0403/95 FRI 11:10 FAX 250 755 1294
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002
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IMON FRASER UNIVERSITY .)
Education 4
•
PROMOTING THINKING THROUGH
CLASSROOM
INTERACTIONS
Spring Semester, 440A ?
Instructor: ?
hrn 11 1
c
Q
//
Locution
Times: ?
92-2
PREREQUISITES:
Education 401/402 or special permission of instructor. This course
duplicates the second half of the calendar course, Education 43-8 1-'re-requisiles are Educadon
489 (94-1) or Education 386 (94-2).
COURSE DESCRIPTION'
This course builds upon participants'
5!udie5
in a prerequisite olThiing. Proimni,ig T/iinkiii,,' in tiu?
Curriculum.
Whercas the prerequisite. course focused primarily on understanding theoretical
concepts and examining approaches to integrating thinking throughout the curriculum, Ithis
course.
en)phasizes the role of classroom clirnare, interactions
and
evaluation practices in the deve oprncnt
of pupils' higher
Ord -
hinking proces. , ;es,
-
COUHSE OBJECTIVES:
Students in this course will:
identify the characteristics of learning environments and experiences (hat provide a supportive
Ornate for thinking:
demonstrate ability to plan learning experiences in which students are actively engaged and in
which big ideac are being examined;
identify the essential characteristics of interactive processcs that sustain and extend students'
thinking:
understand the effects of respectful and disrespectful interactions on pupil thinking and
self
confidence;
demonstrate competence in using interactions that promote 6uarnin4
,
aion of ideas;
analyze, critically and non-defensively, their reaching for thinking interactions,
discern the effects of less effective responses on
students' thinking, and torrnulatc more
cffr-clivc
alternatives;
identify key principles of evaluation that is enabling:
deñionstrate evaluation practices that are congruent with the above principles.
COURSE REQUIRF.MENTS;
Expectations
* full attendance and paiiicipation
• completion of all required readings and a selection of j'ecorrirnended readings
• clernonstrai.ion of supportive interactions
with
colleagues in class discussions and learning
casks
Assignments
a. Weekly reflective tasks focused tin crirical examination of professional beliefs and practices.
b, Critically thoughtful analysis of readings. using a responsejournal.
c
Oil dine for three teaching/learning epcnences that dLmnnshatc understLlndmng of the
relationship among big ideas, well
-designed investigative play,
kind
focus quesIion
(34/03/98 FRI 11:11 FAX 250 785 1294
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NLC FSJ CAMPUS
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Lr .UJJU IN.00I
(:30:3
d: .
- Analyses of three videotaped and transcribed learning experiences that demonstrate growing
understanding of and skill in using interactions that sustain and extend students thinking.
e. A portfolio illustrating features of a classroom cnvironment that encourages thoughtful student-
student interaction,
EVALUATION:
Students are expected to demonstrate growth in understanding and skills across the durLLdon of [his
course. They will he provided with ongoing constructive feedback on assignments I and 1
Performance criteria and standards for assignments 3-5 will
he
developed with the class, and
global
rating
scales will he used to identify strengths and areas needing further practice. Final
grades
will
be determined on the basis of drntmcrated growth and performance, using SFIJ
grading guidclints
REQUIRED READINGS;
BarcIl. J. (1991). Rcflcctive teaching For thoughtfulness. In A.
Costa (Ed.). Developing minds: A
resource hook
for leaching
thinking (Vol. 1, pp.
207-210). Alexandria,
VA: ASCD.
Christensen,
Bateman, W.
C.
(1990),
R. (1991)
Open
Every
Er'
Que'./ion,
studenr teachers
San
Francisco:
and every
Jossey-Bass.
teacher learns
1990.
- The reciprocal gift of
s ?
discussion teaching. In Christensen. Garvin and
Sweet (Eds.), Eth
q
c'ar/ou fo,
.II(/L'I,efl(.
Cambridge, MA: Harvard Business
School
Press.
Costa,
A. (1991). Teacher behaviors that enable student thinking. In A. Costa (Ed.),
Developing
minds: A resource /701)kfi)r fror.'hing
thinking (Vol
1, pp. 194-206). Alexandria, VA: ASCD.
Feynman,
R. (19$5). Surely You're inking, Mr. Fevnmtm. New York:
13,miram.
Johnson, D W,, & Johnson, R T. (1991). Collaboration and cognition. In A. Costa (Ed.),
Developing minds: A resource buok/r
reaching thinking (Vol. 1, pp. 298-301 ).
Alexandria,
VA: ASM
Wassermann,
S. (1992). Asking the Right Question.
Bloomington, IN: Phi Delia Kappa
Educational Foundation.
Wusscrnmnn, S. (1990).
Serious Players: smpowering ChiIdre,, in
the Pr1,nar Grudes. New
York: Teachers College Press,
SIMON FRASER UNIVERSITY
?
Education 488-4
?
SPECIAL TOPICS: DRAMATIC ARTS
?
(E1OO)
Fall Semester, 1994
?
Instructor: Dr. Sharon Balm
(September 6—December 5)
?
Office: ?
MPX 8674
Tuesdays
?
Phone: ?
291-5828
16:30-20:20
Location: MPX 7610
PREREQUISITE:
EDUC 401/402
DESCRIPTION:
This course deals with theory, curricula and methodologies in drama education.
OBJECTIVES:
1. To introduce students to a variety of approaches, techniques and sources for drama
teaching.
2.
To acquaint students with pedagogical issues related to drama teaching.
3.
To engage in critical discussion regarding the theoretical grounding for drama education.
OUTLINE OF TOPICS:
A selection from the following:
aims of drama education; drama and theatre; drama as methodology: the roles of the
teacher; creativity and drama; evaluation; group dynamics; integrating the arts; creative
drama; evaluation; improvisation; storytelling; choral dramatization; docudrama;
anthology; sound collage; film and video; media criticism; readers' theatre; scene study;
stagecraft; puppetry; theatre history; drama criticism.
TYPICAL REQUIREMENTS:
1. Theatre history project ?
35%
2. Readers theatre project ?
35%
3.
Development of drama unit ?
30%
Leading warm-up exercises; active participation in class projects
REQUIRED TEXTS:
Booth, David, &
Lundy, Charles (1985)
Improvisation:
Learning Through
Drama.
Toronto: Harcourt Brace Jovanovich
Lundy, Charles, & Booth, David (1983).
Interpretation: Working With Scripts.
Toronto:
Harcourt Brace Jovanovich
Other readings to be assigned in class.
Drama and/or Fine Arts Curriculum guides for appropriate grade level strongly
recommended
0
?
I
SIMON FRASER UNIVERSITY
SPECIAL TOPICS: TEACHER
Summer Session, 1994
(July 4 - 29)
Monday, Wednesday & Friday
8:30-12:20, MPX 8651/2
EDUC 488-4 (D1.00)
RESEARCH -- TEACHING "AGAINST THE GRAIN"
(Cat. #55671)
Instructor: ?
Marilyn Cochran-Smith
Office:
?
TBA
Phone: ?
291-3395 (messages)
PREPREQUISITE:
EDUC 401/402
COURSE OUTLINE
Traditionally it has been assumed that knowledge about teaching is generated by researchers outside of
schools and then applied by teachers inside them. What is missing from the knowledge base, then, are the voices of
teachers themselves, the questions they ask, the ways they use writing and talk in their own lives, and the
interpretive frameworks they use to understand and improve their classroom practices. Teacher research is an
alternative method for generating knowledge about teaching and learning. It links research with practice and inquiry
with reform across the professional lifespan.
