Fall 2017 - EDUC 811 G021

Fieldwork I (5)

Class Number: 4505

Delivery Method: In Person

Overview

  • Course Times + Location:

    Sep 5 – Dec 4, 2017: Thu, 10:30 a.m.–3:20 p.m.
    Burnaby

Description

CALENDAR DESCRIPTION:

Graded on a satisfactory/unsatisfactory basis.

COURSE DETAILS:

This course is intended for international students admitted in the M.Ed. TEAL-F International Graduate Program. It is a required course taken concurrently with other mandatory M.Ed. courses. The purpose of the course is to explore teaching and learning practices from a variety of perspectives. The topics include teacher dispositions, reflective practice, building caring classroom communities & democratic classrooms, student/teacher/curriculum relationships, culture in the classroom, and models of best practice. Students will observe teaching and learning practices in BC public schools, discuss questions and observations, and develop inquiries based on this field experience related to their graduate interests. The design of this course requires students to draw upon and connect with readings and issues discussed in concurrent courses.  

Course Website:


On the course website students will find: additional readings, spaces to share ideas and engage in professional/academic conversations and spaces to post specific assignments. This is a professional space and so should be used as such. It is expected that students regularly visit the site where they can post ideas and engage in conversations (e.g. course resources and materials, quotes to share, academic conversations, inquiry questions for Field Work, reflective summaries...etc.).

COURSE-LEVEL EDUCATIONAL GOALS:

Regular attendance, active participation and punctuality are expected/mandatory. In order to earn a passing grade for the course, all assignments and consistent attendance (including Field Work dates) must be completed.  

Required Readings:


Students will not need to purchase a text for this course. Readings will be provided by the instructor or posted on the EDUC811 course website. However, when completing assignments, students are expected to refer to readings from concurrent courses in addition to ones given in this course.  

In-class writing:

Students will be writing in each on-campus class. Students need to come prepared with a reflection/Field Work journal (a simple spiral bound notebook would suffice) and pen. These in-class writings will be used to frame your inquiry and may be shared with classmates and/or instructor.

Grading

NOTES:

#1: “Micro -Teach”:
Students will “teach” a small group, of six, a mini lesson. Students will choose a topic that reflects a personal interest or skill (e.g. how to make sushi, how to fold paper cranes, how to dance a traditional Chinese dance, how to play a particular game, how to speak and write in Korean, how to paint with water colours, etc.).  

#2: Perspectives on Educational Systems:

Working collaboratively with a partner or small group, students will design a visual summary/presentation of the education system from their home countries, which highlight the following perspectives:
-        Social/political/cultural influences
-        Physical space/architecture
-        Pedagogical or overarching educational philosophies
-        One additional perspective worth sharing about the educational system

Class discussions connected to the presentations will explore how personal experiences influence perspectives on education, shape beliefs about teaching and learning and relate to assumptions or perceptions about Canadian education. Note: Depending on the composition of the class, this particular assignment may be subject to alteration.  

#3 Field Work Journal Analysis/Reflections & School Background Information:
PART A (Individual Task): Students will review the observations and notes from their Field Work journal and write reflective responses to questions posed in Visit #1 & #2. These reflections should be brought to class to frame discussions/activities. Also, an electronic copy of the Visit #1 & Visit #2 summaries will be submitted to the 811 Dialogue Central site.

PART B (Collaborative Task): Students will work collaboratively with other classmates placed at a particular school to gather background information about the school community. Together, students will find a creative way to present the information gathered to their 811 classmates on campus.  

#4: Reflective Response – “Field Work Analysis Flow Chart”:

Students can complete this assignment individually or with their Field Work partner. Students will extend inquiries, ideas and insights and document their understanding of education related to their graduate interests and Field Work experiences. Students will revisit all reflections in Field Journals, write about changes in thinking and offer new insights, while delving deeper into their graduate inquiries. This assignment will be framed by using a “Field Work Analysis Flow Chart”. Students will also design a creative way to present the information to classmates.  

#5: Field Work Observation Foci and Questions:
Students are required to participate in Field Work in BC public classrooms (4 visits for a minimum of 4 hours each visit). The Instructor arranges the placements and students will research in pairs in various locations and school districts. Observations and analyses will be documented in a Field Journal and an observation focus will be provided for each visit. The schedule for Field Work is as follows:   Observation #1: “Canadian Classroom Culture – First Insights” Observation #2: “Teacher and Student Roles in the Classroom” Observation #3: “Teaching and Learning Practices – Curriculum Perspectives” Observation #4: “Shaping Inquiries”  

#6: Participation Self-Assessment:
It is an expectation of this course that all members prepare for, and participate in small group and whole group discussions and demonstrate a professional and ethical collaborative spirit. Participation requires students be prepared to actively listen, share time with all members of the class and make thoughtful and informed contributions. Participation also requires that students engage in discussions or respond to postings/documents on the course website. Based on a co-constructed set of criteria, students will periodically assess their individual participation and preparation for the course. They will also document their strengths and set goals for addressing areas in need of improvement. Students will also engage in peer assessment and feedback sessions. This method of assessing models current educational theories on “assessment as learning”.  

On completion of the course, students will receive a final Mark of Satisfactory (S) or Unsatisfactory (U)

All papers, assignments and/or activities will be assessed on: clarity of ideas, preparedness, thoroughness, effort, thoughtful analysis of ideas or observations, critical thinking skills, reflective capacity, questions addressed/instructions followed, demonstration of commitment to learning and professionalism, willingness to collaborate & participate.

Materials

REQUIRED READING:

Required Readings:
Students will not need to purchase a text for this course. Readings will be provided by the instructor or posted on the EDUC811 course website. However, when completing assignments, students are expected to refer to readings from concurrent courses in addition to ones given in this course.

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:

SFU’s Academic Integrity web site http://students.sfu.ca/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS