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Spring Institute for Teacher Education
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For Teachers, Administrators, Human Service Professionals
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The Faculty of Education at Simon Fraser University is Offering:
EDUCATION 461-4/845-3
TRENDS AND DEVELOPMENTS IN EDUCATIONAL PRACTICE:
MULTICULTURALISM - TOWARDS EQUALITY OF EDUCATIONAL OPPORTUNITY
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Spring, 1981
Instructors: Dr. Anne Lloyd/Dr. Stan Shapson
Tuesdays 7:30 - 9:30 and by arrangement
Kelowna S.F.U. Facility
Okanagan College
1000 KLO Road
Kelowna, B.C.
V1
4X8
Phone: 762-7600
SITE (SPRING INSTITUTE FOR TEACHER EDUCATION) 1981 will focus on multicultural education.
This central theme is explored through topics and issues such as:
• language policy and education of majority and minority group children
• language programs in the Okanagan
• racial attitudesand critical thinking in the schools
• community participation in educational decision making
• role of community services
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. employment opportunities, immigration and educational policy
• cross cultural perspectives on educational change
The course is organized around lectures by nationally known scholars and government policy makers, panel
discussions by representatives from the Okanagan, and workshops by provincial and local educators.
This course is designed forteachers, administrators and professionals in human services and will culminate in
participation in a Multicultural Needs Assessment Project for the Okanagan area.
EDUCATION 441-4 CULTURAL DIFFERENCES AND EDUCATION
Spring, 1981
Instructor: Dr. Anne Lloyd
Mondays, 4:30 - 8:20
Kelowna S.F.U. Facility
(See address and Phone number above)
This course examines from both theoretical and practical viewpoints the social and psychological factors
affecting the education of minority students.
Theoretical concerns include:
Canadian cultural identity
History of minority education in B.C.
Class, culture, and student achievement
The process of education for minority children
Teacher and parent expectations
Prejudice and role of school
Bilingual/ESL education
Community control
Practical concerns include:
Teaching in multicultural classroom
Handling conflict and prejudice in the classroom
Teaching about values and cultural differences
Home/School communication
This course is for teachers and administrators at all levels and students will design multicultural curriculum
materials as part of the course requirements.
WHO IS ELIGIBLE TO APPLY?
Undergraduate students:
The course is open to all members of the Okanagan community including those students in the Extended
Studies Diploma Program and for degree completion credits.
Graduate students:
Students currently registered as graduate students may apply. In addition, individuals who have a Bachelors
Degree may register as a Special Student. (Special students do not seek a degree from S.F.U. Under unusual
circumstances credit earned as a Special Student may be applied to a degree at a later time, upon petition to
the Senate.)
FOR GRADUATE CREDIT:
To take this course for graduate credit, work in addition to that expected of undergraduate students will be
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required. A specific outline of graduate level readings and tasks will be provided by the instructor during the
first evening of class.
HOW DOES ONE APPLY?
Application forms are available from Mrs. Donna Stevenson (Secretary to the S.F.U. Kelowna Site). Please
send your application form along with official transcripts to the Registrar's Office at Simon Fraser University
as soon as possible. Enrollments are limited.
Deadline for receipt of applications is Friday, November 28th. Continuing students should pre-register by
deadlines indicated in the pre-registration handbook.
FURTHER INFORMATION
For undergraduate information please contact the Director of Undergraduate Programs. The phone number
is 291-3643.
For graduate information please contact the Director of Graduate Programs. The phone number is 291-4787.
el r1ing al . ism
and M Itictilt ralism
in Ed cation
a series of public lectures and courses for academic credit
SITE 1979
will be a unique opportunity for educators and members of the community to examine some major
issues and research findings in bilingualism and multiculturalism as they relate to education. Distinguished
scholars and authorities have been invited to present a series of lectures and to discuss with us both theoretical and
practical aspects of this vital topic.
SITE lectures will be held in lecture theatre C9001 (Academic Quadrangle) on Mondays and Wednesdays 12:30 -
14:20.
schedule of lectures
• July 9 ?
Multiculturalism in Canadian Society—Vincent D'Oyley
• July 11
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Implications of Multiculturalism for Teacher Training—June Wyatt
• July 16 ?
Second Language Teaching Programs: Why, Where, When, For Whom?—Gerald Halpern
• July 18
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Socio-politics and Second Language Teaching Programs—Gerald Halpern
• July 23 ?
Bilingualism and Cognitive Development—Jim Cummins
• July 25 ?
The Minority Language Child: The Response of the Schools—Jim Cummins
• July 30 ?