Over the past decade, there has been renewed, interest among teachers in exploring the potential of teacher
research as a mode of professional development, an avenue for generating practice-based knowledge about teaching,
and a catalyst for social change in schools, universities and communities. This course presents a conceptual
framework for reading, understanding, and conducting teacher research by exploring questions regarding: the definition
and types of teacher research, the status of teacher research as a form of research on teaching, the nature and function
of knowledge that is created when teachers do research, and the implications of teacher research for the construction of
a knowledge base for teacher education and professional development, and for the politics of school and university
relationships. The course will draw on the published and unpublished work of teachers across the country who have
conducted research in their own K-12 classrooms, as well as the work of university-based teachers and researchers
who have worked collaboratively with teachers. The course provides practical help in functioning as a teacher
researcher and exploring its potential for improving teaching and learning in the classroom. Students will read
teacher research essays, journals, accounts of oral inquiries, and classroom studies. They will develop methods for
conducting research that addresses issues and problems in their own classrooms and have opportunities to work
closely with others who are interested in functioning as teacher researchers.
TOPICS
(see enlarged course outline for specific details)
1.
Concepts of Teacher Research
2.
Understanding Teaching from the Inside: Teachers on Teaching, Learning, and Schooling
3.
Contexts of Teacher Research: Inquiry, Knowledge, and Practice
4.
Teacher Research as Method: Paradigms, Methodological Issues, and Blurred Genres.
ASSIGNMENTS
Students will be expected to prepare readings prior to class sessions and participate actively in all class
discussions at both the small group and whole class levels. In addition, students will write brief critical essays,
which are designed to promote thoughtful responses to course readings in which they pose their own questions about
the topics they find central. The intent in these essays is to use other people's research to uncover their own
interpretive frameworks and to explore the implications of these connections in ways that are tentative and
evolutionary. Finally, students will engage in a series of individual and group activities toward a teacher research
course project. This will include an exploration of a question of practice, a teaching dilemma, or study of an
individual child; a plan for learning about this question by taking the classroom or classroom group as a site for
inquiry and collecting observational, interview, and documentary data; and a discussion of possible frameworks for
analysis related to course readings and discussions.
READINGS
The course will draw on selected readings from texts as well as on a wide range of current articles and the
published and unpublished research of experienced teachers and student teachers in a variety of contexts.
S
SIMON FRASER UNIVERSITY
Education 488-4
Special Topics: Kindergarten
(E1.0O)
(Cat. #63182)
Summer Session, 1993
?
Instructor: Dr. Ann Vicente
(June28- August 6)
?
Phone: ?
263-4979
Monday/Wednesday, 5:30 - 9:20 p.m.
Location: MPX 7600 Front
PREREQUISITES:
EDUC 401/402.
COURSE DESCRIPTION
This course will focus on appropriate methods and materials for young children entering the
school system for the first time. Many options will be explored and discussed but there will be
an emphasis on the British Columbia Primary Program. Topics will include:
• the implications of current theories of child growth and cognitive development for first
year primary teachers
• creating learning environments and selecting, organizing, and implementing
instructional strategy, materials, and content
• organization for data collection and communication with parents and the school
community
* self assessment and growth for teachers
The course has been planned to "Practice What We Preach" and students should be prepared to
function in a student-centered, activity-oriented atmosphere throughout the course.
COURSE REQUIREMENTS:
Attendance and participation in all parts of the course.
Completion of all reading assignments.
The fulfillment of a n individual contract with the instructor designed in consultation with the
student and instructor to communicate the students' understanding and ability to apply the
theoretical constructs, methods, and materials of the course to their present or expected work
situations.
REQUIRED READINGS AND MATERIALS
Ministry of Education. (1990). Primary Program Foundation and Resource Documents,
Province of British Columbia. CG0279 and RB0008.
Board of Education. (1983). Look! Hear! Developing Programs for Primary Children Based on
Observation of Learning Needs. The Board of Education for the City of North York.
ISBN 1-55000-002-0
Jaggar, A., & Smith-Burk, M.T. (1985). Observing the Language Learner. Newark, Del.:
International Reading Association and NCTE.
Students will be asked to set aside additional monies to purchase children's books that will be
used in the course and their work.
.
?
.
SIMON FRASER UNIVERSITY
EDUCATION 488-3
SPECIAL TOPICS:
NATIVE LANGUAGE CURRICULUM DEVELOPMENT - INTERIOR
?
SALLSH
?
(NI .00)
Spring Semester, 1993
?
Instructor: Dr. Marianne Boelscher Ignace
(January 5 - April 2)
SCES/SFU Program
Location: Kamloops
PREREQUISITES:
Knowledge of native language.
COURSE DESCRIPTION:
This course, aimed at native language teachers and those training to become
native language teachers, will provide an introduction and hands-on approach to the
design of native language curriculum with a focus on interior Salish languages.
Course materials, lectures and discussion will focus on issues involving general
concepts of curriculum design and adapting these to the design of native language
curriculum which is relevant to the cultural and practical needs of native communities
and native learners.
Specific topics to be covered here include the overall possibility of integrating
native language instruction into primary/secondary curriculum; articulating the
rationale for teaching native language in public schools; writing educational goals and
objectives; breaking down instruction into course units and lessons with specific
objectives and instructional content, and developing suitable methods of evaluation.
In discussing instructional objectives and content, students will also be exposed to
issues of second language teaching methodology in so far as they can be adapted to the
teaching of aboriginal languages in the classroom. Through specific assignments and
in-class projects, student swill participate in initiating the design of various components
of native language curriculum suited to their needs.
ORGANIZATION:
Bi-weekly, all-day lectures/seminars for a total of 39 hours of instruction
TEXTS:
Mueller, Delbert (1991). A Guide for Curriculum Writers.
- a list of articles on second language teaching and native language teaching;
- a sampling of curriculum materials of Interior Salish and other native languages, e.g.
van Eijk, Stat'imcets
Powell and Jenson, Learning Shuswat
Enowkin Centre, Okanagan Generic Language Project
EVALUATION:
Assignments: ?
40%
Course Project ?
50%
Participation ?
10%
S ?
S
SIMON FRASER UNIVERSITY
EDUCATION 488-4
?
SPECIAL TOPIC: INTEGRATION FOR THE LANGUAGE ARTS TEACHER
?
(Secondary and Intermediate)
?
(D1.0O)
Intersession, 1992
?
Instructor: Carolyn Mamchur
(May 4—June 12)
?
Office: ?
MPX 8628
Tuesday & Thursday, 1:00-4:50 p.m.
?
Phone:
?
291-3661
Location: MPX 7610
PREREQUISITE:
EDUC 401i402
COURSE DESCRIPTION
The course in integration of the language arts is concerned with the theoretical
framework and practical applications of integration of literature, writing process,
film and theatre. Open to educational practitioners at all levels except primary, the
course seeks to develop an understanding of integration in general, and an ability to
integrate the language arts by focussing on writing process in particular. The course
is particularly applicable to secondary practitioners, e.g., classroom teachers,
consultants, administrators, interested in exploring the use of integration as a
teaching methodology.
COURSE OBJECTIVES
1. To develop a critical appreciation for and practical ability to use integration as an
instructional methodology.
2. To develop awareness of the following specific areas in literature and film,
narrative and expository writing:
a.
point of view
b.
style and tone
c.
metaphor, symbol and allegory
3. To improve writing skills by mastering point of view, style, tone, metaphor, symbol
and allegory.
4. To develop awareness of and skill in effectively integrating literature,
composition, theatre and film in the classroom.
SUGGESTED READINGS
Conrad, J. (1987). Heart of darkness. Harmondsworth: Penguin Books. PR 6005 04
44
1983 (0140180907).
DuMaurier, Daphne. (1938). Rebecca. Garden City, NY: Doubleday.
