Spring 2022 - EDUC 905 G031
Fieldwork IV (5)
Class Number: 7049
Delivery Method: In Person
The purpose of the course is to explore teaching and learning from a variety of perspectives and expand on topics explored in Education 811 (Fieldwork I) and all other MEd courses to date. The topics include reflective practice, narrative inquiry, identity and culture in the classroom, beliefs informing practice, language instruction, and models of teaching practice. Students will have the opportunity to observe language instruction in post-secondary and private language institutes/programs or, in some instances, public schools. Throughout the course, students are expected to connect fieldwork experiences to theoretical understandings in language instruction and to more deeply explore/research an area of interest.
January 13 to April 7, 2022 (fieldwork dates and times will vary)
10:30 a.m.-3:30 p.m. (Fieldwork dates and times will vary)
April 7th class will be held from 3:30-7:00 p.m. in Education Building Room 7505
April 7th - EDB Room 7505
COURSE-LEVEL EDUCATIONAL GOALS:
- In class writing and discussions
- 3-Part Inquiry Paper and Presentation (Collaborative or Individual)
Part 2: Completion of a comprehensive inquiry paper to be submitted at the end of the course.
Part 3: Presentation of paper/findings in an evening class where some Host Instructors, MEd Instructors and all classmates will be attendance.
- Group Lesson
Students will work in small groups to research and to creatively present teaching and learning strategies.
- Fieldwork (6 visits)
Students will observe and, at the discretion of Host Instructors, may engage in teaching of 1-2 mini-lessons in classes for adult language learners. It is expected that students will keep a Fieldwork Journal to document observations, discussions and reflections (aimed at unpacking beliefs and assumptions, investigating the deeper meaning underlying events observed, and exploring implications for future practice).
- Midterm Reflection
Students will write a reflection paper that unpacks various layers of personal/professional understanding pertaining a particular fieldwork event or observation. Students will also write a response to one of their classmates’ reflective papers offering insights and/or asking questions for consideration. Students may use this writing as a basis for the final paper as well as an opportunity to raise new issues and questions regarding fieldwork experiences.
Final Evaluation:Regular attendance (unless unforeseen illness or emergencies), active participation and punctuality are expected/mandatory. To earn a satisfactory grade, all assignments and consistent attendance (including 6 fieldwork visits) must be completed. Students are expected to demonstrate sufficient ‘readiness’ for comprehensive examinations as reflected in the quality of written submissions, class participation and presentations.
- Inquiry Paper and Presentation 40%
- Mid-term Reflective Paper 20%
- Participation 30%
- Small Group Teaching/Learning Strategy Presentation 10%
Inquiry Paper and Presentation:
- Inquiry Paper - 30%
- Presentation - 10%
- Paper - 15%
- Peer Response - 5%
- On-campus participation - 15% (includes instructor & self-assessment)
- Fieldwork participation - 15% (includes self-assessment & Host Instructor assessment)
There is no required textbook for the course as it is expected students will, independently or in small groups, revisit ideas and theories introduced in concurrent/previous courses and explore connections relevant to their fieldwork experiences. To augment this course, a variety of required and recommended readings will be posted to the CANVAS course site. Students are expected to read, take notes and come to class prepared to discuss the readings and make connections to fieldwork experiences. These readings will frame the in-class discussions and are integral to your learning in this course. Please refer to specific class outlines provided first class and to weekly CANVAS site modules for articles and references.
Graduate Studies Notes:
Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 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 (firstname.lastname@example.org or 778-782-3112) as early as possible in order to prepare for the spring 2022 term.