Spring 2022 - EDUC 471 E100
Curriculum Development: Theory and Practice (4)
Class Number: 3639
Delivery Method: In Person
Explorations of curriculum theory and processes of development with applications at different levels and in several subject areas.
This course will explore the theoretical complexity of the notion of curriculum theory and development to reveal the sense of unreliability of such documents and practices that are not based on sound theory. A curriculum is as good as the people who write them. Without a sound theoretical base a curriculum cannot have practical validity as such. Good practice is grounded in good theory. Various philosophies of education and their possible implementation in curriculums will be examined in the context of these remarks.
COURSE-LEVEL EDUCATIONAL GOALS:
It is hoped that students will become fully aware of the complexity of curriculum theory and development so that they can design their own personal curriculums that reflect a solid basis in theory.
- One presentation: 15-20 minutes 20%
- 3 group presentations based on videos presented by the professor in class 30%
- A final theoretical paper incorporating the ideas and required readings in our class. (2500 - 3000 words maximum) OR Write curriculum lesson plans incorporating the ideas and required readings in our class into a unit of study of your own choice for the duration of one week of teaching. 20%
- Take Home Exam 30%
Take Home Exam will be sent by regular email to all students on 2021/4/14 around 12pm local time. Students will return their exam by regular email with a WORD attachment on April 21, 2021 no than just after 10:00 and before midnight.
Plato. Republic. Oxford, New York: Oxford University Press, (The World’s Classics series) 1993, 1998. ISBN: ISBN-10: 0192833707 | ISBN-13: 978-0192833709. (This book is also available to students who prefer an electronic download. These are legal and free downloads that can be found on various websites on the Internet).
Tasos Kazepides. Education as Dialogue: Its prerequisites and its enemies. Montreal and Kingston: McGill-Queen’s University Press. (2010). 207pp. ISBN: 978-0-7735- 3806-1
ISBN: 978-0-7735- 3806-1
Kieran, Egan, Imagination in Teaching and Learning: The Middle School Years. The University of Chicago Press, ISBN: 0-226-19035-8.
Senyshyn, Yaroslav. The Artist In Crisis: Kierkegaard’s Philosophy Of The Aesthetic Stage of Existence And Live Musical Performance, Vancouver: Platon Promotions Publishing, 2010. ISBN 978-0-557-52344-3
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 2022
Teaching at SFU in spring 2022 will involve primarily in-person instruction, with safety plans in place. Some courses will still be offered through remote methods, and if so, this 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 spring 2022 term.