Field, S. (1982). Screenolav. New York: Dell Publishing Co., Inc.
Fitzgerald,
F.S.K.
(1925). The great Gatsby. New York: Schribner. (0020199600).
Maxwell McMillan Canada.
Fogarty, R. (1991). How to inte
g
rate the curriculum. Illinois: Skylight Publishing.
.
?
.
Gould, Boyum, J. (1985). Fiction into film.
New York: NAL Books.
Hardy, T. (1983). Tess of the d'Ubervilles.
Oxford: Clarendon Press; New York:
Oxford University Press. PR 4748 Al
1983. Penguin (0140431357).
Hull, 0. (1989). The art and craft of novel
writing. Cincinnati, OH: Writer's Digest
Books.
Jonsson, R. (1989). My life as a dog. New York: Farrar, Straus, Giroux.
Lawrence, D.H. (1954). Women in love.
PR 6023 A93 W63, 1954, Phoenix edition.
London: Heinemann. (0140182217).
Penguin
London, P. (1989). No more second hand
art. Boston, MA: Shambhala Publications
Inc.
McCormick Calkins, L. (1983). Lessons
from a child. Portsmouth, New Hampshire:
Heinemann Educational Books, Inc.
McCullers, C. (1987). Collected stories of
Carson McCullers. Boston, MA: Houghton
Muffin Co.
Monaco, J. (1981). How to read a film.
New York: Oxford University Press.
Seger, L. (1992). The art of adaptation:
Turning fact and fiction into film. New York:
Henry Holt & Co.
Zinsser, W. (Ed.). (1987). Inventing the
truth. Boston, MA: Houghton Mifflin Co.
REQUIREMENTS
Throughout the Course
?
(30%)
1.
Regular attendance
2.
Active, professional participation in seminars and group study sessions
3.
Several reading assignments
4.
In class analysis of films and literature
5.
In class participation of drama activities
6.
A minimum of three writing assignments
(70%)
Any TWO of the following final Assignments
1.
?
One in Integration
a.
A unit ?
)
or b.
An article ?
) 35%
or c.
Open ?
)
2.
?
One in Writing Process
a.
Portfolio ?
)
or b.
Narrative
?
135%
c.
Open ?
I
3.
?
One in Language Arts Integration
a.
Teaching ?
I
or b.
Four films ?
) 35%
or
c.
Open
S
?
•
SIMON FRASER UNIVERSITY
EDUCATION 488-4
?
SPECIAL TOPICS: KINDERGARTEN
?
(E1.00)
Spring Semester, 1992
?
Instructor: D. Melanie Zola
(January 6 - April 3)
?
Phone:
?
731-1131
Wednesday, 4:30-8:20 p.m.
Location: MPX 7600B
PREREQUISITES:
Educ. 401/402
COURSE DESCRIPTION
The course will introduce you to a survey of principles and practices of school programs for
the early years - specifically for the first two years of the Primary Program
(Kindergarten and Year One) in British Columbia.
The course will focus on such topics as:
• selected aspects of child growth and development as they relate to, and hold
implication for, school programs in the initial years;
• goals and objectives of the Early Primary (Kindergarten/Year One);
• creating learning environments and selecting, organizing, and implementing
instructional strategies, materials and content;
• appraising pupil learning, assessing teaching performance, and evaluation
education programs.
The course will comprise a broad range of experiences (lectures, workshops, seminars,
discussion groups, etc.) organized in such a way as to model a student-centered approach
and to maximize individualization of learning.
COURSE REQUIREMENTS
Attendance and participation in all parts of the program.
Completion of readings, completion of various follow-up assignments, and an exam.
Demonstration of competency in fulfillment of selected assignments.
REQUIRED TEXTS
Board of Education. (1983).
Look! Hear! Developing Programs for Primary Children
Based on Observation of Learning Needs.
The Board of Education for the City of
North York. ISBN 1-55000-002-0.
Jaggar, A., & Smith-Burke, M.T. (1985).
Observing the Language Learner.
Newark,
Del.: IRA & NCTE.
Ministry of Education. (1990).
Primary Program Foundation Document.
Province of
British Columbia. CG0279
S ?
.
Ministry of Education. (1990).
Primary Program Resource Documents.
Province of
British Columbia. RB0008.
Wasserman, Selma. (1988).
Put Some Thinking In Your Classroom.
Simon Fraser
University, B.C.
Yardley, Alice. (1989).
Young Children Thinking.
Oakville, Ontario: Rubicon
Publishing. ISBN 0-921156-04-9 - ISBN 0-921156-06-5 (set).
Ministry of Education. (1991).
Supporting Learning. Understanding and Assessing the
Progress of Children in the Primary Program. A Resource for Parents and
Teachers.
Province of British Columbia. RBOO18.
Schwartz, Susan, & Pollishuke, Mindy. (1990).
Creating the Child-centred Classroom.
Toronto, Ont.: Irwin Publishing. ISBN 0-7725-1722-3.
Wasserman, Selma. (1990).
Serious Players in the Primary Classroom. Empowering
Children Through Active Learning Experiences.
New York and London:
Teachers College, Columbia University. ISBN 0-8077-3030-0
S
?
.
SIMON FRASER UNIVERSITY
?
EDUCATION 488-4 ?
SPECIAL TOPIC: KINDERGARTEN
Instructor: Darlene Forrest
Summer Session, 1991
(July 2 - August 9)
Tuesday and Thursday
5:30 - 9:20 p.m.
Location: MPX 8620B
PREREQUISITE:
EDUC 401i402 or equivalent.
COURSE
DESCRIPTION
The course will introduce you to principles and practices of school programs for the
beginning year of school.
The course will focus on the following topics:
- ?
childhood growth and development and its implications for E.C.E. program
development.
- ?
the goals and philosophy of the Primary Program.
- ?
creating enabling learning environments for young children.
-
?
selecting, organizing, and implementing instructional strategies (ie.
?
play), materials, and appropriate content for young children.
- ?
principles of dual entry and its implications.
-
?
evaluating young children's learning.
-
?
parental involvement and education.
* Children's play, emergent literacy, observational evaluation will be
emphasized in this course.
COURSE REQUIREMENTS
Attendance and participation in all parts of the program. Completion of practical
and research-oriented assignments and readings.
Demonstration of competency in course assignments.
REQUIRED TEXTS
Elkind, David, (1988) Miseducation: Preschoolers At Risk. New York: Alfred A
Knopf. ISBNO394756347.
Hall, Nigel, (1987) Emergence of Literac
y
. Heinemann Education Books,
0-435-08442-9.
Jaggar, A. & Smith-Burke, M. (eds) (1985) Observing the Language Learner.
IRA-NCTE Newark, Delaware, 0-87207-890-6.
Board of Education for the City of North York. (1983) Look Hear. Curriculum and
Staff Development Services, North York, Willowdale, Ontario, 1-55000-002.
RECOMMENDED TEXTS
B.C. Primar y Curriculum - Foundation Document and Resource Book. (1990)
Ministry of Education.
.
?
.
SIMON FRASER UNIVERSITY
EDUCATION 488-4
SPECIAL TOPIC: KINDERGARTEN
Spring Semester, 1991
?
Instructor: Darlene Forrest
(Jan. 7 - April 5)
Monday, 4:30 - 8:20
Location: MPX 7610
PREREQUISITE -
EDUC 4011402 or equivalent.
COURSE DESCRIPTION
The course will introduce you to principles and practices of school programs for the
beginning year of school.
The course will focus on the following topics:
- ?
childhood growth and development and its implications for E.C.E. program
development.
-
?
the goals and philosophy of the Primary Program.
