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NEW COURSE PROPOSAL FORM
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1. Calendar Information
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Department:
Education
Abbreviation Code: EDUC. Course Number:
361 ?
Credit Hours:
4
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Vector:
Title of Course:
Contemporary Issues and New Developments in Teaching
Calendar Description of Course: This course, intended for students entering the
Extended Studies Diploma Program in Education provides a survey of new
developments and current issues in teaching and educational practice.
* A coordinator will be responsible for the course
and Faculty will provide input with regard to
developments. Papers will be distributed two weeks prior
Nature of Course
lecture/seminar ?
Ito each presentation.
Prerequisites (or special instructions):
A baccalaureate degree or permission
of the instructor.
What course (courses), if any, is being dropped froin the calendar if this course is
approved: ?
None
2.
Scheduling
How frequently will the course be offered?
?
once per year
4 ?
Semester in which the course will first be offered?
?
1980 Fall
3. 'c."'
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'- ?
The-organization of the course will vary somewhat from year to
year depending on the availability of Faculty and changes in the field of teaching
that can be expected to emerge that should be reflected in the course. In order to
insure that the course adequately reflects the pluralistic nature of our Faculty, it is
proposed that the course outline be presented to the Undergraduate Programs Committee
each time the course is offered. A sample outline of the course is appended.
4.
Budgetary and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty - No additional faculty are required. One of several faculty members will
be asked to coordinate the course as part of load.
Staff ?
-
none
Library -
Previous outlines of the course have been sent to the library for assessment.
Audio Visual -
none
Space -
none
Equipment -
none
5. Ap2roval
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-
Date: ?
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D3prtrncnt Chairman
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Dean
Chairman, SCUS
k
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.
TgNPATIVE SC}LFDUL FOR PRSNTATIQi!
Introduction
KazepidC - What
if'
an
issue?
?
pr
ihat is a dnvelornfleflt?
Conceptualization
in which to view developments
3ept. II. - 13
18
-
20
25 (sF11)
26 (Kam.)
27
(Vern-)
Oct.
2 -
4
9 - II
16 - 18
23 (SF11)
24 (Kam.)
• 25
(Vera.)
• 30 -
Nov.
I
Nov. 6 (Fu)
7 (Kam-)
8 (Vern.)
• 13 - 15
• 20 - 22
27 (sFu)
28
(Kam.)
29
(Vern.)
Dec.
4 - 6
II - 13
'Iihbortfl
31f-e.duCati0fl
-
Auerbtch - icarning disabilities
(iibboflEi -
e1f_edueati.Ofl
Stafford - Ann.lyi.0 of teaching
Tuinman - A
TPW
look at literacy
Dawon - ducation and
ielf_awaI'fle8e
yirchner - ovemcflt education
Onen
Kirchner - Movement education
McAllister - Teachin
g
for
thinking
3hapofl - 14ulticultura1i
rn
in
education
Shanon -
?
ditto
Frock -
Learning disabi1iti;8
McClarefl -
Environmental education
GehihaCh -
ar1y
childhood
education
Frock - Learning
diabiliti0S
Kirchner - !,'oVernent education
Open
Last seminar
Evaluation
I
. ?
S
BIBLIOGRAPHY
(
The texts listed below are listed for purposes of those students who wish to
pursue different areas. The required reading for the course will be sets of
papers that will be distributed from time to time during the semester.
