S 88-42
0
?
SIMON FRASER UNIVERSITY
MEMORANDUM
To:
?
Senate
?
From:
J.W.G. Ivany
Chair, SCAP
Subject: Faculty of Education -
?
Date:
November 16, 1988
Curriculum Revisions
Action undertaken by the Senate Committee on Academic Planning/Senate
Committee on Undergraduate Studies gives rise to the following motion:
Motion:
"that Senate approve and recommend approval to the Board of
Governors curriculum revisions in the Faculty of Education as
set forth in S.88-42 including:
.
1) ?
New Courses
EDUC 426-4
EDUC 428-4
EDUC 440-4
EDUC 347-3
EDUC 485-8
EDUC 439-4
Teaching children and youth with
special needs
Nature and nurture of the gifted
The school as workplace
Developmental supervision
Designs for learning: writing
Educational administration: theory and
practice
and
2)
changes to the Minor in Environmental Education
and
3)
changes to the Minor in Learning. Disabilities"
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
New Course Proposal
0
??
Department: Education
Calendar Information:
Abbreviation Code:
?
Educ. ?
Course No.:426
?
Credit Hours:
?
4 ?
Vector: ?
2-2-0
Title of Course:
?
Teaching Children and Youth with Snecial
Needs
Calendar Description of Course: An introduction to the field of special education including studies of the
definitional criteria and characteristics of major categories of special need, and the distinctive instructional challenges
associated with these categories. The course focuses on the special learning needs of school age students, both
elementary
special needs.
and secondary school levels, and emphasizes both the analysis of issues and treatment needs across the array of
Prerequisites (or special instructions):
60 hours of credit, Psyc. 351 or Psyc. 355 or equivalent.
What course
(courses), if any, is being dropped from the calendar
if this course is approved?
2. Scheduling:
1990-1.
How frequently will the course be offered? Once a
year
Semester in which the course will first be offered?
• ?
Which of your present faculty would be available to make the proposed offering possible?
?
L.M. Prock
3.
Objectives of the Course:
a)
To
allied
provide
professionals.
an informational base re treatment of children and youth with special learning needs for practicing teachers and
b)
To make knowledge about children and youth who have special learning needs available to prospective and novice teachers.
c)
Education.
To make a new and needed option in the area of special education available on the menu of courses offered by the Faculty of
4. Budgetary
and Space Requirements
(for information only): What additional resources will be required in:
Faculty ?
- $350 (Guest lecturers) - available in operating budget
Staff
- ?
None
Library
-
?
None
Audio Visual
- ?
None
Space
- ?
None
Equipment
- ?
None
5.
Approval:
Date:
It.,
L)
• ? 2Lhainaa--
Chairman, SCUS
S(.l;S 73-34B: (When completing this form, for instructions see Memorandum SCUS 73-34a. Attach course outline.)
EDUCATION 426-4
?
Teaching Children and Youth with Special Needs
?
COURSE OUTLINE
In British Columbia, a policy of instructional integration prevails whereby students with
special needs are mainstreamed into regular classrooms from special classes or other
situations. Regular classroom teachers have neither the training nor experience to
cope optimally with the introduction of special needs students. This course addresses
this professional need; and thus, the anticipated clientele of the course will primarily be
practicing and prospective regular classroom teachers.
OBJECTIVES OF COURSE
1.
To increase awareness of the range of problems and/or conditions which might
affect the learning of children and youth, and to elucidate the many points of
common instructional need across various categories within that range.
2.
To provide knowledge about major categories of special need; to examine
issues and research pertaining to those conditions; and to investigate the
special instructional accommodations that those conditions impose.
3.
To
children
design
and
instructional
youth with
and
special
social
needs
management
in the regular
procedures
classroom.
for accommodating
?
S
COURSE TOPICS AND FORMAT
I.
?
(Session 1)
INTRODUCTION: Current status of Special Education
CATEGORIES OF SPECIAL NEED
(Session 2)
Communication difficulties
(Session3)
Emotional and behavior disorders
(Session 4)
Visual impairments
(Session 5)
Auditory impairments
(Session 6)
Physical handicaps ?
Refer: notes below
(Session 7)
Mental retardation
(Session 8)
Talent and giftedness
(Session 9)
Learning
disabilities
(Session 10)
Culturally different exceptional children
(Session 11)
Troubled children
Ill.
?
(Session 12)
INSTRUCTIONAL MANAGEMENT MODELS
V. ?
(Session
13)
SUMMARY: ?
Future prospects; legal and educational
responsibility and systems of societal
support
• ?
Note 1: In order to secure consistency in approach, "categories of special need" will
be addressed according to the following format:
I. Definition and Identifying characteristics of the condition. Current
research frontiers.
ii. Special programming needs arising.
ill. Delivery of service; and ways of instructional accommodation in the
mainstream.
iv. Resources and support, in the educational domain and in the community.
Note 2.
?
Guest lecturers will be invited for a number of presentations on "category of
special need." The guest mechanism will provide students with a "state of
the art" expert in each area.
Note 3. ?
The category of "troubled children" is included in order to address those
temporary or chronic states that affect school learning but which are not
represented as categorical special need. For example, the following
conditions would be discussed:
- the grieving child or youth (loss through death of a parent, sibling,
relative or friend; loss by marital breakup).
is ?
- the child or youth who is in trouble with the law.
- the abused child or youth (emotion, physical and sexual abuse).
- the addicted child or youth (substance abuse, overeating)
- the run-away child or youth
- the suicidal child or youth.
TEXTBOOK
Winzer, M., Rogow, S., and David, C. (1987). Exceptional children in Canada.
Scarborough: Prentice-Hall.
PREREQLJlSffES:
Psyc. 351 or Psyc. 355, 60 credit hours.
0
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
New Course Proposal
Department: Education
S
I. Calendar Information:
Abbreviation Code:
?
Ethic.
?
Course No.:
?
428 ?
Credit Hours:
?
