Summer 2020 - EDUC 471 D200
Curriculum Development: Theory and Practice (4)
Class Number: 1430
Delivery Method: Distance Education
Explorations of curriculum theory and processes of development with applications at different levels and in several subject areas.
This course will be taught completely online through remote instruction via Zoom and Canvas. Please reserve original class time (1:30pm- 5:20pm on Wednesdays) for Zoom videoconferencing and online interaction. Attendance/active participation during videoconference / synchronous class time and regular active participation on Canvas is a requirement of this course. Please note: to maintain privacy, the sessions on Zoom will not be recorded.
Decisions around what curricula is included in specific educational content is directly related to what we value as a society. Consequently, what is taught in the classroom and how teachers choose to teach it, ultimately influences and shapes students’ ways of knowing, perceiving and engaging in their cultures and communities.
COURSE-LEVEL EDUCATIONAL GOALS:
This course will explore contemporary issues in curriculum development while examining historical, philosophical, social and cultural perspectives and questions around curriculum. The nature and aims of education will be examined and critiqued by looking at diverse and often opposing models and philosophies of education. Time will also be spent on deepening understanding of the “New Curriculum” which has gradually been implemented in public schools and classrooms in B.C. over the last few years. The “New Curriculum” is guided by core competencies, big ideas, content, and curriculum competencies that also make space for inquirybased learning, environmental education, Aboriginal perspectives and flexible learning.
Questions to be explored include: What are the aims and purposes in education and teaching? What knowledge is of most worth? Whose knowledge is it? What values and notions of truth are conveyed? How do the attitudes and beliefs of the teacher affect what is, and is not being taught? What are the ethical and moral concerns involved in designing and delivering curricula? What is lacking in our current content and teaching? How do we decide what should be included in curriculum and what should be left out? Can curricula be conceptualized and implemented that provides learners with meaningful course content that relates to their own unique life experiences? How can teaching and learning be constructed and implemented in order to meet diverse student needs and abilities? How has the “New Curriculum impacted teaching and learning practices in today’s classrooms?
The course will also look at the development of curricula to suit specific levels of teaching, subject areas and classroom contexts. Questions and concerns surrounding development and implementation of curricula will be addressed through in-class discussions, creative activities, critical and reflective readings and writing. Throughout the course students will be encouraged to explore the complex relationship between curriculum and teaching in order to begin to develop their own personal philosophy toward curriculum development and theory and teaching and learning. This course will appeal to students in their professional development programs as well as practicing teachers and other educators
- Course Portfolio (Weekly reflections and activities) 40%
- Curriculum Project 30%
- Participation - attendance and active engagement in online participation and discussions (Zoom and Canvas) 30%
There is no final exam for this course.
All course readings will be on Canvas.
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS
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
TEACHING AT SFU IN SUMMER 2020Please note that all teaching at SFU in summer term 2020 will be conducted through remote methods. Enrollment in this course acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.
Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (firstname.lastname@example.org or 778-782-3112) as soon as possible to ensure that they are eligible and that approved accommodations and services are implemented in a timely fashion.