Fall 2021 - EDUC 352W D200
Building on Reflective Practice (4)
Class Number: 7581
Delivery Method: Remote
Building on the experience of EDUC 252, prospective educators will continue to develop their reflective practice. Various educational issues related to the caring for learners and the creation of learning communities will be explored. Students will spend time in educational settings exploring the importance of connected educational experiences for learners. Students with credit for EDUC 401 or holding a teaching certificate may not take this course for credit Writing.
NOTE: This section is reserved for AHCOTE students only.
Reflective practice is an integral part of a humanizing pedagogy that is aimed towards the advancement of a just society. Educational practitioners must be able to critically examine the driving forces behind curriculum and examine the ‘why’ in what they do. They must be aware of the nature of children and the wide range of life experiences shaping children today. Educators must also have an awareness of how their own life experiences, attitudes, and beliefs affect their teaching practice. In this course, we will look closely at the concept of presence as it relates to awareness, authenticity, connection and the teacher-learner dynamic.
COURSE-LEVEL EDUCATIONAL GOALS:
Students will develop an understanding of how each of the following relates to the concepts of presence and reflection in educational practice:
- Self-identity: attitudes, values, and beliefs about one’s self
- World View: attitudes, values, and beliefs in relation to other cultures, other groups in the society, human rights, democratic principles, responsibility to the natural world
- Mutual Vulnerability and Humanizing Pedagogy
- Participation in class discussions 10%
- Responses to discussion questions and feedback to other students 20%
- Reflections on course readings 30%
- Assignments 20%
- Inquiry based project 20%
There is no final exam for this course.
Written work is a considerable part of this course. Students are expected to use a variety of sources throughout the course for their written assignments, and these sources must be referenced appropriately in an annotated bibliography. (See recommended course reading below)
MATERIALS + SUPPLIES:
Students will meet virtually via Zoom and will participate in digital discussions. A computer and wifi connection is required.
Carol R. Rodgers. (2020) The Art of Reflective Teaching: Practicing Presence. Teachers College Press, Columbia University. New York.
Jane Haig and Vicki MacMillan.(2018) Cites and Sources: An APA Documentation Guide, 5th Edition. Nelson Education Ltd. Toronto, ON.
(Other editions are acceptable)
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 FALL 2021
Teaching at SFU in fall 2021 will involve primarily in-person instruction, with approximately 70 to 80 per cent of classes in person/on campus, with safety plans in place. Whether your course will be in-person or through remote methods will be clearly identified in the schedule of classes. You will also know at enrollment whether remote course components will be “live” (synchronous) or at your own pace (asynchronous).
Enrolling in a course acknowledges that you are able to attend in whatever format is required. You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware 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 may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning (email@example.com or 778-782-3112) as early as possible in order to prepare for the fall 2021 term.