Summer 2019 - EDUC 471 D300

Curriculum Development: Theory and Practice (4)

Class Number: 4216

Delivery Method: In Person

Overview

  • Course Times + Location:

    Mo 8:30 AM – 12:20 PM
    EDB 7509, Burnaby

  • Prerequisites:

    60 units.

Description

CALENDAR DESCRIPTION:

Explorations of curriculum theory and processes of development with applications at different levels and in several subject areas.

COURSE DETAILS:

Adopting an inquiry-based approach to teaching/learning, this course will help students adopt several lenses to consider the notion of “curriculum” from different perspectives, and to understand how it has been conceptualized, developed and put into practice in different contexts and at different levels. This course will also help current and future educators to understand, navigate, and use the new BC curriculum.

The purpose of this course is to provide students with an opportunity to better understand what the notion of curriculum means in different contexts and to come up with their own sense of what it should be and how it should be used. The course is designed to first examine and unpack the ideologies that have influenced the ways in which different societies (in North America and beyond) have developed and written different curricula. Students will be encouraged to look at the curriculum as more than a base text while discussing the idea of “cultures of curriculum” and exploring the different dynamic assemblages that curricula can be a part of (social norms, belief systems, personal values, languages, teaching/learning environments, power relations, etc.). In order to illustrate some of the notions encountered in readings and examined in class, students will be asked to complete assignments which demonstrate their learning throughout this course, their own beliefs and values as educators, and their view of the new BC curriculum guidelines.

COURSE-LEVEL EDUCATIONAL GOALS:

Through ongoing reading, discussion and reflection, students will:

  • better understand the notion of curriculum using different lenses, such as curriculum ideologies and cultures of curriculum
  • make sense of these lenses while becoming familiar with examples of curriculum development in different contexts (Canada, the US, France and New Zealand) and at different levels
  • identify and express personal curriculum beliefs and practices through these social, cultural and material lenses
  • understand, reflect on and evaluate the role of “curriculum makers” (curriculum writers, educators, students, textbook publishers, testing organizations, etc.)
  • demonstrate their ability to take into account the ‘curriculum lenses’ explored while participating in the development of a collaborative lesson plan/program of study that reflects their learning as well as their own beliefs and values
  • further develop capacities for effective oral and written communication, reflective practice, critical thinking and collaboration

Grading

  • Online discussions 20%
  • Quizzes 5%
  • Curriculum project & demonstration 30%
  • Final reflective portfolio 40%
  • Final reflective essay on personal performance and goals 5%

Materials

MATERIALS + SUPPLIES:

The detailed course syllabus, all course readings, the instructor’s PowerPoint presentations, detailed instructions and criteria for each assignment, as well as the online discussion area, and any other course material will be available on our Canvas site.

REQUIRED READING:

Required readings for each week will be posted on our Canvas site in advance.

Registrar Notes:

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