French Immersion: A Retrospective View—Fred Genesee
• August 1
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Beyond Bilingualism: Some Social-psychological Consequences of Second Language Learning
—Fred Genesee
. August 8
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Bilingualism and Multiculturalism: Future Directions for Educaional Policy— Richard Tucker
Interested persons are invited to attend any or all of SITE '79. All lectures may be attended free of charge.
Academic Credit:
Persons wishing to attend SITE for academic credit should enquire about registering in one of
the following courses: (a) Education 461 (for Undergraduate credit) and (b) Education 845 (for Graduate credit).
Both courses require attendance at SITE lectures and participation in twice weekly for two hour seminars.
Further information:
Undergraduate Credit: 291-3643
Graduate Credit: 291-4787
General Inquiries: Stan Shapson, Director of SITE, 291-3395
NOTE: New students should contact the registrar's office, 291-3224
Faculty of Education
Simon Fraser University
Burnaby • British Columbia • V5A 1 S6
Summer Institute for Teacher Education
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a series of public lectures and courses for
academic credit.
SITE 1978
will be a unique opportunity for educators and concerned citizens to examine
the practical possibilities for moral education in our schools and homes. Five distinguished
scholars, authorities in different aspects of moral education, have been invited to present
a series of lectures sharing with us their insight on critical issues in the theory and practice
of developing values.
SITE lectures will be held in lecture theatre AQ9201 (Academic Quadrangle) on Mondays and
Wednesdays 12:30-14:20.
schedule of lectures
July 10 ?
A rational alternative to phantasies about the nature of moral education
- John Wilson
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July 12
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The components of moral education revisited - Jerry Coombs
July 17 ?
An introduction to the psychology of moral development - Peter Scharf
July 19 ?
The development of sexual values: a report on recent research
- Jean Marc Samson
July 24
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Several cooks brew a better broth: teacher strategies for cooperative learning in
moral education - Tom Lickona
July 26 ?
Relating practical activities to the components of moral agency - John Wilson
July 31
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Developing curriculum materials for moral reasoning
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Jerry Coombs
August
2
The school and prison as social curricula - Peter Scharf
August
7
The public schools and sex values or how to go beyond mere information about sex
without indoctrinating - Jean Marc Samson
August
9
Confessions of a psychologist father or trying to apply moral development in the
home - Tom Lickona
Interested persons are invited to attend any or all of SITE '78. All lectures may be attended
free of charge.
Academic Credit: Persons wishing to attend SITE for academic credit should enquire about
registering in one of the following courses: (a) Education 461 (for Undergraduate credit and
(b) Education 845 (for Graduate credit). Both courses require attendance at SITE lectures and
participation in twice weekly two hour seminars.
Further information: Undergraduate Credit: 291-3643
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General Inquiries: Don Cochrane
Graduate Credit: 291-4787
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Director of SITE
291-3661; 291-3395
NOTE: NEW students should contact the registrar's office 291-3224
Faculty of Education
Simon Fraser University
Burnaby British Columbia V5A 1S6
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SIMON FRASER UNIVERSITY
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Faculty of Education
PROJECTS: SUBTLE
The initials SUBTLE stand for 'The Subordination of Teaching to
Learning,' a phrase first used by Dr. Caleb Gattegno to identify the
approach to children's learning for which he has developed certain
materials and their uses during the past 25 years.
Projects SUBTLE incorporate our interpretations of this approach
in various subject areas. It is continually being revised as a result
of our classroom experiences, study and workshops. We also keep in touch
with Gattegno's latest developments from New York.
To accelerate the SUBTLE approach for an increasing number of
people, some sixty students, teachers, administrators from public and
private schools, together with
sane
parents and lay members of the public
met together on three occasions during the late spring of 1973. They
agreed to develop an increased understanding of the approach with day-by-
day applications in classrooms and homes. Some of them have been members
of the Professional Development Program.
To such ends, therefore, courses are being organized for study
purposes through the Faculty of Education. There will also be seminars
and infoniial meetings. Demonstrations of the approach in action, consult-
ancy, parent discussions and other aspects of the work will also be
arranged as the needs arise.
With the
cooperation of principal and staff it is hoped that
soon a complete school may become involved in the SUBTLE approach.
Support by a knowledgeable and sympathetic administration will be needed
with appropriate on-going in-service training, follow-up consultancy,
administrative assistance and parent backing. As a precedent for such a
—venture the Twin Parks School in the Bronx, New York City has worked for
two years on these lines and the first report has recently been published.