-
?
creating enabling learning environments for young children.
-
?
selecting, organizing, and implementing instructional strategies (ie. ?
play), materials, and appropriate content for young children.
- ?
principles of dual entry and its implications.
- ?
evaluating young children's learning.
- ?
parental involvement and education.
COURSE REQUIREMENTS
Attendance and participation in all parts of the program. Completion of all
required readings and assignments.
Demonstration of competency in course assignments.
REQUIRED TEXTS
Elkind, David, (1988) Miseducation: Preschoolers At Risk. New York: Alfred A
Knopf. 1SBNO394756347.
Hall, Nigel, (1987) Emergence of Literac y
. Heinemann Education Books,
0-435-08442-9.
Jaggar, A. & Smith-Burke, M. (eds) (1985) Observing the Language Learner.
IRA-NCTE Newark, Delaware, 0-87207-890-6.
Board of Education for the City of North York. (1983) Look Hear. Curriculum and
Staff Development Services, North York, Willowdale, Ontario, 1-55000-002.
RECOMMENDED TEXTS
B.C. Primar y
Curriculum - Foundation Document and Resource Book. (1990)
Ministry of Education.
OCT 01 '90 08 :
34 SIMON FRASER P.G.
?
P.2/2
?
-
FEB 1-9 'S0-4
:
57 S. F. ?
PUCTIOM
?
p.3,3
PROPOSED COURSE EDUCATION
404
EDUCATION 488
DBiOHS pQ:L2MW
IVO:
Lh1IGUAGE ACROSS TH CURWiCULlfl4'
i0trut0X' Hugh Burke
Tht couX3e
Will
prepare students to use .'langUage
to enhance -.teching and
.1eer.fliflgaCr06E° the
curricUlUm.
Cour
topics will include:
)(odis of .lanqage processes
Metaphors of leárnin
The
wiiflgPECe5'
writing
nd jearriJnq
The reading proces
?
adinq as a copoBtflci
activity
Responding
to -eadnq
Speaking- and 1istenin9PrQcees
-
ReQ7CSeflt ingr
pccB
• ?
Dta
?
jar*tng -
• ?
gval.uatiorr
trategte for.'
aitd
applying
langUaCPrOCe
]anguage proceZe acr . ozz the
• ?
cutriculua
1a examiflati0fl
..
f the
idea'
Of
'story,
and' i't' applicattan
across the 'cutriculU*
This w4U
be larjCl' a pactical'C0e wit1 "
strofl
g
focus
?
on proven cla$Om 'stabegt-es and
tehfiiiUe5
whiàh enhance
student's'abt
?
to learn, and- -teacher -s' biltte5 t.o-
.
•
?
teach.
• ?
Btudent& will be
expe*ted'tO
complete
tUG
poiect5, reat(4
to their 'teaching 'a-red, which'
dee
trate
anunderekand
tug
•
and use of
?
to
eaning and
teaching. Some cro.-teaching will alo be expected.
Li
. ?
.
EDUCATION 4884
SPECIAL TOPICS: SECONDARY DANCE EDUCATION
Spring Semester, 1990
?
Instructor: ?
Ruth Emerson
Wednesdays, 4:30-8:20 p.m.
?
Phone: ?
291-3395
Location: MPX 7540 (Gym)
PREREQUISITES
Educ. 401/402 or equivalent or permission of instructor.
Dance experience, though welcome, is not essential.
COURSE DESCRIPTION
This course, a secondary level continuation of EDUC. 495-4, looks at dance as a
performing art with links to physical education and to the fine arts; theatre, music,
and visual art. In this experiential class students will move together through the
doing, making, and seeing activities from which dance lessons are made. Laban
movement principles of body, effort, shape, space, and relationship will be studied
in terms of understanding how to teach the performance, choreography, and
aesthetic aspects of dance. Rather than being specifically dance technique based,
movement in the course will also incorporate general human activity as a non-
verbal movement language. Students will develop their own lessons and units of
dance.
COURSE REQUIREMENTS
class attendance and participation
?
50%
writing and speaking: including the final
written project; a unit of dance, planned and
presented orally to the class.
?
50%
REQUIRED TEXT
A xerox packet, to be purchased from the instructor.
ABOUT THE INSTRUCTOR
Ruth Emerson was an original member of the Judson Dance Theatre in New York,
and a member of the Pearl Lang Dance Company. Ms. Emerson has a Master of
Arts in Dance from the University of Illinois, and she is a Certified Laban
Movement Analyst. In recent years, she has been teaching dance, choreographing,
developing intermediate and secondary arts programs, and directing her own
dance company. In 1988 and 1989 she took the S.F.U. Off-Centre Dance Company
on tour through B.C. schools. She is presently an adjunct professor in the S.F.U.
Dept. of Education.
:
?
.
?
.
SIMON FRASER UNIVERSITY
?
EDUCATION 488-4
SPECIAL TOPICS
?
WRITING ACROSS THE CURRICULUM: LANGUAGE & LEARNING
?
Summer
(July 4— August
Session,
11)
1989
?
Instructor: Wendy Strachan
Monday - Friday
9:00 a.m. - 3:00 p.m.
Location: MPX 8633
PREREQUISITE:
Educ. 401/402 or equivalent.
ELIGIBILITY:
Participants will be teachers who have demonstrated enthusiasm and interest in
teaching writing and in using writing as a way of learning to think. Instructor
acceptance will be required.
"Those who can, do; those who understand, teach."
Lee Shulman
COURSE DESCRIPTION
Following the professional development model established in the Bay Area
Writing Project, this Summer Institute is structured as a collaborative teacher seminar.
OBJECTIVES
To inquire into the nature of writing as a social process central to individual
intellectual development.
To demonstrate a model of classroom interaction that is consistent with the
theory and practices being presented.
To draw on teachers' knowledge, experience and reflectiie responses as
contributions to the content of the course.
COURSE TOPICS INCLUDE:
* Planning writing: organising classes and lessons to include purposeful writing
assignments
* Evaluating writing
* Making sense and improving thinking skills through writing
* Writing as a way of learning and understanding in all subjects, including math
and science as well as literature and history
* Teaching students to write using the thinking processes of prewriting, drafting,
responding, revising, and editing.
.
?
.
TEXTS:
A book of readings will be available for purchase at the start of class. Readings
include such writers as: Atwell, Calkins, Dyson, Goodman, Elbow, Graves, Krashen,
and Murray.
SCHEDULE:
The class meets daily for three weeks between July 24 - August 11, 1989.
9:00 a.m. - 3:00 p.m.
REQUIREMENTS FOR CREDIT:
1.
Prepare and give a presentation of a teaching strategy which you have found
successful in helping students write. (Details available from instructor.)
2.
Participate in all reading and writing activities scheduled during the course
including revising one extended piece of writing for publication in a class anthology.
3.
Develop plans for implementing a teaching sequence that incorporates aspects of
the theory and practices presented.
Spring, 1989
Thursdays
4:30 - 8:20 P. M.
Location: MPX 8620
Instructor:
Dr. L. Prock
Office:
MPX 9504
Phone:
291-4117
Messages:
291-3395
.
EDUCATION 488-4: ?
Special Topics: Teaching Children and Youth With Special Needs
PREREQUISITES:
Educ. 401
?
402 or equivalent.
COURSE OBJECTIVES:
1.
To increase awareness of the range of problems which might affect the learning of
children and youth, and to elucidate the many points of common instructional
need across various categories within that range.
2.
To provide knowledge about major categories of handicap; to examine issues and
research pertaining to those handicapping conditions; and to investigate the
special instructional requirements that those conditions impose.
3.
To design and evaluate instructional and social management procedures for
accommodating children and youth with special needs in the regular classroom.
