” and “Risk Factors for Developing Challenging Behaviors.”
Discuss 5 scenarios, sharing possible underlying causes for child’s off-track behavior.
Brainstorm list of contradictions to patterns that compel off-track behavior. /

Attendance and participation in discussion

Small group presentation

Participation

Participation

Identify behavior you find challenging in 4 scenarios; acknowledge one area where your own feelings may be involved, and suggest one unmet need that could be driving the behavior.

/ List behaviors students find difficult to handle.
Read and discuss handouts: “Reasons for Off-track Behavior,” and “No Throwaway Behavior.”
From 4 scenarios, identify the the unmet need driving any off-track behavior, identify the child’s attempt to get help with big feelings, the adults’ feelings, and one possible response that will contradict the child’s and the adult’s distresses. / Participation
Discuss handouts, including similarities and differences in approach.
Discussion

Design three (3) developmentally appropriate activities for each of three (3) temperaments.

/ Draw or create a collage reflecting your beliefs about children, and reflect on how these beliefs and images shape guidance practices.
Read handout, “10 Temperament Traits,” reflect on individual children.
After activities and discussions of temperaments, expand the picture/collage made earlier.
Design three (3) activities to use with each of three temperament styles, “flexible, fearful, and feisty.”
Identify temperaments of your specific children in care and one contradiction to each. /

Participation

Initial and expanded collage contents and sharing
Discussion

Appropriateness of activities

Appropriateness of contradictions

Describe your personal guidance philosophy

/ Read handout, “Guidance Statements.”
Write your own guidance statement. Share, discuss, modify. /

Written statement

Participation

C. Please list the NWIC outcomes and course outcomes from above on your syllabus.

D. Please assess the NWIC outcomes and course outcomes, which are listed above, in your classes.

C:\Documents and Settings\saflatooni\Local Settings\Temporary Internet Files\OLK3\ECED 106A Outcomes.doc

Updated February 13, 2006

Created by Anne Marie Karlberg (please email with questions or ideas)