4 ?
Vector: 2-2-0
Title of Course:
?
Nature
and Nurture of the Gifted
Calendar Description of Course:
Concepts and practices related to the nature and nurture of the potential for
education
giftedness
will
in educational
be covered.
settings
will be
introduced. Theoretical and historical foundations of common practices in gifted
Prerequisites (or special instructions):
60 hours of credit. Educ. 220 or equivalent. Educ. 320 recommended.
What course (courses), if any, is being dropped from the calendar if this course is approved?
2. Scheduling:
Has been offered
How frequently
over several
will
semesters
the course
as a Special
be offered?
Topics
Once
course
ier
y
ear Semester in which the course will first be offered?
?
2
Which of your present faculty would be available to make
th
e
proposed offering possible? Sessional Instructor
3. Objectives of
the Course:
S
At the conclusion of this course, participants will be able to:
1)
describe the nature of giftedness in terms of current conceptions and definitions;
2)
discuss the rationale and historical foundations for services to gifted students;
3)
recognize behavioral characteristics of gifted students (intellectual, academic, creative, social and artistic);
4)
name and describe instruments and procedures used in the selection of students for gifted programs, as well as being aware
of the educationally relevant information they provide teachers;
5)
design learning experiences appropriate for highly able learners in the regular classroom or special programs which
enhance thinking and learning skills useful inside and outside of the school environment;
6)
recognize the characteristics of special needs groups within the gifted population ("underachievers," preschoolers,
culturally diverse, learning disabled, etc.); and
7)
discuss issues related to the development and provision of special services for highly able learners.
4. Budgetary and Space Requirements (for information only): What additional resources will be required in:
Faculty ?
- None
Staff
?
- None
Library ?
- None
Audio Visual
?
- None
Space ?
- None
Equipment ?
- None
5.
Approval:
Date: ?
ii
°1
?
(
Dept. ChaftrTau_.--
0
?
a:c^l ?
_______
Dean
?
Chairman, SC
SCUS
73-34B: (When completing
this
form, for instructions see Memorandum
SCUS 73-34a. Attach course outline.)
Education 428-4.
Nature and
Nurture of the Gifted
Calendar Description
of Course:
Concepts and practices related to the nature and nurture of the potential for giftedness
in educational settings will be introduced. Theoretical and historical foundations of
common practices in gifted education will be covered.
Prerequisites:
60 hours of credit. EDUC 220 or equivalent. EDUC 320 recommended.
Course
Objectives
Participants in this course will be able to:
1.
Describe the nature of giftedness in terms of current conceptions and definitions.
2.
Discuss the rationale and historical foundations for-services to gifted students.
3.
Recognize behavioral characteristics of gifted students (intellectual, academic,
creative, social and artistic).
4.
Name and describe instruments and procedures used, in the selection of students for
gifted programs, as well as being aware of the educationally relevant information
they provide teachers.
5.
Design learning experiences appropriate for highly able, learners in the regular
classroom or special programs which enhance thinking and.learning skills useful
inside and outside of the school environment.
6.
Recognize the characteristics of special needs groups within the gifted population
("underachievers", preschoolers, culturally diverse, learning disabled, etc.).
7.
Discuss issues related to the development and provision of special services for
highly able learners.
.
C
5 ?
Course description:
Highly able learners and creative children introduce complex challenges for
educators. How can they recognize and nurture the potential of these students? The
intent of this course is to offer students skills and understandings relevant to the
enhancement of superior intellectual potential in a school setting.
This course will introduce participants to the nature of giftedness as it has been
?
described by past and current models, and in the research literature. The cognitive and
affective characteristics of highly able learners necessitate the modification and design
of learning experiences which reflect their differentiated educational needs.
Procedures and materials frequently used to select students for enriched and
accelerated learning opportunities will be described, as well as their limitations and
potential contributions to program development. Teaching strategies and program
models appropriate for regular classroom and special programs will be discussed.
Curriculum modification strategies which encourage the development of exceptional
potential will be applied to existing instructional materials. These principles of
curriculum differentiation will also be examined as a means of evaluating the
appropriateness of commercially developed materials for gifted and creative learners.
A brief discussion of special needs groups will conclude the course with the
development of a sensitivity to the diversity of strengths and weaknesses one may
expect to find within the gifted population.
Homework assignments based on readings and lecture material will require
students to operationalize theory in more practical applications. In the preparation of a
ten page paper, students will examine and discuss concerns related to one topic or
S
??
issue presented in the course. A midterm and final exam will be given to assess
students' comprehension of the factual content of the lectures and readings.
Course Text:
Davis, G. A. & Rimm, S. B. (1985). Education of the gifted and talented. Englewood
Cliffs, NJ: Prentice-Hall.
Additional readings will be assigned from the attached reading list and will be available
on reserve in the WAG Bennett Library or in a Share Box in the Learning
Resources Centre.
Course Requirements:
Final
Homework
Midterm
Exam
Assignments
30%
20%
25%
Paper & Presentation
20%
Par t
i
cipation/Preparation
5%
0
Tentative Timetable
Session
Topic
1
Course Introduction Foundations, Definitions,
Conceptions & the Real World of the Gifted
2
Differentiating Characteristics and Related Needs
of Gifted Children (intellectual/Cognitive)
3
"Why Isn't the World Fair?"
Social and Emotional Development of the Gifted
Program Organization:
Philosophies and Alternatives; Programs and
Provisions
4
Referral & Screening: Procedures
Assignment #1 due
5
Assessment & Selection: Instruments &
Their Possible Contribution
to Educational Programs for the Gifted
6
Teaching Models & Curriculum for the Gifted
Learner: Modifying Existing Curriculum for Use in
the Regular Classroom
Assignment #2 due
7
Teaching Models & Curriculum for the Gifted
Learner: Encouraging Thinking in the
Classroom
8
Teaching Models & Curriculum for the Gifted
Learner: Encouraging the Creative Thinking
of the Gifted
Assignment #3 due
9
Uni- versus Inter-disciplinary Curriculum:
Which is for you? How do you build it with the
gifted in mind?