COURSE TOPICS AND FORMAT:
A "conference" format will be used in this course. Expert guests will address various
categories of special need; namely, communication difficulties, emotional and behavior
disorders, visual and auditory impairments, physical handicaps, mental retardation,
talent and giftedness, learning disabilities, cultural differences, troubled children. In
addition, the current status of special education in B.C. will be examined; and
instructional management models will be discussed.
COURSE REQUIREMENTS:
1.
A case study report ?
30%
2.
Two quizzes based on content of textbook
?
40%
(20% each: Feb. 16 & Mar. 23)
3. Final exam
?
30%
(Details re. the requirements will be given at the first class meeting, Jan. 12, 1989.)
TEXTBOOK:
Howard, W. L. and Orlansky, M. D. (1988). Exceptional children, (3rd. ed.). Merrill
Publishing Company.
S
?
.
EDUCATION 488-4: ?
EI.00 ?
Special Topics: Teaching Children and Youth With Special Needs
Spring, 1989
?
Instructor: ?
Ron Rubadeau ?
Mondays
7:00 - 10:30 p.m..
Location: KELOWNA
This course will begin January 9th, 1989 and will be held at Martin Education Centre,
1434 Graham Stk., Kelowna,
B.C.
PREREQUISITES:
Educ. 401 91402 or equivalent.
COURSE OBJECTIVES:
1.
To increase awareness of the range of problems which might affect the learning of
children and youth, and to elucidate the many points of common instructional
need across various categories within that range.
2.
To provide knowledge about major categories of handicap; to examine issues and
research pertaining to those handicapping conditions; and to investigate the
special instructional requirements that those conditions impose.
3.
To design and evaluate instructional and social management procedures for
accommodating children and youth with special needs in the regular classroom.
COURSE TOPICS AND FORMAT:
A "conference" format will be used in this course. Expert guests will address various
categories of special need; namely, communication difficulties, emotional and behavior
disorders, visual and auditory impairments, physical handicaps, mental retardation,
talent and giftedness, learning disabilities, cultural differences, troubled children. In
addition, the current status of special education in B.C. will be examined; and
instructional management models will be discussed.
COURSE REQUIREMENTS:
1.
A case study report ?
30%
2.
Two quizzes based on content of textbook
?
40%
(20% each: Feb. 16 & Mar. 23)
3. Final exam
?
30%
(Details re. the requirements will be given at the first class meeting, Jan. 12, 1989.)
TEXTBOOK:
Howard, W. L. and Orlansky, M. D. (1988). Exceptional children, (3rd. ed.). Merrill
Publishing Company.
.
?
.
CONFLICT MANAGEMENT IN THE CLASSROOM
EDUCATION 488-4?
FALL, 1988
Fall 88
?
Instructor: Pat Pitsula
Evening
Wednesday: 4:30-8:20
MPX 7506
Objectives:
1.
to provide an analysis of the legal order of the school as either
an authoritarian or constitutional bureaucracy;
2.
to discuss the implications of this analysis for conflict management;
3.
to develop a fundamental awareness of the many variables
involved in conflict situations and their management;
4.
to examine relevant research with respect to conflict
management strategies and their consequences;
5.
to apply conflict management strategies both at the classroom and school level
Outline of Topics
I. ?
Traditional Schools: Authoritarian or Constitutional Bureaucracies?
A.
Preoccupation with Order and Control v. Mutual Respect and
Fairness (i.e. Charter Principles)
B.
Preoccupation with Routine and Efficiency v. Mutual Respect and
Fairness
C
?
Preoccupation with Teacher-Centred Instruction
v. Responsible Participation ("Just Community" approach)
II. ?
Implications for Conflict Management
A.
Authoritarian Bureaucracy: Disciplinary Policies
B.
Constitutional Bureaucracy: Conflict Management Policies
-
?
Theory/Program Implementation
-
?
Practice of Mediation and Negotiation Skills
-
?
Educational Administration and Conflict Resolution
Requirements
1.
Critique of Two Articles
- ?
30 marks
2. Seminar ?
Presentation
- ?
20 marks
3.
Attendance/Participation
- ?
10 ?
marks
4. Major
?
Paper/Project
- ?
4.0. marks
100 marks
. ?
.
EDUCATION 488-4
?
Special Topics: Elementary
EDUCATION: CHALLENGES AND OPPORTUNITIES
Intersession 1 ?
Instructor: Geoff Madoc-Jones
Tuesday and Thursday
?
1:00 - 2:30 p.m. MPX 7618
Tuesday and Thursday
?
2:40 - 4:50 p.m. MPX 7600 and 7504
This course is designed for students in the 1988 Spring Entry Elementary Modules of
P.D.P. It is intended to be an issues course, with a lecture/seminar format.
The course will form a bridge between 401/402 and 405. It will enable students to
retain their module commitments, while reading, listening, discussing and writing
about seminar issues relating to elementary education today. The lectures will be
primarily given by faculty members. Topics of the lectures already booked include;
- multicultural education
- discipline based art education
- whole language
- the curriculum landscape
- mainstreaming
- neurolinquistic discoveries
- the hidden curriculum in our schools
- objectives and education.
Other topics expected to be covered will include ethics and philosophy of education,
the politics of education, and technology and education.
The seminars composition will follow module lines, and the instructors for this
part will be the appropriate Faculty Associates. The following staffing pattern has
been designed:
Early Childhood Education
?
Merrilee Prentice
Elementary Generalist
?
Jean Way
Sherry Sprungman
Diversity in Education
?
Gary Squire
Corinne Broderick
While this course is for module students, the lectures are open to other students
and the public.
Assignments
Students will be expected to:
a)
attend lectures and participate in seminars
b) read assigned papers
c)
give at least one oral critique of a lecture
d)
write two major papers
.
?
.
EDUCATION 488: CONFLICT RESOLUTION IN THE CLASSROOM
Spring 1988
?
Instructor: ?
P. Pitsula
Mondays, 4:30 - 8:20
?
Office: ?
MPX 8672
Location: MPX 7506
?
Phone: ?
291-4484
OBJECTIVES:
1.
to provide an analysis of the legal order of the school as either an authoritarian or
constitutional bureaucracy;
2.
to develop a fundamental awareness of the many variables involved in conflict
situations and their management;
3.
to examine relevant research with respect to conflict management strategies and
their consequences.
OUTLINE OF TOPICS:
I. Schools and the Hidden Curriculum: Authoritarian or Constitutional
Bureaucracies?
A.
Preoccupation with Order and Control (Doctrine of in loco parentis) v. Mutual
Respect and Fairness
B.
Preoccupation with Routine and Efficiency v. Mutual Respect and Fairness (i.e.
Charter Principles)
C.
Preoccupation with Teacher-Centred Instruction v. Responsible Participation
("Just Community: approach)
II. Conflict Management Program: Towards a Constitutional Bureaucracy
A.
Theory/Program Implementation
B.
Practice: Mediation and Negotiation Skills
C.
Educational Administration and Conflict Resolution
REQUIREMENTS:
Two Assignments ?
35
One Oral Presentation
?
15
Major Paper
?
35
Attendance/Participation
100
. ?
. ?
EDUCATION 488-4
?
SPECIAL TOPICS: DESIGNS FOR LEARNING: KINDERGARTEN
Regular Semester, 1987 ?
Instructor: ?
D. Melanie Zola
May 4- July 3l
?
Phone: ?
291-4229
Thursday,
5:30-9:20 ?
Location: ?
MPX 7600
Educ. 401/402 or equivalent.
The course will introduce you to a survey of principles and practices of school
programs for the early years -- specifically at the Kindergarten and Year One levels in
British Columbia.
