2010-1

EDUCATION 816
Title: Developing Educational Programs and Practices for Diverse Educational Settings (Enroll # 5966)

Spring Semester 2011 Meeting Dates: Jan 7/8/21/22 Feb 4/5/18/19 Mar 4/5/18/19 Friday: 4:30-9:00 Saturday: 9:00-5:00 SFU Surrey SUR 3280

Instructor: Office:

Kym Stewart

Times: Location: Room:

Office Tel: Home: Cell: Email:

778-782-4479 kyms@sfu.ca

COURSE RATIONALE This is the second course for the Imaginative Education cohort based in Surrey, and will thus build on students foundational understanding of the theories and practice of IE. The purpose of this particular course is to provide students with an opportunity to focus on the intellectual traditions which contemporary work is built upon. The course will assist students to better understand, and possibly vary, the interpretation and understanding of these works in their own practice, in a range of alternative educational programs, and in imaginative education.

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DESCRIPTION The course will focus on an examination of the fields most influential writers, particularly works which continue to influence contemporary curriculum development. These writers will provide us with landmarks to look at questions that have continued to circulate with the field of curriculum studies including; What are some central questions and recurrent themes as they relate to educational policy and practice? How do various lines of curriculum inquiry reflect social values, historical trends, and ideological points of view? The readings selected represent highly diverse perspectives and beliefs to help highlight the complexity and contention of curriculum studies. As Flinders and Thornton (2009) suggest Curriculum studies is a very rich, but also a messy one (p. viii)an important point to remember as we delve into a historical look at curriculum theories, practice and research. GOALS AND LEARNING OUTCOMES Students will continue to examine methodology associated with building ones own educational philosophy and methodology, looking at questions of how to study and learn from ones own practice, and how to work on curriculum with others (children, teachers, administrators, researchers, community members). Frequent reference will be made to concepts and readings from prior courses in the M.Ed. program on imagination and education.

REQUIRED TEXTS Flinders, David and Stephen Thornton (eds.). 2009. The Curriculum Studies Reader. 3rd ed. Routledge. ISBN 0415945232 Additional Readings to be given when the class begins.

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ASSIGNMENTS The course is designed to explore major theoretical positions influencing curriculum during the past century and to examine current educational practices in light of these examinations. Students will be encouraged to focus particularly on curriculum issues and changes in their chosen teaching specialty and the ramifications of these explorations for their own educational practice. As the course progresses, we will draw on prior readings/discussions in order to examine changes in curriculum in general and in the students particular chosen areas.

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1)

Curriculum project analysis and presentation (aka IE lesson plans and presentation) (35%):
20% Select one of the following; a) Create a new IE Unit. Include a discussion of the implementation in your class and evaluation of that unit (2 pages). Use whatever framework you would like as long as it would make sense to a semi-new IE teacher. b) Designing an in-service professional development program to help others develop their practice along similar lines (include a rationale for the presentation). c) see me if you have other ideas in mind To be handed-in 1 week AFTER you present! (to accommodate changes and suggestions made during the presentation)

15% Presentations (up to 30 minutes- suggest 15-20 presentation and 10-15 questions) OPTIONS: a) If you selected to expand your IE unit and implement it then the presentation could be a brief look at your unit with discussion of implementation issues. It could be a very specific look at one element that did or did not work or a broad look at the unit as a whole. b) If you decided to create a professional development program this would be the time to try it out! c) If you decide to do neither of the previous two then we can most definitely chat and see what would work for you and your learning.
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2)

Journals (20%)
Throughout the course you will be asked to create short responses to the readings and class discussions. This will take the form of directed journal entries and will be handed in twice in the term. I will provide feedback, but this is intended as a helpful tool for YOU rather than a way of gaining marks for the class. Think about how these documents can help you create an educational philosophy of your own, how they can contextualize the uniqueness of IE and how they can impact you as an IE teacher. The format is very open and should be directly related to your own learning and questioning rather than trying to find a way that pleases me! I am basically just forcing you (in a gentle way) to make space to reflect on the readings and your practice and to also think about the upcoming projects (Action Research, portfolio, comps) and help you begin to lay down some ideas, thoughts and most importantly questions that you can come back to in the future.

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3)

Connections (5%)

Two students will be asked to make connections either by bringing in another piece of writing, curricular piece, pop-culture references, etc to help contextualize our discussion of that day. It will be a short shared piece (10 minutes) or if you had something else in mind come and chat and we can see what we can do to accommodate you. Of course this does not exclude others from bringing in connections on that day or any other!!

(once I get the class list I can slot in peoples names so you have plenty of warning- Ill do it alphabetically)

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4)

Group Paper- Curriculum document analysis paper (30%).