Assignment #4 due
10
Creativity
Teachers of the Gifted
11
Evaluation of Gifted Educational Programs
12
Special Needs Groups: Gifted Girls, Underachievers,
Very Young Gifted & the Gifted in Rural Areas
Course Wrap-up
Final exam
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
New Course Proposal
Department: Education
S
i. Calendar
Information:
Abbreviation Code:
?
Educ. ?
Course No.: 440
?
Credit Hours:
?
4 ?
Vector: ?
3-1-0
Title of Course:
?
The School as Workplace
Calendar Description
of Course: The course examines the school as workplace. Topics include: schools as social
institutions; students and schools; teachers and schools (teacher work, collegiality and the peer-group; working conditions; and
staff development); parents and schools (parent opinions, parents as political pressure groups).
Prerequisites (or special instructions):
60 hours of credit
What course
(courses), if any, is being dropped from the calendar if
this course
is approved?
None
2. Scheduling: How frequently will the course be offered? Once per
y
ear Semester in which the course will first be offered? 2ZI
Which of your present faculty would be available to make the proposed offering possible? Dr. P. Coleman
• 3. Objectives
of the Course:
Participants will gain some understanding of a wide variety of schooling issues. In particular
research
some stereotypes
and professional
of teachers
opinion.
and teacher work, of students, and of parents will be replaced by more informed views, based on both
4. Budgetary
and Space Requirements
(for information only): What additional resources will be required in:
Faculty ?
- None
Staff
- ?
None
Library
-
?
None
Audio Visual
- ?
None
Space
- ?
None
Equipment
- ?
None
S.
Approval-
?
Date:
an ?
Dean ?
Chairman, SCUS
SCUS 73-348:
(When completing this form, for instructions see Memorandum SCUS 73-34a. Attach course outline.)
The course falls into four sections. They are:
Schools as social institutions:
This introductory section will examine four
aspects of schools as social institutions: school functions; school quality; school
climate; and school improvement.
Students and schools: This section will examine three dimensions of school
effects on students: student opinions of schooling; student dropouts; and the school
as preparation for citizenship.
Teachers and schools: This section will examine the school as workplace from
the perspective of teachers. The main topics are teacher work; collegiality and the
peer-group; working conditions; and staff development.
Parents and schools:
The opinions of parents do not play a large part in shaping
schools and schooling. Yet quite a lot is known about parents' preferences and
potential role. The main topics here are parent opinions about school; parents as
partners; and parents as political pressure groups.
Activities:Some
of the
?
course readings will be discussed at each class session. The purpose of
0
these discussions is to arrive at some consensus about the importance and relevance
of the material and to propose ways in which practitioners can make use of the
information provided to improve schooling for children.
Evaluation of Student Achievement:
Evaluation will be based on class presentations, special assignments including
analyses of school practices, and a term paper. The allotment of marks will be
discussed at the first session.
Course Texts:
Required: Ghosh, R. & Ray, D. (1987). Social change and education in Canada.
Toronto: Harcourt Brace Jovanovich.
Recommended: Goodlad, J. I. (1984). A place called school. New York:
McGraw-Hill.
0
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
New Course Proposal
Department: Education
. 1. Calendar Information:
Abbreviation Code:
?
Educ.
?
Course No.:
?
347 ?
Credit Hours:
?
3
?
Vector: 2-1-0
Title of Course:
?
Developmental Supervision ?
Calendar Description of Course:
This course is intended for classroom teachers or administrators who wish to supervise student teachers in their classrooms
as part of a professional preparation program. Concepts and practices related to the supervision of student teachers will be
introduced. Theories and models of supervision will be discussed, and research on supervisory practices will be surveyed.
Supervisory skills will be demonstrated and practised. [The developmental model of supervision currently used in the
Professional Development Program will be studied in detail.]
Prerequisites (or special instructions):
?
This course is available to any teacher or administrator with a
minimum of two years' classroom experience who is interested in working with student teachers. Supervisory experience
is not required.
What course (courses),
if any,
is being dropped from the calendar if this course is approved? None
The Faculty has offered this course on several occasions as a Special Topics course.
2. Scheduling: How frequently will the course be offered? Once a year Semester in which the course will first be offered?90-3.
Which of your present faculty would be available to make the proposed offering possible? Facult
y
Advisory Committee
consisting of M. Wjdcen, A. Horvath and the Director of Professional Development will recommend an instructor who may be a
member of facult
y
, or a sessional instructor.
3. Objectives of the Course:
Participants in this course will
1.
identify goals of teacher education and student teacher supervision;
2.
analyze research findings pertaining to teacher education and student teacher supervision;
3.
describe the historical evolution of the developmental supervision model;
4.
describe the supervisory cycle and the four dimensions of the supervisor's role;
5.
demonstrate supervisory and interactions skills (observation, data collection, data analysis, conferencing, coaching,
problem-solving, reflective responding; clarification of beliefs);
6.
demonstrate organizational and planning strategies for working with student teachers.
4. Budgetary and Space Requirements (for information only): What additional resources will be required in:
Faculty ?
Possible sessional stipend
Staff
Library
Audio Visual
Space
Equipment
5. Approval:
. Date: 'Dept.
.
SCUS 73-3413: (When completing this form, for instructions see Memorandum SCUS 73-34a.
Attach course outline.)
EDUCATION 347-3
Developmental Supervision
Course Description:
The role of the cooperating teacher or school associate significantly influences student
teachers' development in terms of skills, attitudes, and professional self-concept. In the
Professional Development Program at S.F.U., the school associate's role is especially
Important because students spend six months of their professional preparation in
classroom settings. Intensive preparation of school associates enhances the quality of
student teacher supervision and the self-selection of inappropriate canadidates from the
program. The intent of this course is to provide school associates with theoretical
background, knowledge of pertinent research, and practical skills which will then work
more effectively with student teachers.
