Spring 2022 - EDUC 471 E200
Curriculum Development: Theory and Practice (4)
Class Number: 7955
Delivery Method: In Person
Explorations of curriculum theory and processes of development with applications at different levels and in several subject areas.
New Curriculum. Revised Curriculum. Renewed Curriculum. Reimagined Curriculum. The shifting terminology used to describe the recent changes made by the Ministry of Education to the K-12 British Columbia curriculum is more than mere nomenclature. Indeed, the range of preferred adjectives that precede the term “curriculum,” is reflective of the complexity of authoring, interpreting, negotiating, operationalizing, and assessing curriculum in the context of classroom practice. This “new curriculum” is organized around big ideas, curricular competencies, and curricular content, but it is also purported to be shaped by core competencies, literacy and numeracy goals, and principles of Indigenous learning. While many of these braids of the curriculum are complementary, others seem at odds. What makes this even more complex is the intersection between curriculum and classroom, which continues to be a site of contestation between political agendas, social movements, educational theories, institutional conventions, community values, student interests, and the beliefs of individual educators.
With this in mind, it is little wonder that the language surrounding this “new curriculum” continues to shift, as tens of thousands of stakeholders attempt to comprehend it in the context of their position within the educational system. This course aims to provide a framework to understand some of the origins and aims of this curriculum as they pertain to broader conceptions of curriculum theory. It also focuses on concrete ways to interpret the curriculum at a range of grade levels and create appropriate and engaging learning opportunities. Particular attention will be paid to the manner in which personal values shape how the curriculum is understood and executed in one’s own practice and that of others.
COURSE-LEVEL EDUCATIONAL GOALS:
This course will likely appeal to students interested in a career in teaching, prospective PDP applicants, or practicing educators interested in professional development. Students will gain experience at lesson planning, benefit from classroom discussions, and have opportunities to pursue topics of personal interest in course assignments.
- Research Paper on Critical Issue in Curriculum 30%
- Reflection on Comparative Interviews with Educator 25%
- Annotated Lesson Plan 25%
- Participation, Attendance, and Engagement in Class 20%
No final exam for this course.
All course readings will be avaible on Canvas or 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 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.