There the educational principles and practices of Dr. Gattegno are being
implemented in all elementary grades.
A similar school in a Canadian setting would not be an experimental
school based on possible outcomes from impractical theories but rather
a living and evolving scene for the solutions of many of the educational
problems of our time.
The system, as it is, can well support such a renewal of quality
education for all students. The means are available without increased
financial burden. What remains is the coming together in such an
activity of a group of teachers, administrators, Board members and
parents who are determined
that this
shall happen.
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The SUBTLE Approach
It is action that typifies this approach, action in schools with
children - any schools and any children. A brief description is added
here, not as a substitute for actually seeing what occurs, but as an
iivitation to the readers to witness the work in classrooms.
The approach includes aspects that are common among many of
r.:dern educators.
It is an 'individual approach,' although it recognizes
that indivudualism, translated into action, is not really
a method, not an opinion, but a reality about human beings.
Every child, therefore, is unique and largely unknowable
by anyone else. This compels us to respect and use all
of a child's facets and contributions - including all of
his so-called 'mistakes.'
It is a 'discovery approach' with the realization that, in
a sense, every learner has to discover everything he knows
through himself. The mere projection of words, explanations,
facial looks or activities by a teacher never implies necess-
arily a corresponding reaction by a student let alone a hoped-
for learning that the teacher wants. Learning does not take
place until each learner himself discovers it.
It is a 'self-awareness and inquiry approach' because it
is asserted that a human being can only learn through
experience to which he relates. It is his meaning which is
vitally important in the learning process and his continuing
progress will be unique for him. It is he also who has to
learn how to sustain enquiry.
It is a 'humanisticapproach,' for in its learning activities
self-respect and respect of the contributions of others are
built in. These qualitites feed on each other. Self-respect
is essential to activate the needed self-awareness; respect
from others is important for one's recognition of joint and
dignified membership of the human species.
It is a 'sensitive approach,' for only through delicacy,
subtlety and sensitivity can anyone communicate deeply or
appreciate another person's
yearning
for personal growth.
It is a 'zero failure approach,' for success and failure are
not seen in terms of raw comparisons or false dichotomies
of personal or intellectual t
y
pes. All learners succeed
because they progress, learn and communicate, bringing gifts
from their unique experiences to share with their class-mates
and teachers. All contributions are acceptable as valuables.
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It is an 'integrated approach' because the fundamentals are
used for all subject matters and in social inter-actions.
What are frequently considered as separate subjects, math-
ematics, reading and writing, science, social studies and so
on, are seen in practice as important b
y -products of one
approach.
The Approach in Mathematics
In particular it is held that:
There are certain mathematical processes already under-
stood and used, albeit naively and intuitively, by all
children as young as 5 years of age. These can be capital-
ized upon for arithmetic and for further mathematics;
There are available certain physical materials, certain
symbol systems and certain uses of the 'self' of each person,
which used appropriately as resources, lead to joy and
mastery of mathematics;
'Appropriately'implies leadership by the teacher in activities
with the stated resources which are most likely to be fruitful;
minimal correction or authority from the teacher and then
only in matters of languages and some cases of social inter-
action; and an affective group climate in which each person
constantly and comfortably offers his 'self' with a recip-
rocating acceptance of such gifts by the others, all in the
spirit of seeking understanding and growth together.
The Approach in Reading
In learning to read the teacher,
capitalizes on what each learner brings with him to school
each day, including an adequate knowledge of his mother
tongue and the mental capacities which he must possess in
order to have acquired that mother tongue;
recognizes the essential difference between spoken and
written speech, the former being a set of sounds uttered
in a temporal sequence, the latter a set of spatial conventions;
understands the process of learning to read as an algebraic-
morphologic one, using the powers of transformations on
language which every child has;
uses coloured signs as part of the clues which each child
perceives for himself. Other vital clues are met in
the
dyn-
amic use of a process beginning with the mastery of reading
of a language of one sound and one sign, then two, then
three and so on, until reading and writing of the English
language, as it is, are mastered.
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The Approach to the Learn ing of Foreign Languages
Many of the above principles are used here too, but in particular,
it is stressed that the music of the language is important
rather than the traditional schoolboy artificial language;
facility in the spoken language is obtained from the outset
by using a limited vocabulary which, with transformation
and meanings, enables the learner to communicate in real
situations;
charts with coloured signs are again used as a help in
reading and writing the language and as a refining method
for pronunciation.
Further enquiries will be welcomed by,
Dr. A.J. (Sandy) Dawson
Professor John V. Trivett
at the Faculty of Education, Simon Fraser University.
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