Alley Deshler, Teaching the Learning Disabilities Adolescent: Strategies and
Methods, Love Publishing Company, 1979
Bijou, S., Child Deve1omient: The Basic Stage of Earl
y
Childhood Englewood Cliffs,
N.J., Prentice-Hall, 1976
Cratty, B., Movement Behavior and Motor Learnin
g,
Philadelphia, Lea and Febijner,
1967
Dearden, R. F., The Philosoph
y
of Primar y
Educatioi, London, Routledge Kagan Paul
Dunkin, M.J. Biddle, BJ., The Stud
y
of Teaching
Farnham-Diggory, S., Learnin
g
Disabilities: A Psychological Perspective, Harvard
University Press, 1978
Hirst, P.H. and Peters, R.S., The Lo
g
ic of Education
Hunkins, F.P., (iestionin
g
Strategies and Techniques
Joyce, B.R. f Weil, M., Models of Teaching
Knowles, Malcolm, Self Directed Learning, Association Press, 1975
Lloyed, D. I., Philoso
p
hy
and the Teacher
Logan, G.A., Adapted Physical Education, Dubuque, W.M. C. Brown, 1972
Mann, P.H. and Suiter, P., Handbook in Diagnostic Teaching: A Learning Disabilities
A pproach
(revised edition), Allyn Bacon, 1979
Metheng, E., Movement and Meanin
g
. New York, McGraw-Hill, 1968
Piaget, J., Science of Education and the Psycholog
y
of the Child, Harmondsworth,
Middlesex, England, Penguin, 1970
Ross, A.O., Learnin
g
Disabilities: The Unrealized Potential, McGraw-Hill, 1977
Schmuck, Richard A. Schmuck, Patricia A., Group Processes in the ClassroQm,
William C. Brown, 2nd edition, 1975
Stenhouse, Lawrence, An Introduction of Curriculum Research and Development,
London, Heinemann Educational Books Ltd., 1975
U.N. E. S.C. 0., June, 1972, The Declaration on the Human Environment. Prepared for
( ?
the U.N. Conference on the Human Environment, Stockholm, Sweden, 1972
Wells, K.F., Kinesio1ov: The Scientific Basis of Human Motion, 5th ed., Philadelphia,
W.B. Saunders, 1971
• DIRECTED
INDEPEN•T
STUDY COURSE
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•on Fraser University
EDUCATION 422-4 OUTLINE
?
?
Department of Education
LEARNING DISABILITIES
This course provides a framework on understanding learning
disabilities. It focuses on conceptual, historical and theoretical
issues of the learning disabilities field, as well as fundamental
steps in assessment and remediation of learning problems. It is the
pre-requisite to Education 424, LEARNING DISABILITIES PRACTICUM.
The course is divided into the following units:
UNIT I
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- History
II ?
- Definitions
III - Old Theories of Learning Disabilities (Part I)
IV
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- Old Theories of Learning Disabilities (Part II)
and Critique of Old Theories of Learning Disabilities
V ?
- New Theories of Learning Disabilities
VI ?
- Assessment of Reading Problems
VII - Assessment of Arithmetic Problems
VIII - Visual Discrimination Problems
IX ?
- Task Analysis
X ?
- Case Studies in Assessment and Remediation:
XI ?
((a) a primary learning disability child,
& XII ?
(b) an intermediate learning disability child,
& (C)
a secondary learning disability child.)
COURSE REQUIREMENTS:
Students are required to complete three assignments on given
topics:
Assignment
I:
Definition ?
-
15%
of
grade.
Assignment II:
Social Aspects - 25%
of
grade.
Assignment III: Theory ?
- 30% of grade.
The final examination will comprise 30% of the course grade.
REQUIRED TEXT:
BRYAN, Tanis & James, Understanding Learning Disabilities, (Alfred
Pub. Co. In., Sherman Oaks, 1978)
FARNHAM-DIGGORY, Sylvia, Learning Disabilities, (Harvard University
Press, Cambridge, 1978)
S ?
.
Educ 422 DISC Learning Disabilities
Course instructor: Dr. Bernice Wong
tutor/marker: Connie Broach (graduate student in LD)
escton:
This course deals with the conceptual and historical aspects of
learning disabilities, leading into assessments of academic learning
disabilities.
Three course assignments and one short exam constitute the workload.
This course has been designed for people who are out of town. For
those living near SFtJ, I suggest strongly that you take the on-campus
course so that you benefit from teacher-student interactions plus
student-student interactions, besides making use of the ready access
to the library.
Secondly, students who are independent workers and disciplined do
best in this kind of DISC course. The major problem concerns ill-
paced studies and rushed jobs on assignments. Late assignments will
not be marked. Try to read the guide thoughtfully, jotting down
questions which you should ask the tutor. Questions regarding the
assignments should be for clarification rather than asking the tutor
what to put in for answers.
Phone in as much as possible to talk to tutor or me. That way you
will learn from this course in an optimal manner. Remember, monitor
your studies diligently or you will find yourself cramming and rushing
on your assignments.
C
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SiMON FRASER UNIVERSITY
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