Syllabus for (Course Number,Title, # Cr

Syllabus for Elementary Education 3381 -01- 2 credits Spring 2004

Class meeting time: Tuesday 1-2:40 Section 01 Instructor: Betsy Albert-Peacock Office & phone: Montague 228 726-8135 Office hours: Monday 1-2 & Tuesday 10 a.m.- 12 e-mail: [email protected] Class alias: eled3381-1-s2004 Section 1

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.

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

Course Outcomes:

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

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:

2 Lecture, discussion, cooperative learning, role-play, group presentations, multicultural panels.

Diversity: Text, readings, lecture, class discussion, cooperative work, group simulations, student role-play, student presentations, multicultural panels.

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 during class hours 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). 8 (CA) @ 20 points each.

2. 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.

3. Group Presentation: Students will choose a topic on American Indian education, Ojibwe culture, or best teaching practices. Presentations will be for 30-35 minutes. Lesson plans must be included and should cite a minimum of (3) sources from the World Wide Web. 100 points.

4. Group or individual Native American Project: Choose a topic about something you really want to know more about. Select a Native American topic about the Ojibwe in this area. Write down 3-5 questions that you have about that topic. Search the Internet, the library, interview elders, etc. Find pictures, videos, posters, etc., having to do with your topic. Present your topic to the class as if you were the teacher. Presentations should be 15-20 minutes. Lesson plan included. a. Students must do an Internet search for resources for their project. Projects should cite a minimum of three sources from the World Wide

3 Web. 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. The instructor reserves the right to modify the evaluation. 100 points.

5. While in the field, teach a Native American lesson. Turn in lesson plan with references, a reflection of your experience teaching it (how did it go, what would you change, did the students enjoy it?) and evidence that the children learned something ( quizzes, pictures, art work, journals, etc). 100 points. Due April 27. Total points possible 510.

Grading: A=93-100% A-=90-92% B+=87- B=83-86% B-=80-82% 89% 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.

Bibliography / Expanded Readings: American Indian Learner Outcome Team. (1994). American Indian curriculum frameworks. St. Paul: Minnesota Department of Children, Families and Learning. Other readings and case studies by Dr. Tom Peacock. Other readings as assigned.

4 ElED 3381 Spring Class Schedule: Tuesday's

Date Topic Reading Assignment Week 1 Leah, AIRLC guest speaker. Chapter Get information on your 1/20/04 Course syllabus and 1 & 2 web topic. Meet with expectations. Boarding your group members. Schools/intro to Indian Education. Choose a web and a group name.

Week 2 FAS/FAE Presentation Chapter 3 Prepare for groups. 1/27 ARC Northland Chapter analysis Ch. 1& Lynn Friegaard 2 today. Week 3 Group presentations. Chapter 4 FAS/FAE paper due. 2/3 Groups 1, 2 & 3 present Prepare for groups. lessons on Ojibwe culture, Chapter analysis Ch. 3 values, misconceptions, art, today. music, gaming, games, Food, tribal sovereignty etc. Include a lesson plan and references. Week 4 Group presentations. Chapter 5 Chapter analysis Ch. 4 2/10 Groups 4 & 5 present today. lessons on Ojibwe culture.

Week 5 Finish groups/evaluations. Chapters 6 Chapter analysis Ch. 5 2/17 Teaching as Story. today. Choose a topic Beading socks. about Native Americans that you want to know more about. Week 6 Group presentations. Chapter 7 Chapter analysis Ch. 6 2/24 Groups 1, & 2 present today. lessons on Ojibwe culture.

Week 7 Native topic presentations. Chapter 8 Chapter analysis Ch. 7 3/2 Groups 3 & 4 present. today. Native topic presentations.

5 Week 8 Native topic presentations. Chapter 8 Chapter analysis Ch. 8 3/9 Group 5 presents. today. Native topic Discuss chapter 8 and presentations continue. What works. What All assignments due . community project can your class be involved in?

Field Enjoy yourselves, learn a While in the field, days lot, share. teach a Native American Lesson Plan, with reflection and evidence. Drop off in Betsy’s mailbox at UMD or at her home. Due by April 27. Late papers will have a grade reduction. May 4 Pot Luck at Betsy’s Have a great summer! 1916 Lawn St. 728-1450