The course will focus on such topics as:
- selected aspects of child growth and development as they relate to, and hold
implication for, school programs in the initial years;
- goals and objectives of a Kindergarten/Year One program;
- creating learning environments and selecting, organizing, and implementing
instructional strategies, materials and content;
- appraising pupil learning, assessing teaching performance, and evaluating
educational programs.
The course will comprise of a broad range of experiences (lectures, workshops,
seminars, discussion groups, etc.) organized in such a way as to model a student-
centered approach and to maximize individualization of learning.
Attendance and participation in all parts of the program.
Completion of readings, completion of a curriculum development project, and
completion of various follow-up assignments.
Demonstration of competency in fulfillment of selected assignments.
Students are expected to become familiar with the Kindergarten Curriculum Guide
and Resource Book. They will also be referring extensively to Raths et al. Teaching
for Thinking in the development of a curriculum project.
A bibliography of theoretical and practical resource books for recommended reading
and general reference will be distributed at the first session.
EDUCATION 488-4
?
is
SPECIAL TOPICS: CRITICAL INCIDENTS IN TEACHING -
THE TEACHER AS
DECISION MAKER
Spring, 1987
?
Instructor: ?
Dr. S. Wassermann
Wednesdays, 4:30 - 8:20
?
Location: ?
MPX 7600
Prerequisites: Educ. 401/402 or equivalent.
This course is offered for pre-service and in-service teachers who wish to examine the various pressures
influencing the decision-making processes of teachers.
One of the important aspects of professional functioning is the autonomy of professionals to arrive at
decisions based upon their sound professional judgement. The ability to examine and interpret data, to
analyze assumptions, and to project potential consequences is considered a true mark of professional
functioning.
In some professions, a variety of pressures -- political, social, emotional, personal -- serve to influence
professional judgement and consequently to influence decision making. Such influence may have a
deep and pervasive effect upon the degrees of freedom and emotional health of professionals, upon
their beliefs and values about the profession itself, and upon their subsequent professional practice.
This course will use contemporary film and literature to raise levels of awareness about factors influencing
teachers' decision making, vis a vis examinations of critical incidents in teaching . Students who enroll will
engage in film viewing, study of specific literature and focused group discussion, in order to examine more
critically and become aware of personal decision-making in their own professional educational context.
Course Objectives:
1.
To increase understanding of the various and complex factors involved in the decision-making
process.
2.
To increase awareness of factors influencing a teacher's decision making process.
3.
To promote more critical awareness of personal decision making and the consequences of decisions
made upon person-in-the-process.
Texts:
No texts will be required, readings will be distributed.
IMPORTANT: Please note that a maximum of 12 semester hours of credit in Education
Special Topics courses may be used toward a Bachelor of Education degree.
Education 488-4
?
Special Topics: Designs for Learning - Kindergarten
Fall, 1986
?
Instructor: Beverly Esch
Mondays, 4:30 - 8:20
?
Location: MPX
Th
10
OBJECTIVES:
This course is designed to enable teachers to create an effective learning environment
for the early years - specifically at the Kindergarten level in British Columbia. The
emhasis will be on examining appropriate teaching strategies and organizing and
creating a repertoire of teaching materials.
COURSE TOPICS:
* the philosophy of the Kindergarten movement
* an overview of the young learner (social-emotional, psychomotor,
language intellectual and math, arts development)
* major goals and objectives of the Kindergarten curriculum guide
* planning a developmental Kindergarten programme - selecting, organizing
and implementing instructional strategies, materials, and content
* the role of parents in the Kindergarten setting
* evaluation of the Kindergarten child
The course will include a broad range of experiences (lectures, workshops, seminars,
discussion groups, etc.) organized in such a way as to model a student-centered
approach.
COURSE REQUIREMENTS:
Attendance and participation in all parts of the program. Weekly readings, completion
of major curriculum project, and completion of various selected assignments.
PREREQUISITIES: Education 401/402 or equivalent.
REQUIRED TEXTBOOKS:
Ministry of Education, Schools Department, Curriculum Development Branch.
Kindergarten Curriculum Guide and Resource Book. Victoria, B.C. 1984.
Leeper, Dales, Skipper, Witherspoon. Good Schools for Young Children.
MacMillan Publishing Co., Inc. (current edition)
IMPORTANT: Please note that a maximum of 12 semester hours of credit in Education
Special Topics courses may be used toward a Bachelor of Education degree.
•Ication 488-4 Special Toes:
?
Teaching Peace in the Classroom: Problems of?
Methods and Implementation
SUMMER SESSION, 1986 ? INSTRUCTOR: S. Hargraves
Tuesday & Thursday, 8:30 - 12:20 ?
Location: MPX 9511
= ==== == ======- == ==== =
Calendar Description:
Students will consider peace education as a problem of methods and
implementation and will apply curriculum theory to the task of
teaching peace in the classroom.. Students will examine examples and
case studies of peace education innovations drawn from Canadian and
international contexts, and will develop a teachable curriculum unit
in a form suitable for implementation..
Objectives:
1)
Students will be able to define peace education as both content
and structure of the curriculum with examples in recent history..
la) Students will discuss peace education as a problem of curriculum
development and implementation..
2)
Students will identify the key stake holders and change agents in
the peace education process.
3)
Students will analyze the characteristics of the innovation and of
the context for compatibilities and incompatibilities to the
change..
4) Students will examine examples of recent peace education
experiments to determine common factors lending to success or lack
of same..
5)
Students will be able to discuss the problem of bias and balance
controversial materials.
6)
Students will practice key peace-making skills in role-playing and
real life situations.
7) Students will develop a curriculum unit around one of the themes
in peace educatin.
8) Students will design a strategy for implementation of their unit
within a specified educatinal context..
Required Reading:
(1983)
Educators for Social Responsibility, Cambridge, Mass..
EDUCATION 488-4 ?
0
SPECIAL TOPICS: DESIGNS FOR LEARNING: KINDERGARTEN
SUMMER SESSION, 1986 ?
INSTRUCTOR: Beverly Esch
Wednesday and Friday, 1:00 - 4:50
?
LOCATION: MPX 9511
OBJECTIVES:
s to create an effective
- specifically at the
The emphasis will be on
and organizing and creating
This course is designed to enable teacher
learning environment for the early years
Kindergarten level in British Columbia.
examining appropriate teaching strategies
a repertoire of teaching materials.
COURSE TOPICS:
* the philosophy of the Kindergarten movement
* an over-view of the young learner (social-emotional), psychomotor,
language intellectual and math., arts development)
* major goals and objectives of the Kindergarten curriculum guide
* planning a developmental Kindergarten programme - selecting,
organizing and implementing instructional strategies, materials,
and content
* the-role of parents in the Kindergarten setting
* evaluation of the Kindergarten child
The course will include a broad range of experiences (lectures,
workshops, seminars, discussion groups, etc.) organized in such a way
as to model a student-centered approach.
COURSE REQUIREMENTS:
Attendance and participation in all parts of the program. Weekly
readings, completion of major curriculum project, and completion of
various selected assignments.
PREREQUISITES: Education 401/402 or equivalent.
REQUIRED TEXTBOOKS:
Ministry of Education, Schools Department, Curriculum Development
Branch. Ki ndergarten Curricul urn Guide and Resource Book
Victoria, B.C. 1984
Leeper, Dales, Skipper, Witherspoon. Good Schools for Young
Children MacMillan Publishing Co., Inc. ?
(current edition)
IMPORTANT: Please note that a maximum of 12 semester hours of credit
in Education Special Topics courses may be used toward a Bachelor of
Education degree.
