Summer 2018 - EDUC 816 G031

Developing Educational Programs and Practices for Diverse Educational Settings (5)

Class Number: 3509

Delivery Method: In Person

Overview

  • Course Times + Location:

    5:00 PM – 6:50 PM
    SECB 1010, Burnaby

    8:30 AM – 2:50 PM
    SECB 1010, Burnaby

    8:30 AM – 12:50 PM
    SECB 1010, Burnaby

    5:00 PM – 6:50 PM
    SECB 1010, Burnaby

    8:30 AM – 2:50 PM
    SECB 1010, Burnaby

    8:30 AM – 12:50 PM
    SECB 1010, Burnaby

    5:00 PM – 6:50 PM
    SECB 1010, Burnaby

    8:30 AM – 2:50 PM
    SECB 1010, Burnaby

    8:30 AM – 12:50 PM
    SECB 1010, Burnaby

    5:00 PM – 6:50 PM
    SECB 1010, Burnaby

    8:30 AM – 2:50 PM
    SECB 1010, Burnaby

    8:30 AM – 12:50 PM
    SECB 1010, Burnaby

Description

CALENDAR DESCRIPTION:

Investigates theories and issues associated with developing educational programs and practices in various educational contexts. Addresses the development of new programs and their implementation in schools and other educational settings.

COURSE DETAILS:

Meeting Dates:
April 20-22
May 4-6
May 11-13
June 8-10  

Times:
Fridays 5:00 – 9:00 pm;
Saturdays 8:30 am – 3:00 pm;
Sundays 8:30 am – 1:00 pm

Location:
SECB Room 1010, Burnaby campus

Please Note: Comprehensive Examination (EDUC 883, G033) Dates: June 22 and June 23, 2018.  Please enroll in both EDUC 816 G031 and EDUC 883 G035 for the Summer 2018 Term.

COURSE-LEVEL EDUCATIONAL GOALS:

This course, in part, marks the culmination of the Numeracy Master’s program. As such, it is intended to bring together, and put in place, the final pieces of your journey. There are three such pieces:

  1. Implementation – can you put your practice into practice?
  2. Sustainability – can you continue to grow your practice in practice?
  3. Externalization – can you help other to grow in their practice?
These three pieces will be actualized through a series of three assignments.

Grading

  • Workshop 50%
  • Educational Plan 50%

NOTES:

Workshop (50%)
As graduates of this program you will be seen as experts in mathematics education and numeracy. As such, you may be called upon (willingly or not) to act in the role of teacher leader. This can take many forms from mentorship to giving workshops. For this assignment you will work in groups of two to design a three part series of workshops on a topic of your choice. However, you must keep in mind that these workshops are intended for teachers. As such, you need to consider what it is that they know, what they want, and what they need. How do you motivate change in your colleagues?  

Educational Plan (50%)
Throughout this program you have acquired a large repertoire of instructional vignettes. The challenge, of course, is organizing and synthesizing these vignettes into a cohesive educational plan. In this assignment you will work in groups of four to develop an individual or shared (in pairs) comprehensive and cohesive plan for the coming school year. This is much grander than a lesson plan or a unit plan, both in scale and in scope. It will start with a vision statement that presents your vision for what mathematics can and should be for your particular audience. This will be followed by a manifesto of what you can and should do as a mathematics teacher. Following this will be a set of appendices in which you lay out the constraints and assumptions under which you are operating. You will then lay out, in varying degrees of detail, a plan for how you will enact your vision while attending to your constraints and assumptions. The scale of this will, at times, be microscopic – what do you do on day one? At times it will be macroscopic – what is the sequence of units you will progress through? Sometimes it will be in between – what, how, and when will you assess? In essence, this document will be the manifestation of all that you have learned – and will allow you to move forward into the rest of your career.

Materials

REQUIRED READING:

Readings will be provided by the instructor.

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