FACULTY OF EDUCATION

SUMMER SEMESTER 1976

Ed 483-8

(Group 01)

Ed 484-8

(Group 01)

CURRICULUM STUDIES

?

Intersession (i.s.) May 10-June 8

CURRICULUM STUDIES

?

Summer Session (S.s.) July 5-August 13

Leaders: Professor John Trivett

Faculty Associates:

?

Maureen

Shirley

Tomsich

Green

?

(Intersession)

Faculty Associates: ?

Jim

Bill

McDowell

Hall

?

(Summer Session) ?

Location: Dawson School (2nd Floor)

901 Helmcken (or 'Burrard and Nelson')

Vancouver, B.C.

(at present housing the Ideal School and the City School)

Times:

?

Daily: Monday - Friday

Open: ?

9:00 a.m. - 4:00 p.m.

The S.F.U. calendar describes the course formally on page 189:

"Development of conceptual and technical skills through workshops,

seminars and directed and independent study. The course will

deal with human development and learning in school. Stress

will be placed on approaches to individualizing instruction

and integrating the curriculum in different subject areas

Prerequisites: EDUC 401/402"

Enrollment will be limited to 60 students.

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The Approach to Curriculum Studies

The approach to all we do in the Curriculum Studies for Ed

483-B

and ?

Ed 484-8 will be that which is sometimes called "the subordination

of

teaching

?

learning." This approach is directly related to the on-going work under

the heading

of

PROJECTS: SUBTLE which are co-directed by Professors Dawson

and T:vctt.

Briefly this covers a set of attitudes to each other and a set of ways

of'

?

on and with students of every age who are continually challenged to

recoqn:ze, understand and take responsibility for their own learning. This is

in contrast to traditional views and attempts at teaching which seem to suggest

that knowledge and skills can be removed from one person, the 'teacher,'

and placed into another, the 'student';

Or that provided good personal relationships exist between the teacher

and the student then learning will take place automatically and satisfactorily;

Or that it is possible to know 'where a student is' in other than broad

and outwardly perceived ways and consequently to programme his learning in some

kind of so-called 'individualized instruction.'

The 'subordination of teaching to learning' implies the setting up of

situations by the teacher in which students by their very presence !et alone

their never-to-be-anticipated- responses, modify the Situations continuously

from person to person, and moment to moment.

Teachers cannot know but a small fraction of what is going on within?

their students and then only outwardly to the eyes and ears. The basis of the

universe is non-material notless with human beings than other things constructed

from electrons and energy charges.

The teacher has a very important role to play in choosing situations.

carefully amending them and involving students in the ever-changing circum-

stances. All this with an all-pervading attitude qf invitational participation.

Situations which can be seen as entries into study, and their on-going

alternatives, are among those which have proved to be in the teachers' former

experience pregnant with powerful and intense learning relevant to the 'subject'

or 'topic' under study.

Sometimes the situations will provide simple information of codes, customs

and conventions. At other times they will provide clues to integrating move-

ments of the self which bring together chunks

of

experience which otherwise

may pass unrelated;

Or the situations will, give avenues to more inviting and greater chal-

lenges -----

Or to frequent discoveries, as if for the first time, of realities behind

old beliefs with new lights of secure understandingand functioning which

become part of the teacher and students.

Therefore, a teacher has to know his

•

subject matter, the art and science

of communicating it and especially how this can be done under many guises with

children.