.
?
S
SIMON FRASER UNIVERSITY
?
EDUCATION 407-5
THEORY AND PRACTICE OF IMPLEMENTATION:
MEETING THE CHALLENGE OF EDUCATIONAL CHANGE ?
(0)
(Cat #73299)
Spring Semester, 1993 ?
Instructors: P. Holborn
(January 5—April 2)
?
Office: ?
Project Office
Tuesday, 4:15-7:15 p.m.
?
Phone: ?
291-3808
Location: Coquitlam and Maple Ridge
School Districts
PREREQUISITE:
EDUC 405, teaching experience and permission of the department.
COURSE DESCRIPTION
Education 407-5 is a five-credit course that provides teachers with the opportunity to use
their own classrooms as laboratories for exploring, analyzing and evaluating the
processes of implementation. Theory and practice are linked through workshops,
seminars and classroom implementation projects. The course is operated on a
pass/withdraw basis.
This specific course focuses on the implementation of the Year 2000 framework. The
purposes of the course are to help practising teachers:
a. Understand the base of theory and research in curriculum, child development,
language learning and other fields on which the Year 2000 Programs are based;
b.
Examine the beliefs, values and intentions reflected in the Year 2000 document and
other curricular documents;
c.
Explore the practical implications of these program and curriculum directions by
becoming familiar with a variety of instructional and evaluation strategies that
support a developmental approach to learning and teaching;
d.
Clarify personal beliefs about the teacher's role in a program that assumes a
developmental approach;
e. Implement the principles of the Year 2000 through appropriate strategies;
f.
Document learning and growth using a portfolio approach.
COURSE COMPONENTS
1. Workshops
The workshop component of the course will model a student-centred approach to
instruction. Activities will include examination of-
* the Royal Commission recommendations, the Year 2000 document, the
Intermediate Program and other materials which support their
implementation;
• a developmental approach to teaching and learning based on current theory
and research;
• learning as a constructive, generative and collaborative process;
• principles and criteria for educational decision-making based on a coherent
educational philosophy;
PLEASE TURN OVER
. ?
S ?
2
• strategies for creating developmental learning environments;
• strategies for selecting, organizing and implementing appropriate
instructional approaches;
• strategies for assessing and evaluating pupils, teachers and educational
programs.
2. Seminars
The seminar component of the course will provide a forum in which participants can
support and learn from one another as they compare their implementation experiences.
Seminars will provide opportunities for participants to reflect on their personal
knowledge of children, teaching and learning, and how these change through the
processes of implementation.
3.
Classroom Implementation Projects
The classroom component of this course will involve the design and implementation of
developmental learning approaches in participants' own classroom or school settings.
Participants will be asked to keep a reflective journal in which they document and
assess changes in understanding and teaching practices throughout the semester, and
to submit a portfolio at the end of the semester which represents their work and their
learning.
4.
Peer Support
Participants will be asked to identify a small support group to provide one another with
peer consultation and coaching throughout the implementation projects. Time for
support group discussion will be provided during class seminars. Suggestions for
forming a support group will be provided by the instructor.
5.
Release Time
As part of its contribution to this course, the Maple Ridge and Coquitlam School
Districts will provide each participant with one-half day release time for learning
activities directly associated with the student's implementation project. This will be
explained further during the course sessions.