Summer 2018 - EDUC 816 G032
Developing Educational Programs and Practices for Diverse Educational Settings (5)
Class Number: 3515
Delivery Method: In Person
Overview
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:
May 11, 12
May 25, 26
Jun 1, 2
Jun 15, 16
Jun 22, 23
Times:
Fridays: 4:30 - 9:00 pm
Saturdays: 8:30 - 4:30 pm
Location:
Surrey Campus Room 3270, plus some outdoor locations nearby …
Course Aims:
The purpose of this course is to provide students with knowledge of key theoretical touchstones in the development of educational programs and particular curriculums. The course will assist students to better understand, and possibly vary, those touchstones in their own practice, in a range of “alternative” educational programs, and with a particular focus on imaginative education.
Course Overview:
Development of educational programs can be understood in terms of both theory and practice: this course seeks to weave the two together. Students enrolled in this course will acquire the theoretical and critical background that will enable them to develop sound and imaginative educational programs. They will have the opportunity to confront educational programming, curriculum models, frameworks, and materials that they have had no part in developing. How to develop a critical understanding of such works, how to use them to build one’s own educational philosophy and methodology, how to study and learn from one’s own practice, and how to work on program and curriculum development with others (children, teachers, administrators, researchers, community members) – these are the central topics of the course. Frequent reference will be made to concepts and readings from prior courses in the MEd program on “imagination and education.”
Grading
- Portfolio/Learning Journal 40%
- Analytical Paper 25%
- Curriculum Project and Presentation 35%
NOTES:
- 40% of Grade: Portfolio/Learning Journal: We will spend a considerable part of our time together working on joint projects, challenging ideas, and exploring some key theoretical tenets. Active participation is expected. The idea of this component of the evaluation is as a record of your work, thinking, understanding, and self-reflection. Due: June 22nd in class.
- 25% of Grade: Analytical Paper: You will choose a work of curriculum written for classroom teachers and develop an original analysis (8-10 pages) of its underlying assumptions, strengths, weaknesses, and relationship to an imaginative approach to teaching and learning. Due: June 16th in class.
- 35% of Grade: Curriculum Project and Presentation: You will develop and justify a personal curricular philosophy that draws on readings and ideas from this and the previous course on “imagination and education,” and illustrate it through one or more of several options. (e.g. planning an imaginative unit, AND/OR implementing and evaluating a previously planned unit, AND/OR designing an in-service professional development program to help others develop their practice along similar lines, AND/OR …). Presentations (approx. 30-40 minutes in length) June 22nd/23rd.
REQUIREMENTS:
Schedule, Additional Readings
(Note: readings listed with a particular date are to be prepared for that date, those marked * are available online), & The REST
Weekend #1 May 11/12: Epistemology: Knowledge and Meaning-making
- J. Dewey.* Chapter 12: Thinking in Education. From: Democracy and Education, 1916. Source: https://en.wikisource.org/wiki/Democracy_and_Education/Chapter_XII.
- M. Montessori.* Introduction (by Henry W. Holmes) and Chapter 1. From: The Montessori Method, A. George (trans.). New York: Frederick A. Stokes Company, 1912. Source: http://digital.library.upenn.edu/women/montessori/method/method.html.
For more info. On Montessori Schools see: http://www.amshq.org/ - History of and Problems of Epistemology.* Source: Oxford Reference Online: http://www.oxfordreference.com/views/ENTRY.html?entry=t116.e762&srn=10&ssid=42946603#FIRSTHIT
and
http://www.oxfordreference.com/views/ENTRY.html?entry=t116.e763&srn=7&ssid=42946603#FIRSTHIT
- J. Rousseau.* Introduction and part of Book One, From: Emile. Source: http://www.gutenberg.org/etext/5427.
- The Freedom Schools.
- Sudbury Valley School.* Back to Basics: By, Daniel Greenberg: Source, http://www.sudval.org/05_onli_09.html#02.
For more info on the Sudbury Valley Schools see: www.sudval.org. - Summerhill. A Radical Approach to Child Rearing: By, A.S. Neill, pp. 3-28.
For more info. on Summerhill see: http://www.summerhillschool.co.uk/. - Definition.* Source: Oxford Reference Online: http://www.oxfordreference.com/views/ENTRY.html?entry=t116.e1806&srn=1&ssid=59558021#FIRSTHIT.
- Sudbury Valley School.* Back to Basics: By, Daniel Greenberg: Source, http://www.sudval.org/05_onli_09.html#02.
- J. Bruner: From, The Culture of Education, Chapter 1, pp. 1-43.
- J. Piaget:* Theory of Cognitive Development: http://en.wikipedia.org/wiki/Sensorimotor_stage.
- The psychology of moral development.
- L. Kohlberg.* Stages of moral development: http://en.wikipedia.org/wiki/Kohlberg%27s_stages_of_moral_development.
- C. Gilligan. From, In a Different Voice. pp. 5-23.
- The Waldorf Schools.*
- Educating the Whole Child.* Source: http://www.waldorf.ca/index.cfm?PID=13332&PIDList=13324,13332.
- Some Unique Aspects of a Waldorf Pedagogy.* Source: http://www.waldorf.ca/index.cfm?PID=13368&PIDList=13324,13368.
For more Information See: http://www.waldorf.ca/.
- E. Hampton: From, Toward a Redefinition of American Indian/Alaskan native Education, pp. 5-46
- Schools of Diverse Worldviews:
- G. Cajete: From, Igniting the Sparkle: An Indigenous Science Education Model, pp. 193-221.
- Krishnamurti School:* Oak Grove Mission Statement, source: http://www.oakgroveschool.com/pdfs/intent.pdf
For more info. see: http://www.oakgroveschool.com/.
- The Ecological Schools:
- Bob Jickling, et al. (2018 in press) Chapter 5 from: Wild Pedagogies: Touchstones for Re-Negotiating Education and the Environment in the Anthropocene. ISBN # 978-3-319-90175-6 (Provided by the instructor … author)
- Maple Ridge Environmental School: see: http://es.sd42.ca/.
- Definition: Axiology/Metaphysics/Cosmology: The study of values (Source: Oxford Dictionary of Philosophy)
- Curriculum Project Presentations
Materials
REQUIRED READING:
Kieran Egan. (1997) The Educated Mind: How Cognitive Tools Shape Our Understanding. University of Chicago Press, Chicago.
ISBN: 0-226-19039-0
Kieran Egan. (2002) Getting it Wrong from the Beginning. Yale University Press, New Haven.
ISBN: 0-300-10510-X
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