Transcript EDUC 5030: Curriculum, Teaching & Learning

EDUC 5030: Curriculum, Teaching
& Learning
Norm Friesen
January 8, 2013
[email protected]
Overview of Today’s Class
• Who am I?
• Who are you?
• The basics about the course:
– Schedule, Website and bi-weekly themes;
films
– Assignments: Writing
– How to read
– Online Discussions
Information for this Course
Course Outline: this is the “official” document
for this course. In case of confusion, refer to it
first. (You all have a print copy of this)
The Website: created for your convenience
http://www.culture-and-upbringing.com
 EDUC 5030
A copy of the course outline can be downloaded
from the Website.
Five Themes: key texts & films
1. The basics of curriculum, teaching and learning:
Why are they important?
– Dewey’s Pedagogic Creed; documentary
2. Aboriginal Curricula: Teaching and Learning as
daily Life and Culture (first online class)
– Traditional Indigenous Education; film
3. Non-Western Curricula: madrassas, a Korean
School in Japan, “knowing” in Chinese thought
(2 page draft due)
– Paper on Madrassah, documentary
Five Themes: key texts & films
4. Curriculum in the West: Power of rationality
(2nd online class)
– Egan, What is Curriculum?; film
5. Inclusive Curriculum & Design: Techniques
and non-techniques for integration (3rd online
class)
– Inclusive lesson planning; documentary
Anything Can Happen: Why Teaching,
Learning and Curriculum?
Aboriginal Education: The Story of the
Weeping Camel
Non-Western Curricula: “Our School”
(2007)
Western Curricula: “The Wild Child”
Inclusive
Curriculum
To be and to Have
(2003)
Documentary of oneroom school house
Assignment & Moodle:
http://moodle.tru.ca
Online Participation - Reflection and Responses, 3
x 10% = 30%: These assignments take place only
during weeks where the class is held online, rather
than in the classroom. You are expected to respond
to and reflect on the text assigned for the particular
theme (1-2 paragraphs), and also to identify at least
one way in which it is related to the film for the
same theme. You are also expected to read other’s
postings and to respond to at least two of these
postings (3-4 sentences). DUE: January 25,
February 22 and March 15
Guidelines for Discussion
• Show respect for others' feelings and points of view
• Try to understand points of view different from our own
• Demonstrate that we understand a point of view before
challenging or critiquing it
• Risk exposing our own uncertainty or tentative
understanding
• Willingness to share aspects of one’s own culture, with the
reminder that we are all individuals, not necessarily
spokespeople for our cultures
• Be supportive of others when they are trying out tentative
understandings
• Listen attentively, and provide space for others to
participate
B-/B
B+/A
A/A+
Unclear about
incorporation of
experience, readings etc.
Incorporates some
reference from literature
and/or personal
experience.
Posts follow-up responses Posts follow-up responses
to others, but with little
to others showing some
sign of thoughtfulness or
understanding
understanding
Uses references to
literature, and personal
experience to support
comments.
Posts thoughtful follow-up
responses to others,
showing clear
understanding
Posts information; but it is Posts information that is
not entirely on topic,
on topic and relevant.
“correct,” or relevant to
discussion.
Posts information that is
on topic, relevant and
thoughtful, showing
careful reading and
reflection.
Contributes to discussion
with clear, concise
comments presented in an
easy to read style that is
free of grammatical or
spelling errors.
Communicates in friendly,
courteous and helpful
manner with some errors
in clarity or mechanics.
Contributes valuable
information to discussion
with minor clarity or
mechanics errors.