Edu
tion
488-4
Literacy: Its Origi
Educational
INTERSESSION., 1986
Monday & Wednesdayq 5:30 - 9:30
Location: MPX 7506
Special Topics.
is, Consequences., and
Implications
Instructor: Dr. S. deCastell
Office: ?
MPX 8545
Phone: ?
291-3627
E: g
iii
401/402
or equivalent, or 60 hours of credit..
This course focuses on the relationship between literacy and cognition
with special reference to the central place of reading and writing in
the school curriculum.. We will explore two competing views of this
relationship between literacy and cognition: on the one hand, the view
represented by Walter Ong that "writing restructures consciousness",
and on the other hand, the view represented by Shirley Heath that it
is not literacy
prse.,
but the particular functions and uses of
literacy in any given social context that determine whether and to
what extent literacy has significant effects upon cognitive
development.. This debate, labelled by one recent writer as "the great
divide" controversy (Street, 1985) will be pursued in the course
through the reading and discussion of two required texts: Ong's
OraUty and Literacy , which focuses on the origins and development of
literacy., and Heath's ? an ethnographic study of two
lower working-class communities in the southern U.S., which proposes
various ways in which teachers can and should approach literacy
instruction as a means of promoting students' cognitive development..
Evaluation
Students will be asked to write a short essay on each text (25% each),
to contribute actively to seminar discussions, and to submit a final
essay (507..) on a topic of their own choosing relevant to course
concerns.. There will be no final exam for this course..
ReQuired Texts:
Ong., Walter..
Heath, Shirley..
L4ays_^Jith Words:__LangU ! ggg,_Life and Work in
Communities
and
Classrooms..
O
EDUCATION 488-4
Cr'ow +)
SPECIAL TOPICS:
LAW
IN THE CURRICULUM
Spring Semester ?
Instructor: Wanda Cassidy
January 7 - April 1/86
?
Phone: ?
291-4484/3395
Tuesdays, 4:30 - 8:20 p.m.
?
Location:
?
On Can-pus
"Just az we iz.e.c.ognLze. that e.veAy 4Lde.vvt ha4 a.
Lgh.t to JLe.ad, oo we 4howed .'te.c.og: ize. that
e.ve..'y student ha4 a. 'zght to be ' 9a.Uy
Ute.izn.te.', to pozzuz that
nvLnij,iw
amount o
ionjna..tLovi needed by
C
tize.n4 to idw&vtd
how ththL £e.gafL 4yitem wo.'du and I w it
woidz
6o,%
them."
(V. ScJthnmee)
Law-related topics, concepts and skills can be found in the elemantax and secondary
school curriculum in B.C. in subjects such as Language Arts, Social
c
udies, English,
Consumer Education and, of course, Law 11. Teachers also teach legal concepts
through the informal curriculum - the way classrooms are managed, cor lict is resolved
and student participation is sought.
Education 488-4, "Law in the Curriculum" is a methodology course. It purpose is to
provide teachers and prospective teachers with an overview of law's r lationship and
importance to the curriculum and to provide the opportunity for educa.. rs to examine
and participate in a wide variety of strategies useful for teaching 1 :al topics and
concepts in the classroom. The course is suited to both elementary a-.1 secondary
school teachers and those experienced and inexperienced in teaching 1:
¶Lbpics will include:
?
1)
2)
3)
4)
5)
6)
7)
8)
justificiation for teaching law in the sc ols
law and the curriculum, formal and infoni
unit development in law
basic skills of legal research
classroom strategies such as: rtrck trials, simulations,
case law method, debate, use of a-v, concc:t presentation
community resources
materials review and development
evaluation in law-related education
The occasional field trip will also occur.
Requirements:
Simulation and
mock
trial participation. Development of a short
curriculum unit on law. A couple of short, written assignments
related to
class
topics. Readings and attendance.
Materials: ?
A source book of readings will be made available at a cost of
$20.00.
Eligibility: Educ. 401/2 or the equivalent of a first teaching practicum or
permission from the instructor.
. ?
.
EDUCATION 488-4 (INTERSESSION)?
SPECIAL TOPICS: DESIGNS FOR LEARNING KINDERGARTEN
INSTRUCTOR:
Pat Holborn, Program Coardinator, Faculty of Education
Office: M.P.X. 8634 ? Telephone: 291-3395
TIMES AND LOCATION:
Mondays and Wednesdays, Intersession. 1:00 * 4:50 p.m.
M..P. X.. 7610
GOALS OF THE COURSE:
This course focuses on the characteristics and needs of
kindergarten children the nature of the kindergarten
curriculumq and the role of the kindergarten teacher as a
facilitator of growth toward all curriculum goals..
Students in this course will:
a..
understand the characteristics and needs of
kindergarten children in relation to the total
developmental, perspective;
b..
understand the B.C. Kindergarten curriculum goals
and be able to relate them to a personal philosophy
of early childhood education;
C.
become familiar with the Kindergarten Curriculum
Guide and Resource Book, and be able to use it
effectively as a planning tool..
d.. increase their skills in the areas of planningq
implementing and evaluating a program which meets
the needs of young children in a kindergarten
setting..
I
?
.
FORMAT:
This course will address both theories of child
development and early childhood education, and the more
practical, day---to-day aspects of kindergarten teaching..
Therefore, each session will include a variety of learning
activities..
A high degree of participation will be
expected
Assignments will include readingsq observatiansq and
practice tasks. These assignments will be relatively short,
and designed to provide students with an opportunity to
apply some of the ideas discussed during a class session..
Some assignments will be done during class time and then
handed in to the instructor.. Other assignments will be
completed between sessions and handed in at the following
class.
REQUIREMENTS:
a..
regular attendance and participation in all course
activities;
b.. completion of all required readings (a reading list
will be provided at the first session);
C.
satisfactory completion of all course assignments;
d.. satisfactory completion of a final, written
self-evaluation, and participation in an evaluation
conference with the instructor..
EVALUATION:
Students will be expected to meet each of the
requirements above.. Assignments will be given to the
instructor for feedback as they are completed.. Feedback
will be anecdotalq and aimed at helping students to improve
their understanding and skills.. Grades will be determined
on the basis of performance in each of the areas listed
above, and demonstration of overall growth in understandings
and skills.. There will be no examination..
COURSE TEXT:
Kindergarten Gui de and Resource Book. Victoria, B.. C;.:
Ministry of Education s 1985. ?
(available in the S.F.U.
Bookstore)..
fr
?
EDUCATION 4884
SPECIi'L TOPICS: DESIGNS FOR LEARNiNG:
?
<INDEF3çRiEF'J
SPRING, 198 ?
Instructor: Beverl
y
J. Esch
Monda y
s. 4:30 - 8:20 ?
Location: MPX 7610
OBJECTIVES:
This course is designed to enable teachers to create an
effective learning environment for the early years
specifically at the Kindergarten level in British Columbia.
The emphasis will be on examining appropriate teaching
strate g ies and organizing and creating a repertoire of
teachin g
materials.
COURSE TOPICS:
* the philosophy of the Kinder
g arten movement
* an over-view of the young learner (social-emotional,
psychomotor, language intellectual and math arts
devel oopment)
* major goals and objectives of the Kinder
g
arten curriculum
g
uide (B.C.)
* planning a developmental Kindergarten programme -
selectin g , organizing and implementing instructional
strategies, materials, and content
• the role of parents in the Kinder
g
arten setting
• evaluation
of
the Kindergarten child
The course will include a broad range of experiences
(lectures worksho
p s seminars, discussion groups, etc
or g
anized in such a way as to model a student-centered
approach..
COURSE REQUIREMENTS:
Attendance and participation in all parts of the program.
Weekly readings, completion of major curriculum project, and
com p letion of various selected assignments.
