• Reflective Journal 30%
• Group Presentation 30%
• Final Paper/Project 40%

NOTES:

 GRADING (BREAKDOWN):

A mid-term grade will be provided based on the reflective journal and the group presentation/facilitation.  

1. Reflective Journal (30%)
Writing is thinking. Writing is not the ‘end product’ of thinking. The reflective journal is a key learning tool in this course, and is intended to help you observe, sift, sort and grab onto ideas, learn and connect course contact to practice; become better writers and clearer thinkers; reflect critically on issues raised in class, in readings and in your own practice; and recognize, analyse and reflect on deeply held beliefs and assumptions in adult education and about adult learning.
 
Reflection starts with discomfort during an experience (a reading, a lecture, an idea, something you observe or experience directly). It takes time and focus to reach clarity of thought about such experiences, and journal writing is an excellent tool for such clarity. “Reflection becomes critical, and therefore capable of getting past adherence to established ways of thinking, when it has two distinct purposes: to understand how considerations of power undergird, frame and distort perceptions and to question the assumptions and practices that may seem to make adult lives easier but actually work against their best long-term interests (Brookfield, Becoming a Critically Reflective Teacher, 1995).
 
At the end of each class weekend (i.e., Saturday afternoon), a reflection question or questions will be assigned. The responses to these questions are due as indicated in the syllabus. The written journal entries are confidential.  

The journal entry will be doubled-spaced, in 12 point Times New Roman font, with 1” margins. Pages should be numbered and have a header with your initial and last name, and ‘journal’ on each page (e.g., KMcNaughton Journal.) This is not an academic paper; therefore, a more informal writing style is encouraged. Where references or quotes are a part of the assignment, they do not need to be in full APA style, but rather a simple acknowledgment of the source (e.g., “As Illeris says in Adult Education and Adult Learning, …”). However, students are expected to write in clear, full sentences, using appropriate grammar and spelling. At the end of the course, each student will have a compilation of reflective writings, which can be used for your portfolio and to inform your professional practice.
 
Journal entries must be submitted electronically using the following file-naming convention: Lastnamejournalentrynumber.docx. For example, McNaughtonjournal#1.docx. Files not properly named will not be accepted. Journal entries will be returned to you electronically with individual feedback within one week.  

The reflective journal is worth 30% of your final mark. The journals will be evaluated on the following:
 
·       All journal entries are handed in on time, unless a previous arrangement has been made with the instructor; ·       Follows the format and file-naming convention outlined above; ·       Uses full sentences and appropriate spelling and grammar, the writing is understandable and communicates well;
·       All journal entries are complete, the page guidelines are met, the reflective question is answered, supporting references from course readings or other material (guest speakers, lectures, etc.) are referenced
·       The entries go beyond opinion and reflection (e.g., I think, I feel…) and include explanation and critical analysis (why I think this way, why I disagree) with supporting references;
·       Reflections are thoughtful, comprehensive, critical, and reflect an understanding of the contexts of adult education and adult learning.

For further information on reflective writing, plus some short examples, go to: https://student.unsw.edu.au/reflective-writing and https://student.unsw.edu.au/how-do-i-write-reflectively  

2. Group Presentation/Facilitation (30%)
Small groups of students will prepare a presentation based on a problem or situation of interest and relevance to the study of adult education. Each presentation will be 20-30 minutes. Presentations will focus on the challenge identified and illustrate how this lived experience connects to key concepts of adult education. Each presentation will include rich examples from practice (and activities where applicable). Following each presentation, the presenters will facilitate a 30-40 minute guided discussion with the class. Preparation time will be provided in class as much as possible.  
This assignment is worth 30% of your final mark and will be assessed on the following:
·       Provides background and relevant information about the theorist
·       Clearly describes the fundamental principles of the theory and provides rich examples ·       Activities integrate the essential features of the theory
·       Thoughtful evaluation of strengths and weaknesses of the theory
·       Well organized and presented
·       Facilitation engages audience in thoughtful discussion   Additionally, 10% of your grade will come from peer and self-evaluation based on the following:
·       Participated in group discussions
·       Helped keep the group on task
·       Contributed useful ideas
·       Completed a significant amount of work
·       Quality of work was at an appropriate level  

3. Final Paper/Project (40%)
Write an academic paper (10 to 15 pages) that provides the instructor with evidence that you have understood the course readings that have a bearing on your topic and that you can relate theoretical and philosophical underpinnings to adult education and adult learning. The paper may include sample lesson plans or curriculum that draw from the course readings and discussions. During the last two days of the course (July 21/22), each student’s paper will be discussed in class. Each student will have 10 to 15 minutes to present his/her paper. After the paper has been presented, class members will have five minutes to ask questions to ensure that they have a clear understanding of the content and concept of the paper. Following the questions, the presenter will lead a ten‐minute roundtable‐style discussion stimulated by a provocative question that she or he has posed to the group. This question may raise a point of controversy related to the topic of the paper, differing points of view on the topic, a lingering question that troubles the presenter, or other issues. After the presentation is completed, a print copy of the paper is to be submitted.  

The final paper/project is worth 40% of your grade.

GRADING NOTES:
 
The following criteria will be used to assess your assignments:   
A+ As A (below), but at a somewhat higher level of acuteness.
A Outstanding grasp of concepts and issues; evidence of careful and precise reading of required texts and of other related texts; ability to relate theoretical discussions to practice accurately; critical evaluation of reading selections, discussions, and lectures, including evidence of independent, consistent judgment; fluent, appropriate use of relevant concepts; careful attention to the ideas of others as well as courtesy in addressing them; and imaginative organization and present­ation of written work. 
A- As above, but at a somewhat lower level of acuteness.
B+ Clear use of relevant literature and background reading; appropriate use of relevant concepts; sound structure and good organization; sound critical evaluation; clear linkages with wider issues; and courtesy in dealing with others’ ideas and opinions. 
B Reasonably accurate grasp of key concepts and issues; relevant, appropriate analysis and discussion; adequately clear structure to written work; sensible incorporation of reading selections into arguments; accurate, sensible evaluative discussions; and courtesy in dealing with others’ ideas and opinions. 
B- As above, but at a somewhat lower level of acuteness.
C Little evidence of having read or adequately understood required reading selections; limited grasp of concepts under discussion; divergence from main points to items that are only peripherally or superficially related; contributions that are largely anecdotal or concrete rather than dealing with principles and theories; largely descriptive writing with little analysis, though showing some grasp of the main issues. 
F Solely descriptive and only peripheral points engaged; lack of evidence of reading or limited understanding of required reading selections; conceptual confusion; irrelevant, muddled, poorly organized material.