SIMON FRASER UNIVERSITY

EDUCATION 407-5 ?

THEORY AND PRACTICE OF IMPLEMENTATION:

MEETING THE CHALLENGE OF EDUCATIONAL CHANGE

(E1.0O)

Intersession, 1992

Instructors: P. Holborn &

(Jan. 14, 21, 28, Feb. 4, 18, March 3, 24,

D. FaFard

April 7,21, May 5,19)

Office:

MPX 8641

Location: Cedardale Centre, West Vancouver

Phone:

291-4770

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. No grades will be assigned. University credit will be granted at

the end of the Intersession period (June, 1992).

This specific course focuses on the implementation of the Year 2000 framework, with

particular emphasis on the Intermediate Program. The purposes of the course are to

help practising teachers:

Understand the base of theory and research in curriculum, child development,

language learning and other fields on which the Year 2000 and the Intermediate

Program are based;

Examine the beliefs, values and intentions reflected in the Year 2000 document, the

Intermediate Program and other curricular documents;

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;

Clarify personal beliefs about the teacher's role in a program that assumes a

developmental approach;

Implement the principles of the Year 2000 through appropriate strategies drawn

from such areas as whole language, cooperative learning, teaching for thinking,

student-centred evaluation, etc.

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;

• 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.

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.

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.

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.

Release Time

As part of its contribution to this course, the West Vancouver School District 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.

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Implementation Project Guidelines

Professional growth is an ongoing, developmental process. Like their students, teachers

are always learning, developing their understanding through trying on new ideas,

experimenting in the classroom, and discussing and evaluating their experiences.

The implementation project provides an opportunity for you to focus on one aspect of your

professional growth, and to consciously and deliberately develop your educational

practices in that area. The process of designing, implementing and evaluating the project

is your major assignment for Education 407.

Each participant will develop an individualized project plan with support from colleagues

and the instructor. The choice of focus area, goal and level of challenge is expected to vary

from individual to individual depending on background, previous experiences and

current teaching situation.

Choosing a focus area and a goal for the project

Perhaps the most difficult part of this assignment will be selecting the particular aspect

of your program that you would most like to develop during the course. Some questions

to keep in mind when selecting your project focus are:

Will I learn something new and worthwhile from this project?

b. Will the project help me become a better facilitator of students' development in the

focus area?

Is my focus area worthy of a significant investment of time and energy?

d. Is my goal clear enough that I can identify specific practices I want to try?

e. Is my project manageable within the time frame of the inservice course?

Have I tried to anticipate problems that might arise during implementation and

how I might deal with them?

Developing a project plan

The project plan should include a list of the activities you will undertake and, where

appropriate, a timeline. Your plan may include background reading or research into

instructional strategies as well as a classroom implementation overview. It should

also indicate what signs you will look for to indicate that you have moved toward your

goal.

Setting up a support system

Although each individual will engage in an individualized project, colleagues can

provide invaluable support in the form of encouragement, specific suggestions,

empathy during times of challenge, problem-solving ideas, and constructive feedback.

As part of your plan you will be asked to identify a small support group with whom you

will regularly discuss the planning, implementation and evaluation process.

Implementing the project

Your project plan provides a guide to direct your implementation efforts during the

course. However, you may find that as you try new practices, you need to make

modifications in the plan in response to unanticipated events along the way. It is

expected that your plan may change during implementation. Your reflective journal

should document what actually happens during the implementation phase, as well as

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your analysis of what you are learning from the experiences. Your instructor will also

be available during class sessions to discuss your experiences, and your support group

will also help you deal with challenges you may encounter.

Evaluating the project

At the end of the course you will be asked to summarize what you have learned from the

implementation project. You should be prepared to discuss your observations of its

effects on your educational practices and your students as well as on your own

learning. A well-kept reflective journal should provide much of the data for your self-

evaluation of the project.

Preparing the portfolio

Your summary at the end of the course will take the form of a portfolio which represents

what the course experiences have meant for you in terms of learning and growth. The

portfolio may consist of a variety of carefully-selected items which represent your

journey through the implementation project and which illustrate some important

aspects of your learning. The portfolio should also include a letter to the instructor

which explains what the portfolio items represent and why you have selected them. The

letter should also summarize your overall learning and growth.

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