After weve examining some curriculum documents (from the readings) in class youll be asked to work with two other people to analyze and critique a curriculum document or educational program of particular interest to you from the standpoint of an IE educator. Youll be asked to find additional sources from the author and look at their theoretical underpinnings, practice and evaluation from an IE stand point. Find an author you would like to know more about and begin to look at their body of work. Find specific elements that may be contradictory or complementary to IE and discuss. Approx. 12-15 pages. APA formatting Double-spaced Short discussion of who did what and why this was decided (this portion if over and above the 12-15 pages).

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5)

Assessment rubric (10%)

Personal grading paper Many of our discussion may come back to the idea of assessment and what better way to talk about it than to think about it from the perspective of your own mark for this course. Youll be asked at the beginning, middle and end of the term to consider these questions: - Goals for the term - What I want to learn - How do I know I have learned it - How should I be graded At the end of the term well have one-on-one chats about your body of work and where you feel you are at that moment. Youll be asked to hand-in a 1-3 page document summarizing the above questions.

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ACADEMIC HONESTY STATEMENT All members of the University community share the responsibility for the academic standards and reputation of SFU. Academic honesty is a condition of continued membership in the university community. Please review the Policy at http://www.sfu.ca/policies/teaching/t10-02.htm

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Assessment Criteria A/A+: Outstanding grasp of concepts and issues; evidence of careful and precise reading of required texts and of other related texts; ability to accurately relate theoretical discussions to practice; critical evaluation of readings and discussions and lectures giving evidence of independent and consistent judgment; fluent and appropriate use of relevant concepts; careful attention to the ideas of others, and courtesy in addressing them; imaginative organization and presentation of written work. A-: As above but at a somewhat lower level of acuteness. B+: Clear use of relevant literature and background reading; appropriate use of relevant concepts; sound structure and good organization; sound critical evaluation; linkages with wider issues made clearly; courtesy in dealing with others ideas and opinions. B: Reasonably accurate grasp of key concepts and issues; analyses and discussions relevant and appropriate; adequately clear structure to written work; readings sensibly incorporated into arguments; evaluative discussions made accurately and sensibly; courtesy in dealing with others ideas and opinions. B-: As above, but at a somewhat lower level of acuteness. C/C-: Little evidence of required reading or little evidence that it has been adequately understood; limited grasp of the concepts being discussed; divergence from the main point to only peripherally or superficially related items; largely dealing with anecdotal or concrete instances rather than with the level of principles and theories; largely descriptive writing with little analysis, though showing some grasp of the main issues. F: Solely descriptive and only peripheral points engaged; lack of evidence of reading or limited understanding of what read; conceptual confusion, irrelevant and muddled material poorly organized.

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Date Jan 7

Theme Introduction

Readings Teacher Metaphors Adult Learning Journal article (Steiner training) Nielsen, T. (send in email)
Towards a pedagogy of imagination: a phenomenological case study of holistic education Ethnography and Education Vol. 1, No. 2, June 2006, pp. 247_264

Presentations

Activities -Read- teacher metaphors and Learning journal in class -contextualizing the authors

Assignments

Jan 8

IE lessons and questions

-students will be asked to Bring in IE lessons from 823 -Talk about issues associated with planning, framework -created lingering questions list -Introduction to part 1 -Chpt-1 Bobbitt -Chpt- 6 Kliebard
(we will not read Dewey since youve already read some of his work- but think about how he fits in with Bobbitt and Kliebard)

Jan 21

Part 1: Looking back

Connections part 1: Linda and Shareeda Connections part 1: Karolina , Bilal, Stephanie 11

Jan 22

-Chpt- 2 Montessori -Steiner (handout)

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Feb 4

Part 2: Curriculum at educations center stage

-Introduction to part 2 -Chpt-7 Tyler -Chpt- 8 Bruner -Chpt-10 Eisner -Cpt 12 Schwab

Connections part 2: Colleen and Lauren

Hand-in journals from beginning of term until Feb. 3rd. IE lesson presentations

Feb 5 Connections part 2: Emma and Sandra IE lesson presentations

Feb 18

Part 3: Reconceptuali zing curriculum

Feb 19

-Introduction to part 3 -Chpt-13Friere -Chpt-14 Greene -Chpt-15 Pinar -Chpt-19 Apple

Connetions part 3: Lindsey and Melanie Connections part 3: Catherine and Kelly 10:00-12:00 Ref works and Write n cite Workshop Surrey 3300 (trying to reschedule to the 22nd) Time to work on group projects

IE lesson presentations

IE lesson presentations

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March 4

Part 4: Change and continuity

March 5

-Introduction to Part 4 -Chpt-22Doll -Chpt-23Hiebowitsh -Chpt-27 Eisner -Chpt-33Bowers

Connections part 4: Susan and Bavandeep Connections part 4: Bridget and Heidi

IE lesson presentations

IE lesson presentations

March 18

Celebration! -Chpt-34 Noddings -Seans article from teaching outside the box -Marks article from teaching outside the box

All journals due (20%) IE lesson presentations

March 19

Assessment rubric (10%) One-on-one chats Final Group papers due (30%)

TBA possible March 29th

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