Fall 2019 - EDUC 823 G031
Curriculum and Instruction in an Individual Teaching Speciality (5)
Class Number: 8677
Delivery Method: In Person
An intensive examination of developments in a curriculum area selected by the student. In addition the course will deal with major philosophical and historical factors that influence the present state and future directions of curriculum and instruction.
Meeting Days and Times:
Fridays 4:30 - 9:00 pm
Saturdays 8:30 am - 4:30 pm
September 6/7, 27/28
October 4/5, 25/26
November 15/16 and 22
SFU Surrey Campus, Room 5320
COURSE-OVERVIEW:The course begins by exploring philosophical, historical and developmental influences on curriculum and instruction. Selected readings aim to highlight the persistent conflicts that underlie claims about the purpose of education and, thus, the most appropriate forms of education. Students will be encouraged to investigate these different perspectives and the educational issues they provoke in relation to their own educational practice or teaching specialty and with reference to the newly revised BC curriculum. The course then focuses on Imaginative Education (IE). Students will consider how the theory of IE relates to the other perspectives they have been discussing as well as what makes it distinct. Students will explore theoretical and practical implications of IE for curriculum theory in general and in relation to their teaching areas/the BC curriculum specifically.
COURSE-LEVEL EDUCATIONAL GOALS:
This course has two central objectives: to provide students with knowledge of important philosophical, historical, and developmental influences on curriculum and instruction, and to provide detailed knowledge of Imaginative Education (IE) in theory and in practice.
- Group and class work 25%
- Analytical paper 30%
- Application: IEE/Walking curriculum explorations 15%
- Application: IE curriculum design project 30%
- 25% Group and class work. Throughout the course students will be responsible for completing various in-class assignments including, for example, presenting an educational perspective, leading a discussion, and collaboratively planning. Because students are expected to actively participate in all small and large group activities, attendance in all classes is essential.
- 30% Analytical paper. Students are required to write a short analytical paper (due mid-term) that analyzes a theoretical or practical curricular issue of their choice in light of course themes/readings/discussions/activities.
- 15% Application: IEE/Walking Curriculum Explorations. Students will outline activities for teaching that reflect principles of Imaginative Ecological Education (IEE).
- 30% Application: IE Curriculum Design Project. Students will design two teaching “units” that demonstrate understanding of the principles of IE and of the IE teaching templates. All students must bring well-developed drafts of their work to class for peer-editing/feedback.
Egan, K. & Judson, G. (2015) Imagination and the engaged learner: Cognitive tools for the classroom. (New York: Teachers’ College Press)
Egan, K. (1997). The educated mind: How cognitive tools shape our understanding. University of Chicago Press: Chicago.
Judson, G. (2018). A walking curriculum: Evoking wonder and developing a sense of place (K-12). (KDP/Canadian ISBN Service: Vancouver).
Judson, G. (2015) Engaging imagination in ecological education: Practical strategies for teaching. Vancouver, B.C.: UBC Press.
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.
SFU’s Academic Integrity web site http://www.sfu.ca/students/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