Classes involve a variety of learning activities including lectures, large-group
discussions, small-group participatory activities, document and videotape analyses, and
role play. A high degree of participation is expected.
Assignments based on readings and class activities require students to operationalize
theory in more practical applications. Feedback is anecdotal, aimed at helping students
improve their understanding and skills.
Required Readings:
Acheson, K.A., & Gall, M.D. (1980). Techniques in the Clinical Su
p
ervision of Teachers.
New York: Longman.
Holborn, P., Wideen, M., & Andrews, I. (1988). Becoming a Teacher. Toronto: Kagan .&
Woo.
A list of current journal articles for required reading will also be provided by the instructor.
Recommended Readings:
The following texts provide appropriate supplementary reading.
Glickman, C.D. (1981). Develo
p mental Su
p
ervision. Alexandria, Virginia: Association
for Supervision and Curriculum Development.
Good, T.L., & Brophy, J.E. (1987). Lookin
g
in Classrooms. Third Ed. New York: Harper
& Row.
Course Requirements:
a.
Attendance and participation in all course activities (15%)
b.
Demonstration of familiarity with content of all course readings (15%)
c.
Satisfactory completion of all course assignments (60%)
.
0
• ?
d. Satisfactory completion of a written self-evaluation and participation In an evaluation
conference with the instructor (10%)
Students will be expected to meet all the above requirements. The final grade will be
determined by the instructor on the basis of performance in each of the areas listed
above. Each student will prepare a written assessment of growth and performance
using specific criteria provided by the instructor, and will participate in an individual
evaluation conference at the end of the course.
Assignments:
Written assignments should reflect students' understanding of supervisory theory and
research, and should demonstrate students' ability to apply theory and research to
supervisory practices with student teachers.
Cla
ssroom/School Profile. Complete an individual classroom,' school profile
detailing the following: school and community characteristics; classroom curriculum
and teaching strategies; classroom management routines and guidelines;
expectations of a student teacher; beliefs about teaching, learning, students,
classroom management, curriculum, and professional development, each supported
with examples from classroom practice.
2.
Observation Tasks for Student Teachers. Design two observation tasks for
student teachers which will enable the student teacher to focus on some important
aspects of the classroom. One should focus on observation of pupils; the other
should focus on observation of the teacher at work in the classroom.
3.
Case study 1. Use the problem solving model presented in class to analyze a
sample student teaching problem and develop problem-solving strategies. Sample
problems are typical of those encountered near the beginning of the semester.
4.
Analysis of Supervisory Cycle. Analyze the supervisory cycle as modeled and
practised during class sessions. Develop a set of principles to guide lesson plan
analysis, pre-conference, observation, data analysis, and post-conference activities,
based on in-class modeling and role plays.
5.
Interactions Tasks A, B, C. Respond in writing to examples of conferencing
Confrontation.
situations using skills of reflective responding, clarifying, empathy, and constructive
6.
Case Study 2. Use the
p
roblem-solving model presented in class to analyze two
sample student teaching problems and to develop
p
roblem-solving strategies.
Sample problems are typical of those encountered during the immersion period and
problems associated with student teacher evaluation and withdrawal.
7. S
elf-evaluation Complete a written self-evaluation using the guidelines provided
by the instructor to indicate important learning and areas of growth during the course.
0
ED. 347: DEVELOPMENTAL SUPERVISION - COURSE TOPICS AND TIMETABLE
WEEK ?
TOPICS
?
READINGS ?
TASKS/ASSIGNMENTS
1
course overview; goals of teacher
"Origins of the P.D.P.";
Classroom/School
teaching;
education;
program
current
objectives;
issues in student
P.D.P. Handbook
Profile
preparing for a student teacher.
2.
roles and responsibilities in P.D.P.;
Acheson & Gall,
Observation Tasks
establishing a good working
Unit I
for Student Teachers
relationship; setting the stage for growth.
3.
analyzing your own teaching style;
"I'll do it my way, you do
dealing with differences in style
it yours" from "Becoming
A Teacher."
4.
models of supervision; supervisory
Acheson & Gall,
Case Study I
roles and styles; stages of student
Unit II
teacher development; steps to
problem solving
5.
characteristics of effective teaching;
Acheson & Gall,
defining a focus for observation
Unit Ill, Chaps. 6 & 7
6.
observation techniques; analysis
Acheson & Gall,
of data
Unit Ill, Chaps. 8 & 9
7.
lesson plan analysis; the pre-
"Supervision for
conference plan; preconferencing
intelligent teaching"
8.
classroom observation;
"Processes of inter-I
personal influence"
9.
the post-conference; providing
"Becoming a Reflective
Analysis of the
effective feedback
Practitioner, from
Supervisory Cycle
Becoming a Teacher
10.
helping students clarify
"Reflective responding"
Interactions Tasks
philosophical and values issues
A, B. C
11.
problem-solving
Acheson & Gall, Univ IV
Case Study 2
12.
Formative and summative evaluation
"Self -Evaluation for
Self-evaluation
Professional Development"
from Becoming a Teacher
13.
Individual evaluation conferences
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
New Course Proposal
Department: Education
. 1. Calendar Information:
Abbreviation Code:
?
Ectuc. ?
Course No.:
485 ?
Credit Hours:
?
8 ?
Vector: ?
2-3-3
Title of Course:
?
Designs for Learning: Writing
Calendar
Description
of Course:
The course is designed to help students become better teachers of writing.
Students will be involved in four aspects of teaching writing: teacher as
writer,
teacher as teacher of writing skills, teacher
as researcher, teacher as developer of curriculum. Techniques for providing effective writing experiences will be studied,
demonstrated and practiced. Students will observe, use and evaluate these techniques. Course content: Teacher as Writer
- writing skills, audience, purpose, writing process, self-evaluation. Teaching writing - research, skill acquisition,
self-disclosure, risk and creativity, thought and discipline, evaluation. Teacher as Researcher
-
reflective observation,
analysis of data, program evaluation, peer support systems. Teacher as Developer of Curriculum - student writing,
drama, literature, use of texts.