Draft Paper
Two Page Draft Paper on a Selected Theme or
Topic, 20%: This theme can be one of the general
themes identified in the course schedule, above, or
it can be one of the more specific topics listed
below. The purpose of this short draft paper is to
outline how you will address your topic in the final
presentation and paper for the course. This will
allow instructor feedback, as necessary, on your
approach and topic. Use at least 2 academic
sources. DUE: February 12
The thesis is somewhat
clear
Understanding of the
topic and its relation to
course themes or egs. is
somewhat demonstrated
and applied
The thesis is clear
Some abilities (or
potential) for analysis
and synthesis of material
are demonstrated and
some arguments are
presented
Strong abilities (or
potential) for analysis
and synthesis of material
are demonstrated and
well developed
arguments are presented
Exceptional (or potential)
abilities for analysis and
synthesis of material are
demonstrated and strong
arguments are presented
The document shows
some structured and
writing ability
The document is well
structured and well
written
The document is
extremely well
structured and well
written
Understanding of the
topic and its relation to
course themes or egs. is
clearly understood and
applied
The thesis is clear and
original
Deep understanding of
the topic and its relation
to course themes or egs.
is understood and
applied
Final Paper
• Paper on selected Theme: 25%: Develop your
in-class presentation further, based on
discussion that follows, and integrate it with
relevant points. Your write up should include
at least 4 academic sources and be no more
than 8 (double-spaced) pages long. DUE: April
8
Presentation
Presentation on Selected Theme, 25%: This
presentation should be on the theme identified
and outlined in the one-page draft. Give a 10
minute presentation on one of the themes or
figures listed below or above, checking with
your instructor first. There will be a couple of
minutes for Q&A and also set-up. DUE: March
26 and/or April 2
Understanding of the
topic and its relation to
course themes or egs. is
somewhat demonstrated
and applied
Understanding of the
topic and its relation to
course themes or egs. is
clearly understood and
applied
Deep understanding of
the topic and its relation
to course themes or egs.
is understood and
applied
Some evidence of
analysis and synthesis of
material are
demonstrated and some
arguments are presented
Strong evidence of
analysis and synthesis of
material are
demonstrated and well
developed arguments are
presented
Exceptional evidence of
analysis and synthesis of
material are
demonstrated and strong
arguments are presented
Time used adequately
Time used well
Outstanding use of time
Uses skills and materials
to some degree to
engage audience
Uses skills and materials
effectively to engage
audience
Uses skills and materials
highly effectively to
engage the audience
Writing is key! (from Peter Horban)
http://www.sfu.ca/philosophy/resources/writing.html
• Always present a ”reasoned defense of a thesis.”
• There must be a specific point that you are trying
to establish together with grounds or justification
for its acceptance.
• Before you start to write your paper, you should
be able to state exactly what it is that you are
trying to show.
• you should be able to state in a single short
sentence precisely what you want to prove
More on writing
• Doesn’t have to be a “hot controversy”
• Your method must be that of rational
persuasion. You will present arguments
• Assume that your reader is intelligent and
knows a lot about your subject, but disagrees
with you.
• Chose the strongest and most important
points; often 2-4 will do.
• Clear, grammatical and
Examples of Theses
(more titles than statements)
• “Chi as the basis for wisdom and harmony in
Chinese teachings”
• “The difficulty of Dewey’s Pedagogical Creed”
• “The North African Madrassah provided the basis
for medieval schooling/curricula.”
• “Aboriginal curriculum: Its necessity and/or
challenges”
• “Dr. Itard was a pioneer in (or a problem for)
special needs education”
• “’Anything can happen: ‘ the open future
Lozinski’s 1995 documentary”
Steps to Writing
1. Trying it out on Moodle online discussion
forum
2. Formulating a thesis statement and outline
3. More discussion on Moodle
4. Developing a presentation on the
topic/theme
5. Final paper; sustained writing on topic and
thesis.
How to Read Critically
John Bird, Department of English, Winthrop University
• At its core, critical reading involves annotating a text:
underlining and writing key words in the margins
• Find a quiet place to read –like the library!
• Read with a pen in hand: if you use a highlighter, you
should also use a pen to write in the margins.
• Stop often and ask questions. What does the title
mean? Why does the writer begin the text this way?
What is the writer’s main point? Why did the writer
make that argument or use that example? Engage in a
dialogue with the writer; talk back with questions in
the margins.
How to Read Critically
John Bird, Department of English, Winthrop University
• Have you read anything else by this writer? Is this
text like something else you have read? Does this
text relate to something you are learning in
another course, or something from your own
experience?
• Where are the “joints” in the piece? Where does
the author finish one thing and move on to
another?
• Does the author do all of the things s/he says
s/he will? More? Less?