Spring 2021 - EDUC 252 D100
Introduction to Reflective Practice (4)
Class Number: 3826
Delivery Method: Remote
Provides opportunities for prospective educators to begin their development as reflective practitioners. Through readings, classroom activities and discussions, and interactions with students and practicing teachers, students will be exposed to various educational issues and questions. They will be given time to explore their own values and beliefs about education and teaching. Time may be spent observing in a selection of educational settings, and there may be opportunities to work with learners individually, and in small and large groups. Students enrolled in or with credit for EDUC 401, 402, 403 or holding a teaching certificate may not take this course for credit.
This course will be delivered remotely with a mix of synchronous and asynchronous teaching.
The purpose of this course is to introduce students to the history, theories, and practices of reflective education. Students will develop an understanding of reflective practice at both theoretical and practical levels. A central aspect of this course is to create awareness about the beliefs, values, and assumptions that we carry with us as learners and educators and critically examine the impact they may have on our approach to teaching and learning. Lastly, this course aims to begin developing a reflective practice skillset that students can use in their future education and practice.
COURSE-LEVEL EDUCATIONAL GOALS:
- Develop an understanding of the history, purposes, and different styles of reflective practice
- Gain an appreciation for the complexity of teaching and learning and the role of reflective practice in meeting these complexities
- Gain awareness of one’s beliefs, values, and assumptions about education and the ways in which these may impact you as a practitioner
- Develop an approach to reflective practice that is meaningful and useful for you in your chosen discipline
- Identify strengths and weaknesses in your reflective practice and develop ways to apply strengths and work on weaknesses
- Construct a reflective practice skillset that will be applicable to current and future practice
- Participation and Attendance 15%
- Discussion posts 15%
- Reading Responses 30%
- Reflective Learning Portfolio 40%
There is no final exam for this course.
A course reading list will be provided at the first week of class. Course topics and readings will also be developed collaboratively throughout the semester in response to student interests. All course readings will be available on CANVAS or accessible for free online through the SFU Library.
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 SPRING 2021
Teaching at SFU in spring 2021 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment 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. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.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 (email@example.com or 778-782-3112).