Prerequisites (or special instructions): 401/402 or equivalent, or permission of instructor
What course (courses), if any, is being dropped from the calendar if this course is approved?
2. Scheduling:
I-las been offered
1-low
over
frequently
several
will
semesters
the course
as a S
be
p ecial
offered?
To
p
ics
Once
Course.
a year Semester in which the course will first be offered?
202
Which of your present faculty would be available to make the proposed offering possible? C. Mamchur. M. Zola. R. Coc
10
3. Objectives of the Course: The objective of the course is to help student teachers and classroom teachers of
writing. Students in the course will read, annotate, and discuss a wide sample of literature on writing, and critically
evaluate its application; observe and teach demonstration lessons, and participate in a broad range of practical workshops
and experiences designed to promote competence in writing, curriculum development, conducting classroom research, and
the teaching of writing. Evaluation, which includes both student and instructor evaluation, will be based on attendance,
participation and fulfillment of course requirements.
4.
Budgetary and Space Requirements (for information only): What additional resources will be required in:
Faculty ?
- None
Staff
- ?
None
Library
-
?
None
Audio Visual
-
?
None
Space
- ?
None
Equipment
-
?
None
5. Approval:
Date: ?
- ?
3
?
1j ?
^Ch_________
_______
Den
?
man, SCUS
SCUS 73-34B: (When completing this form, for instructions se Memorandum SCUS 73-34a. Attach course outline.)
COURSE OUTLINE
A. How One
Writes:
1. Principle: ?
You
learn to write by writing.
Requirement:
Participants are expected to write every day.
Conditions: ?
Topics will
be both assigned and free choice.
The expressive mode will be emphasized.
Gendres will vary, form being dictated by content.
?
Summary
?
-
In class writing activities
Methodology -
Home assighments
- Prose models
?
Required ?
Murray, D. A Writer Teaches Writing (1st Edition)
Reading:
2. Principle: ?
Writers need real audiences and genuine purposes.
Requirement:
Participants are expected to share and evaluate one
another's work.
Conditions: ?
The instructor will use student writing for demonstration with
large groups.
Students will work in diads and small groups in class.
Students will be expected to grade and defend their
evaluation of one piece of their own work and one piece of
their partner's work.
?
Summary ?
-
Class demonstration lessons
Methodology -
Diads/conferencing
- Group processing
- Private study
?
Required ?
Elbow, P. Writing with Power
Reading:
3. Principle: ?
Writing is a varied, individual process, a series of stages that
move from conception to revision.
Requirement:
Participants are expected to work three pieces through all
stages of the writing process.
2
.
0
3
• ? Conditions: ?
Specific evaluative feedback will be provided participants on
each piece of writing assigned.
Students will select three pieces to rework until they have
reached the final revision stage.
The instructor will evaluate and grade these three pieces in
determining the final grade.
Summary
?
?
-
Teacher evaluation
Methodology -
Student evaluation
- Peer evaluation
Reading
Required
?
Murray, D. kWriter Teaches Writing (2nd Edition)
B. How One Teaches
Writing
4.
Principle: ?
Research should inform practice.
Requirement
Students will become familiar with the growing body of
knowledge in writing process.
Conditions:
?
The Instructor will present lectures, show films and organize
seminars on the research and theory.
. ?
Participants will read required works and discuss them in
seminars.
Participants will demonstrate knowledge in their written and
oral presentations by:
i)
applying knowledge to assigned writing and indicating
this application when they self-evaluate and peer-
evaluate the writing assignments,
ii)
writing a book review which examines belief
statements,
iii)
demonstrating improvement in presentation of formal
lesson designed for their particular grade level.
Summary
?
-
Methodology -
lecture
film
seminars
library work
written reports
class discussion
student demonstration lectures
Reading:
Required
?
Graves, D. Donald Graves in Australia
4
S
5. Principle: ?
There are specific skills that improve writing.
Requirements: ?
Participants are expected to learn how to teach these three
skills:
i)
focussing
ii)
awareness of audience
iii)
searching for specifics
Conditions ?
The instructor will teach these skills in class.
Participants will use these skills in their own writing.
Participants will evaluate one another's work, helping each
other to develop these skills.
Participants will demonstrate these skills in their model
lessons.
Summary ?
-
lecture
Methodology ?
-
reading
- peer evaluation
• writing assignments
- demonstration lessons by students
RequiredReading
??
Learning
Pringle, I., & Freedman, A. (Ed.). Teachin
g
Writing
6. Principle: ?
Writing involves the personal risk of self-disclosure and self-
discovery.
Requirements: ?
Participants are expected to learn strategies in:
i)
creating a safe learning environment,
ii)
enhancing self-concept,
iii) encouraging autonomy.
Conditions: ?
The instructor will model the attitudes taught in the class.
Participants will demonstrate knowledge and understanding
through seminars, demonstration lessons, action taken in
class with classmates.
The work of Arthur Combs will be examined and discussed
in class.
Summary
?
-
seminars
Methodology ?
-
demonstration lessons by students?
- teacher modelling
- tapes
- peer evaluation
lecture
• ?
in-class activities
5
. ? Required
?
Morrison, J. "The Integration of Self-Concept Enhancing
Reading ?
Strategies and Composing Skills: A Case Study." Masters
thesis, SFU, 1986.
7. Principle:
Constructive evaluation demands that as well as responding to
form and usage, the teacher responds to the author as a person,
and to the message as thoughtful communication.
Requirements:
Participants are expected to learn:
I) to develop criteria for evaluation,
ii)
use knowledge of writing process to give specific
feedback,
iii)
be aware of the difference between hurtful, ineffective
and helpful evaluation.
Conditions: ?
The instructor will model effective evaluation practices.
