Spring 2020 - EDUC 820 G031
Current Issues in Curriculum and Pedagogy (5)
Class Number: 7352
Delivery Method: In Person
Focuses on educational issues, trends and practices which impact teaching and learning in schools and other educational settings.
Building on concepts and frameworks introduced in the first course of the program, this course seeks to strengthen participants’ ability to examine their own teaching practices and the cultural assumptions embedded in them, and to make alternative pedagogical and curricular choices that are aligned with their values and purposes as imaginative educators. Throughout the course we will revisit readings and ideas from the first course in the context of contemporary explorations of curriculum and pedagogy in Canada. In the midst of such educational challenges as decolonization and reconciliation, migration and diversity, the climate and biodiversity crises, and the impact of electronic media on youth culture and democratic debate, our goal is to deepen our individual and collective understandings into what it means to teach and learn with imagination, and to discover new sources of guidance and inspiration for such work.
Jan 10, 11
Jan 24, 25
Feb 7, 8
Feb 21, 22
Mar 6, 7
Apr 3, 4
Fridays, 4:30 – 8:30 pm
Saturdays, 8:30 am – 4:00 pm
SFU Surrey Campus, Room 5360
COURSE-LEVEL EDUCATIONAL GOALS:
- Read and discuss a range of contemporary Canadian scholars inquiring into the conditions for imaginatively meaningful teaching, learning, and curriculum;
- Identify and explore, orally and in writing, connections between these explorations and their own experiences and purposes as educators;
- Use these insights to reassess, reframe and extend key concepts and frameworks from The Educated Mind and other writings on imaginative education;
- Develop an imaginative expression of their evolving teaching credo, illustrated by accounts of actual classroom experiences together with a prospectus for ongoing pedagogical growth.
- Dialogue component - Participate actively in class discussions and in the online forums on course readings 30%
- Dialogue component - Co-write an imaginative curriculum exploration with one or two partners 20%
- Self-study component - Develop and present an imaginative expression of their evolving teaching credo 20%
- Self-study component - Produce a written version of their credo that includes accounts of actual classroom experiences together with a prospectus for ongoing pedagogical growth 30%
Expectations for the students:
- regular attendance and active participation in the classes;
- respectful and attentive interactions with others in the class;
- active and thoughtful participation online;
- keeping up with the readings;
- investing time and effort in the assignments, and responding to feedback;
- sharing and helping to address any concerns about course content, process, etc.
- facilitating the class in a respectful, inclusive and effective manner;
- engaging knowledgeably and thoughtfully with the readings and with students’ contributions in person and online;
- providing feedback when requested or expected, on writing, class contributions, etc;
- responding to concerns about course context, process, etc.
|A/A+:||Outstanding grasp of concepts and issues; evidence of careful and precise reading of required texts and of other related texts; ability to accurately relate theoretical discussions to practice; critical evaluation of readings and discussions and lectures giving evidence of independent and consistent judgment; fluent and appropriate use of relevant concepts; careful attention to the ideas of others, and courtesy in addressing them; 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; linkages with wider issues made clearly; courtesy in dealing with others’ ideas and opinions.|
|B:||Reasonably accurate grasp of key concepts and issues; analyses and discussions relevant and appropriate; adequately clear structure to written work; readings sensibly incorporated into arguments; evaluative discussions made accurately and sensibly; courtesy in dealing with others’ ideas and opinions.|
|B-:||As above, but at a somewhat lower level of acuteness.|
|C/C-:||Little evidence of required reading or little evidence that it has been adequately understood; limited grasp of the concepts being discussed; divergence from the main point to only peripherally or superficially related items; largely dealing with anecdotal or concrete instances rather than with the level of 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 what read; conceptual confusion, irrelevant and muddled material poorly organized.|
Jardine, D. (2012). Pedagogy left in peace : Cultivating free spaces in teaching and learning. London ; New York, NY : Continuum.
Hasebe-Ludt, Leggo, Hasebe-Ludt, Erika, & Leggo, Carleton Derek. (2018). Canadian curriculum studies : A métissage of inspiration/imagination/interconnection. Toronto ; Vancouver : Canadian Scholars.
Egan, K. (1997). The educated mind: How cognitive tools shape our understanding. University of Chicago Press: Chicago.
Egan, K. & Judson, G. (2015) Imagination and the engaged learner: Cognitive tools for the classroom. (New York: Teachers’ College 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