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Simon Fraser University

BUILDING ON REFLECTIVE PRACTICE

Prerequisite:

Educ 252

c

p urse Description

Building on the experience of EDUC 252, prospective teachers will continue to develop their

reflective practice. Educational issues related to the caring for children and the creation of learning

communities will be explored. Prospective teachers will spend time in classrooms exploring the

importance of connected learning experiences for children.

Required Resources

A collection of readings reflecting current educational issues and practises. A sample of

recommended readings is attached. At the discretion of the instructor, a text may be designated..

Course Outcomes

Students will

become aware of some of the current major questions and issues in education, including the

ethic of care in schools and the importance of learning communities

meld theory and practice through readings, class discussions, classroom observations,

practice in classrooms, and reflections

develop interpersonal skills through seminars and field experiences

gain knowledge and develop skills, attitudes concerning the planning of effective, connected

learning activities for children

Assignments

Assignments will include those noted below, and will be responsive to the developmental needs of

the students as the course unfolds.

reading and responding to professional literature

reflection on seminar and field experiences connecting practise and theory

preparation and presentation of connected learning activities

research, preparation, and presentation of a paper dealing with an educational issue

evidence indicating personal learning during Education

Evaluation

Evaluation will be based on both theoretical

1

and practical assignments, including professional

reflections, an observation assignment, the completion of a unit plan, a critical paper and a final

reflection paper. Criteria for grading will be discussed with students.

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Education 352

Recommended

texts:

Brophy,

Longman,

.Jere

Inc.,

E.,

New

Good,

York.

Thomas L.

Looking in Classrooms

7th edition. 1997, Adios Wesley

Sinclaire,

1994,

State

Carollyne.

University

Looking

of New York

for Home

Press,

A

Albany.

Phenomenological Study

of

Home in the Classroom.

Noddings, Nel (1992).

The challenge to care in schools: An alternative approach to

education.

New York, NY: Teachers College Press.

Suggested readings:

Alder, Ronald B., Rosenfeld, Lawrence B., and Townie, Neil, "Conflict" from

Interplay The

Process of Interpersonal Communication

Second Edition.

Beauchamp, Larry and Parsons, Jim, "Asking Questions", "Creating a Positive Classroom

Environment"

Editions Dual Inc.,

and

Edmonton,

"Evaluating

Alberta.

Students" from

Teaching f

r

om the Inside Out. 1992, Les

Brand, Ron, "Punished by Rewards A Conversation with Alfic Kohn" from

The Best in

Educational Leadership. 1995, ASCD,

Alexandria, VA.

Bruner, Jerome S., "After John Dewey, What?" from

On Knowing Essays for the Left Hand.

1962, McClelland and Stewart Ltd., Toronto.

Kohn, Affie, "The Classroom as Community" from

Beyond Discipline.

Mamehur, Carolyn. "I Did it My Way, You Do it Yours: Understanding Individual Differences to

Strengthen the Student Teacher/Sponsor Teacher Relationship". from

Becoming a Teacher

edited

by Holborn, Pat,, Wideen, Marvin, and Andrews, Ian. 1988, Kagan and Woo Ltd., Toronto.

Noddings, Net, "Unequal Relations" pg. 103 - 109 and "Getting Started in Schools" pg. 173 - 180

Teachers

from

The

College

Challenge

Press,

To

New

Care

York.

in Schools An Alternative Approach to Education.

1992,

Schaps, Eric, Watson, Marilyn, and Lewis, Catherine, "A Sense of Community is Key to

Effectiveness

1996, Volume

in

17,

Fostering

No. 2.

Character Education"

from Journal

of Staff

Development.

Spring

"Teaching in Teams" from

Education Update

Volume 40, Number 1, January 1998.

Kappa

Wassermann,

Educational

Selma.

Foundation,

Asking the

Indiana

Right Question: The Essence of Teaching. 1992, Phi

Delta

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S

SIMON FRASER UNIVERSITY

Calendar Information

Course Number: ?

352-4

Course Title:

?

Building on Reflective Practice

Credit Hours:

4 ?

Vector:

0/4/0

Course Description (for Calendar). Attach a course outline to this proposal

Building on the experience of EDUC 252, prospective teachers will continue to develop their

reflective practice. Various educational issues related to the caring for children and the creation of

learning communities will be explored. Prospective teachers will spend time in classrooms

exploring the importance of connected learning experiences for children.

Prerequisite: ?

EDUC 2524

Course(s) to be dropped if this course is approved:

Course has previously been offered in the AHCOTE program as Education 370(4).

It continues

the AHCOTE mandate of creating opportunities for classroom experiences throughout its program.

Rationale for Introduction of this Course: Will this be a required or elective

course in the curriculum; probable enrolment when offered?

As part of the initial agreement among the members of the AHCOTE Consortium (SFIJ, Northern

Lights College, and participating school districts), it was agreed that AHCOTE students would take

teaching,

the equivalent

and prior

of two,

to their

4-credit

formal

hour

admission

experientially-based

to the PDP

courses

segment

as

of

part

the

of

AHCOTE

an

introduction

program.

to

This

course is the second of those two agreed-upon courses. It has previously been offered as a special

topic 4-credit hour course. This proposal formalizes its regular offering.

Scheduling and Registration Information:

Indicate Semester and Year this course would be first offered and planned

frequency of offering thereafter.

This course will initially be offered as part of the AJICOTE program. Thereafter, it will be offered

yearly in that program, and elsewhere as needed.

Which of your present CFL faculty have the expertise to offer this course? Will

the course be taught by sessional or limited term instructors?

When offered as part of the AHCOTE program, it will be taught by AHCOTE Faculty Associates

as part of their load.

Are there any proposed student fees associated with this course other than tuition

fees:

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EDUC._ 3524

Page Two

Is this course considered 'duplicate' of any current or prior course under the

under the University's duplicate course policy? Specify, as appropriate:

Educ 370.

Resource Implications:

Note: Senate has approved (S93-11) that no new course should be approved by

Senate until funding has been committed for necessary library materials. Each

new course proposal must be accompanied by a library report and, where

appropriate, confirmation that funding arrangements have been addressed.

Provide details on how existing Instructional resources will be redistributed to

accommodate this new course. For instance, will another course be eliminated or

will the frequency of offering of other courses be reduced; are there changes in

pedagogical style or class sizes that allow for this additional course offering.

This course has previously been offered as a special topic course. No new resources will be

needed.

Does this course require specialised space or equipment not readily available in

the department of the university, and if so, how will these resources be provided?

NO.

Does this course require computing resources (e.g. hardware, software, network

wiring, use of computer laboratory space) and If so, describe how they will be

provided.

Approvals:

Chair, Department/School

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Chair, Faculty Curriculum Committee

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Chair, SCUS

Date

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Dale

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