Students will study practice samples of writing to learn required
skills.
Students will demonstrate knowledge by evaluating one
anothers work during peer conferencing sessions.
Students will evaluate and defend the evaluation of their own
work.
Students will complete three pieces of writing through the
revision stage.
Summary
?
-
Modelling by instructor
Methodology. ?
-
Working on samples
- Peer evaluation/conferencing
- Self-evaluation
- 3 pieces of revised writing
Required ?
Mamchur, C. "Ship Building C-i."
Reading:
?
Calkins, L. The Art of Teaching Writing
C. Teacher as Researcher
?
8.
Principle
?
The writing teacher must be a reflective observer of writing
process.
Requirements:
?
Participants are expected to
i)
recognize change in their own work and in the work of
one assigned partner,
ii)
develop strategies for observation and reflection in the
classroom.
6
Conditions:
Students
will keep a reflective journal recording and analyze
their own processing.
Students will discuss their processing with partners and in small
groups.
Students will be responsible for observing the writing habits of
one individual (in or out of class) and write a report on what was
seen and hypothesized.
Students will study what other teacher-researchers have written
about this process.
Summary
- ?
Reflective journal
Methodology
-
?
Diads/conferencing
-
?
Small group discussion
-
?
Systematic observation
-
?
Studying other researchers
Required
Lindfors, J. Children's Language and Learning
Reading:
Scardamalia, M., & Bereiter, C. "Research on Written
Composition." Research on Education Handbook. 3rd Ed.
9. Principle
?
Effective writing strategies are developed when students are
guided to work in a personally relevant manner.
Requirements:
?
Participants are expected to:
i)
learn how to develop curriculum using student's work,
drama and literature
ii)
learn to recognize and assign relevant topics
iii)
learn to use drama activities and literature to
understand common human issues.
Conditions: ?
The instructor models these methods.
Students practice with peers.
Students demonstrate to small groups their abilities to develop
curriculum out of partner's work.
Students participate in drama activities which "drop to the
universal."
Students read one book on Heathcote's methods.
Students teach one drama activity.?
or
Students study short stories in class.
Students select one short story as a model for connecting
reading and writing and teach it to their peers in small groups.
7
. ? Summary ?
-
Instructor modelling
Methodology ?
-
Peer evaluation
- Small group presentation
- Drama activities in Heathcote's method of dropping to the
universal
- Reading
- Demonstration lessons
- Writing
Required
?
Heathcote, D. Excellence in Teaching.
Reading:
10.
Principle ?
Teachers become more effective when they network and share
knowledge and experience.
Requirements: ?
Participants are expected to be able to learn strategies In
presenting their work to peers and to evaluate that process.
Conditions: ?
Instructor will model and analyze her own strategies.
Participants will select and share one teaching method at the
beginning of the course.
Participants will evaluate and improve upon that lesson during
the course.
Participants will demonstrate improvement by presenting the
same lesson again for class re-evaluation.
Summary ?
-
Class demonstration lesson
Methodology.
?
-
Reflective analysis
- Peer evaluation
Required
?
Daniels, H., & Zemelman. A Writing Project: Training
Reading: ?
Teachers of Composition from Kindergarten to College.
Hurt. Beginning With Ourselves.
0
9
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
New Course Proposal
?
FEE ,-:-22
E
Department: Education
• ?
1. Calendar Information:
Abbreviation Code:
?
Educ. ?
Course No.:
?
439 ?
Credit Hours:
?
4 ?
Vector: ?
3-1-0
Title of Course:
?
Educational Administration: Theo and Practice
Calendar Description of Course: Provides an introduction to the study of educational administration. Topics
covered include the organization and administration of education in Canada, the political context of education, social factors
influencing education, educational finance, and legal issues in education. Emphasis is placed on both knowledge acquisition
and skill development. Practice is provided in the solution of administrative problems in education.
Prerequisites (or special instructions):
?
Education 401/402 or equivalent.
What course (courses), if any, is being dropped
from the calendar
if this course is
approved?
None.
2. Scheduling: Flow frequently will the course be offered? Once per year Semester in which the course will first be offered?
90-3. Has been offered over several semesters as a Special Topics course
Which of your present faculty would be available to make the proposed offering possible? Dr. Norman Robinson
3. Objectives of
the Course:
1) To provide a broad, general understanding of the social, political, economic and legal context in which education
functions in Canada
• ?
2) To provide a general understanding of the social dynamics of organizational behavior in schools and school districts.
3)
To develop basic skills in administrative problem solving in education.
4)
To provide simulated experiences for students contemplating careers in educational administration.
5)
To provide a knowledge and skill base for students who are planning to undertake graduate study in educational
administration.
4. Budgetary and Space
Requirements
(for information only): What additional resources will be required in:
Faculty
?
- None
Staff ?
- None
Library ?
- None
Audio Visual ?
- None
Space ?
- None
Equipment ?
- None
5.
Approval:
Date:
<1.
?
-
can
?
Chairman, SCUS
. ?
SCUS 73-3413: (When completing this form, for instructions see Memorandum SCUS 73-34a. Attach course outline.)
Education 439-4
Educational Administration: Theory and Practice
Calendar Description of the Course
Provides an introduction to the study of educational administration. Topics
covered include the organization and administration of education in Canada,
the political context of education, social factors influencing education,
educational finance, and legal issues in education. Emphasis is placed on
both knowledge acquisition and skill development. Practice is provided in
the solution of administrative problems in education.
Prerequisites
Education
401/402
or equivalent.
Course Objectives
I. To provide a broad, general understanding of the social, political, economic
and legal context in which education functions in Canada.
?
0
2.
To provide a general understanding of the social dynamics of
organizational behavior in schools and school districts.
3.
To develop basic skills in administrative problem solving in education.
. To provide simulated experiences for students contemplating careers in
educational administration.
5.
To provide a knowledge and skill base for students who are planning to
undertake graduate study in educational administration.
Course Description
Education 439 is designed as an introduction to the world of educational
administration. students who take this course can expect to gain a broad,
S
general understanding of how education is administered In Canada, and
more particularly, in British Columbia.
Students who complete this course should come away from the course
experience with
a more
intelligent and insightful understanding of both the
dynamics of school operations and the social and political environment in
which schools function. Students will gain insights into, the politics of
education, the economics of education, and the social and legal factors
influencing education. Particular emphasis will be given to the study of
organizational behavior in schools.
A variety of course experiences will be offered to emphasize both knowledge
acquisition and the development of administrative skills. These experiences
will include individual study and research, lectures, small group discussions,
and class projects. Extensive use will be made of case studies, role plays,
simulations and filmed materials.
Education 439 is a particularly valuable course for those students who are
planning to become school principals, vice-principals, superintendents of
schools or senior officials in the Ministry of Education. The course is
particularly essential for those students who are planning to undertake
graduate studies in educational administration. It provides a broad
foundation for graduate work.
Course Readings
Readings for the course will be distributed by the instructor at the beginning
of the course.
Course Requirements
Assignments for the course are of four kinds:
1.
Regular class peparation. Every student will have required reading
assignments for each class session along with additional preparatory work
assigned, e. g. case studies, role plays.
2. Critiq
ue.
Each student will choose an article from the literature on a topic
in educational administration.
The student will provide a synopsis and critique of the article, emphasizing
its relevance and value to the practice of educational administration. The
0
synopsis and critique should not exceed four to five pages. A copy of the
article should be submitted with the synopsis and critique.
3a.
In-class presentation. A student may choose to give a brief (20 minute)
in-class presentation on a relevant course topic that.will be chosen after
discussion with the instructor.
or
3b.
Book Review. A student may choose to do a book review of 7 to 8 pages
on a recent significant book in education.
. Term Pap. Each student will prepare a term paper of medium length (8
to 10 pages) which will centre on a topic of significance in educational
administration. The focus and form of the paper will.be
determined by each
student after consultation with the instructor.
Mark distribution for the course requirements is as follows:
Ei uirement ?
Mark Percentage
Regular class preparation
?
35
Critique
?
15
In-class presentation or book review
?
25
Term paper
?
25
Course Topics
The Social Context of Education in Canada
1.
Public attitudes toward education
2.
Purposes of schooling
3.
Historical development of education in Canada (with particular
reference to British Columbia)
. The administrative labyrinth of Canadian education
5.
Major social issues in education in Canada
The Organization and Administration of Schools in Canada
6.
The formal and informal organization of schools
7.
Administrative roles and responsibilities in schools
8.
Leadership in schools
9.
Groups and group processes in schools
10. The teacher in the school
11. The student in the school
.
.
0
12.
Home-school relationships
0 ?
The
Political Context of Education in Canada
13.
The federal government and education
14.
The provincial governments role in education
15.
The school districts role in education
16.
Interest groups in education
17.
Community involvement in education
The
Legal and Financial Context of Education
18.
Law and education
19.
Financing education in Canada
Special Issues Facing Educational Leaders Today
20.
Global issues
2 1. National /provincial issues
22.
Province/school system issues
23. Community /school issues
.
il
VtK - 0-5IJ
-1
VYoPoSEb
3)9c
ENVIRONMENTAL
EDUCATION
The Minor in Environmental Education develops skills in the design and operation of environment and outdoor education
programs from Kindergarten through Grade 12, and in the organization and operation of residential and day centre
outdoor education programs, wilderness outdoor recreation programs, and other interdisciplinary environmental school
programs.
PREREQUISITES:
A minimum of 9 credits selected from the following:
F-
L-
1
BISC ?
003-3
Ecology and the Population Explosion
BISC
?
102-4
Introduction to Biology
BISC ?
204-3
Introduction to Ecology
EDUC
240-3
Social Issues in Education
KIN ?
142-3
Introduction to Kinesiology
GEOG
100-3
Human Geography C" e---31)
GEOG
111-3
Physical Geography
GEOG
215-3
Biogeography( re.)
GEOG
241-3
Social Geography(v-eL.))
PHIL
001-3
Critical Thinking
(re)
PHIL
120-3
Facts and Values
PSYC
106-3
Social Issues
S.A.
?
1504
Introduction to Sociology
S.A. ?
2024
Modern Industrial Society
I
REQUIRED COURSEWORK:
I A
minimum of
14
credits as specified below:
EDUC
452-4
Field Work and Case Studies in Environmental Education
EDUC
462-4
Environmental Education
Two further courses must be selected from the following:
.
EDUC
4334
Philosophical Issues in Curriculum(e
EDUC
4714
Curriculum Development: Theory and Application
EDUC
4744
Designs for Learning: Social Studies
EDUC
4764
Designs for Learning: Natural Sciences
EDUC
4794
Designs
for Learning: Physical Education
EDUC
4824
Designs
for Learning: Educational Uses of Computers (v)e.AZ))
BISC 304-3
Animal Ecology
BISC 306-3
Invertebrate Biology
BISC
310-3
Plants and Animals of British Columbia
BISC
317-3
Insect Biology
BISC
337-3
Comparative Morphology, Distribution and Evolution of Vascular Plants
BISC
404-3
Plant Ecology
GEOG
3224
World Resources
GEOG
3444
Geography of Modern Industrial Societies
GEOG
369-4
Human Microgeography
GEOG
421-4
Geography of Resource Development
GEOG 431-4
The Landscape of Science, Art, Music and Literature
ENVIRONMENTAL
EDUCATION
?
29129
c6k"o-r
NOC
INA014
UNDERGRADUATE PROGRAMS
The Minor in Environmental Education develops skills in the design and operation of environment and Outdoor
education programs from Kindergarten through Grade 12, and in the organization and operation of residential and day
centre outdoor education programs, wilderness outdoor recreation programs, and other interdisciplinary
environmental school programs.
PREREQUISITES:
A minimum of 9 credits selected from the following:
BISC
003-3
Ecology and the Population Explosion
BISC
102-4
Introduction to Biology
BISC
204-3
Introduction to Ecology
KIN
EPA
142-3
120-3
Introduction to Kinesiolog
Introduction to Contemporary Dance (formerly KIN 1443)Cce\ee.ck)
GEOG
101-3
General Geography(d
ee.ed)
GEOG
111-3
Physical Geography
GEOG
121-3.
Economic Geography aee.e)
GEOG
ECON
141-3
Social Geography
(e\e)
ECON
101-3
200-3
The
Principles
Canadian
of Economics
Economy
I
(eA'
- Microeconomic
ECON
205-3
Principles of Economics II - Macroeconomic Principles
?
s\')
PHIL
120-3
Facts and Values
PSYC
106-3
Social Issues
S.A.
150-4
Introduction to Sociology
S.A.
202-4
Modern Industrial Society
REQUIRED COURSEWORK:
A minimum of 14 credits as specified below:
EDUC ?
452-4 Field Work and Case Studies in Environmental Education
EDUC
?
462-4 Environmental Education
Two further courses must be selected from the following:
EDUC
471-4
Curriculum Development: Theory and Application
EDUC
474-4
Designs for Learning: Social Studies
EDUC
476-4
Designs for Learning: Natural Sciences
EDUC
479-4
Designs for Learning: Physical Education
BISC
304-3
Animal Ecology
BISC
306-3
Invertebrate Biology
BISC
310-3
Plants and Animals of British Columbia
BISC
317-3
Insect Biology
BISC
336-3
Biology of Vascular Plants (ee)
BISC
337-3
Comparative Morphology, Distribution and Evolution of Vascular Plants
BISC
404-3
Plant Ecology
BISC
409-3
Field Ecology
(Ae.veJ)
GEOG
314-3
Climatology I
?
er-4)
GEOG
315-3
Biogeography I
GEOG
322-3
Geography of Primary Activities
GEOG
344-3
Geography of Modern Industrial Societies
GEOG
369-3
Human Microgeography
GEOG
421-5
Geography of Resource Development
GEOG
431-5
The Landscape in Science, Art, Music and Literature
KIN
320-3
Cultural Aspects of Human Movement (i
ei1}t4)
ECON
362-4
Economics of Natural Resources
Please note the following carefully:
The Minor must be approved by Undergraduate Programs, Faculty of Education.
Course substitutions (when necessary) must be approved by Undergraduate Programs. Applications are available in the
Facult y
of Education.
Upper division (300-400) coursework may be counted towards one Major or Minor program only.
Upon completion of an S.F.J. degree, the Minor will be entered on official records.
For further information please contact 291-3643
FACULTY OF EDUCATION -
SIMON FRASER UNIVERSITY
.
LEARNING
DISABILITIES MINOR
oPoEb
9/9O
S
The Minor in Learning Disabilities is designed to enhance a student's
understanding of learning disabilities and to provide competence in the
identification and non-clinical treatment of learning disabilities.
RECOMMENDED PREREQUISITES:
It is strongly recommended that students intending to take this Minor
program should complete at least TWO of the following courses.
Students should choose those courses which are prerequisite to the
upper division courses they plan to complete for the Minor.
EDUC 220-3 Psychological Issues in Education
KIN 110-3 Current Topics in Human Nutrition
PSYC 101-3 Introductory Psychology
PSYC 180-3 Brain and Behavior
Successful completion of 18 semester hours of which 15 credits are
earned by completing four required courses. The remaining 3 semester
hours must be selected from the listed recommended courses.
REQUIRED COURSES:
PSYC 351-3 Child Psychology
OR
PSYC
355-3
The Psychology of Adolescence and Youth
EDUC 422-4 Learning Disabilities
EDUC 424-4 Learning Disabilities - Laboratory
EDUC 473-4 Designs for Learning - Reading
Recommended Courses:
EDUC 320-3
EDUC 326-3
EDUC 426-4
EDUC 467-4
. ?
EDUC
475-4
PSYC 320-3
Educational Psychology: Learning and Instruction
Classroom Management and Discipline
Teaching Children and Youth with Special Needs (ve>)
Curriculum & Instruction in Teaching English as a
Second Language
Designs for Learning - Mathematics
Cognitive Processes
Cu3T
Copy
Minor
of Minor
in Learning
requirements
Disabilities
-
1988/89 Calendar
?
.
Minor in Learning Disabilities
The minor in Learning Disabilities is designed to improve students under-
standing of learning disabilities, and their competence in the identification and'
non-clinical treatment of learning disabilities.
Prerequisites
It is strongly recommended that students intending to complete this minor
program complete
at least two
of the following courses. Students should
choose those courses which are prerequisite to the upper division courses
they will complete for the minor:
EDUC 220-3 Psychological Issues in Education
KIN 100-3 Introduction to Human Structure and FunctiorieAei)
110-3 Current Topics in Human Nutrition
PSYC 101-3 Introductory Psychology
105-3 Differential Psychology
180-3 Brain and Behavior
Program Requirements
Candidates for the minor in Learning Disabilities must complete a minimum
0118 semester hours of upper division course work, as specified:
PSYC 351-3 Child Psychology.
(or ?
355-3 The Psychology of Adolescence and Youth)
EDUC 422-4 Learning Disabilities
-
?
- 424-4 Learning Disabilities: Laboratory
EDUC 473-4
Designs for Learning: Reading
ne
further course (3 to 4 hours) selected from the following:
EDUC 320-3
325-3
Educational Psychology
Measurement and Evaluation in Teaching (deleXe
326-3
Classroom Management and Discipline
467-4
Curriculum and Instruction in Teaching English as a
Second Language
475-4
Designs for Learning: Mathematics
PSYC 306-3 '
Psychological Assessment Procedures
320-3
Cognitive Processes
.
L