PREREQUISITES:
Education 401/402 or equivalent..
REQUIRED TEXTBOOKS:
Ministry of Education. Schools Department, Curriculum
Development Branch.. FUncier-ciartenCurricu].um(Bujcjeaacj.
Resource Book
?
Victoria, B.C. 1984
Leeper, Dales, Skipper, Witherspoon. Good Schcolsfor Younq
Chi 1 dreri MacMillan Publishing Co..
?
Inc.. ?
(current
edition)
IMPORTANT: Please note that a maximum of 12 semester hours
of credit in Education Special Topics courses may be used
toward a Bachelor of Education degree,
LI
. ?
.
EDUCATION 488-4
SPECIAL TOPICS: LAW IN THE CURRICULUM
"Jwst as we 'tecogriAze that e.vey student has c
iuLght to nead, .o we 4houlLd itecogvzLze that
e.vexy student has ct 't..Lght to be 'Le.gaLey
£Lte'ta-e.', to poeo.o that minimum amount o
Lnomna1Lovi needed by cLtLzerz-o to avtdeA&vLd
how .theL'L £.ega. 4y.6te.m wo'tfu, and how it can
wo'dz ?
them."
(V. Se.hmmee)
Spring Semester ? Instructor: Wanda Cassidy
January 7 - April 1/86
?
Phone: ?
291-4484/3395
Tuesdays, 4:30 - 8:20 p.m. ?
Location: ?
On Campus
Law-related topics, concepts and skills can be found in the elementary and secondary
school curriculum in B.C. in subjects such as Language Arts, Social Studies, English,
Consumer Education and, of course, Law 11. Teachers also teach legal concepts
through the informal curriculum - the way classrooms are managed, conflict is resolved
and student participation is sought.
Education 488-4, "Law in the Curriculum" is a methodology course. Its purpose is to
provide teachers and prospective teachers with an overview of law's relationship and
importance to the curriculum and to provide the opportunity for educators to examine
and participate in a wide variety of strategies useful for teaching legal topics and
concepts in the classroom. The course is suited to both elementary and secondary
school teachers and those experienced and inexperienced in teaching law.
Topics will include: ?
1)
2)
•
?
3)
•
?
4)
5)
6)
7)
8)
justificiation for teaching law in the schools
law and the curriculum, formal and informal
unit development in law
basic skills of legal research
classroom strategies such as: mock trials, simulations,
case law method, debate, use of a-v
1 concept presentation
conTanity resources
materials review and development
evaluation in law-related education
The occasional field trip will also occur.
Requirements: Simulation and mock trial participation. Development of a short
curriculum unit on law. A couple of short, written assignments
related to class topics. Readings and attendance.
Materials: ?
A source book of readings will be made available at a cost of
$20.00.
Eligibility: Bduc. 401/2 or the equivalent of a first teaching practicum or
permission from the instructor.
• d u cati o n
488-4 Special Topics
• ?
WHY WRITE? WRITING ACROSS THE CURRICULUM GRADES 4-12
FALL, 1985
?
INSTRUCTOR: Wendy Strachan
Thursdays, 4:30 - 8:20
?
LOCATION: MPX 7600
In recent years, the phrase "Writing across the Curriculum" has come to
suggest a general focus on writing in school. In the context of this
course, the phrase refers specifically to strategies for integrating writing
into the teaching of all subjects. Current research in writing and learning
is showing the important role that writing plays in individualizing learning,
in helping students to understand their subject matter, and in stimulating
them to think in creative and logical ways. In this course for teachers at
the Grades 4-12 levels, we shall examine the nature of writing and plan
teaching strategies that draw on those functions of writing.
The way the course is conducted presents a model for classroom organization
and interaction which teachers can translate to their own settings. The format
will encourage a workshop atmosphere and include small and large group work,
lecture and video presentations, and general discussion. The illustrations
and examples used in the course content will be selected to fit the needs and
interests of the participants' particular grades or subject areas. Throughout
the course, teachers will be asked to integrate what they are learning into
their classroom practice and to reflect and report on the effects of their new
approaches on their students.
The course will have a double focus: it will be about writing and about
teaching writing. Teachers can expect to develop their own skill in writing
as they learn ways to teach it more effectively.
Course Topics will include:
1.
Creating a climate and organizing the classroom for writing.
2.
Motivating students with purposeful writing assignments.
3.
Using writing to assist learning in all subjects.
4.
Strategies to develop creative thinking through and in writing.
5.
Ways of responding to writing.
6.
Identifying appropriate topics, materials, forms and audiences for
writing.
Each class session will include:
1. Individual writing.
2.
Demonstrations of effective method of teaching writing.
3.
Small and whole group sharing of reflections on 'how the idea worked
in my class'.
4.
Lecture and general discussion based on assigned readings.
-2- ?
.
Requirements for Grade/Evaluation:
1. One-two page responses to four of the assigned readings.
2.
Weekly commentary on implementation of a teaching strategy in teachers'
class.
3. A plan for a series of 4 lessons which incorporate writing as an
integral part of the teaching/learning process.
4.
A process journal recording experiences and thoughts about writing
and reflections on the implications for teaching.
(Entries made during and outside of class).
5. A final position paper on the teaching of writing, 7-10 pages.
REQUIRED TEXTS:
1.
Mayher, J.S.., Lester, Nancy B.., Pradl , Gordon M. Learning to Write/Writing to
Learn Boynton/Cook, NJ 1984
2.
Torbe, M., Medway, P., The Climate for Learnin
?
Boynton/Cook, NJ 1983.
3.
Handed out articles
• ?
EDUCATION 488-4
?
•
SPECIAL TOPICS: MOVING INTO DANCE
SUM v
IER SESSION, 1985
?
INSTRUCTOR: PROF. B. WABRELL
Tuesday and Thursday
?
LOCATION: MPX 7541
8:30 - 12:30
Prerequisite: 401/402
DESCRIPTION: An introduction to the teaching of dance in the Intermediate
Grades
This course is intended to provide student teachers and classroom teachers with
the theoretical knowledge and practical skills needed to develop a dance
curriculum for grades 4-7.
Students will:
- examine Laban' s analysis of movement, basic steps and dance vocabulary,
relevant creative and folk dance literature, lesson planning and teaching
strategies.
- consider the value of dance for both boys and girls as an integral part of
the P.E. curriculum
- consider the problems of introducing dance to grades 4-7 with particular
emphasis on selecting suitable dances for boys
- evaluate dances in terms of their contributions to the development of
physical and motor fitness
- explore possibilities for integrating dance with classroom subjects.
Assignments
1. Students will complete all reading assignments as these, along with the
content of each session will provide the basis for the quizzes. Each
session will begin with a quiz. ?
40%
2.
Students will select, modify and teach a folkdance. ?
15%
3. Students will plan a creative dance unit. ?
15%
4.
Working in groups of four students will create a dance and perform it
on the last day of classes. ?
15%
S. There will be in class assignments to develop practical skills.
Attendance and participation wil also count towards the final grade.
?
15%
Required Texts
1.
Harris J.A. et al. Dance a While, Burgess Publishing Co. Minneapolis,
Minnesota, 1977.
2.
Preston-Dunlop, Valerie, A Handbook for Dance in Education MacDonald
and Evans, Estover, Plymouth, pL6 7PZ, 1980, 2nd Ed.
. ?
EDUCATION 488-4
S
SPECIAL TOPICS: LAW IN THE CURRICULUM
Summer Session
?
Instructor: Wanda Cassidy
July 3-August 7, 1985
?
Phone:
?
291-4484/3395
Mon. & Wed., 1:00-4:50 p.m. ?
Location: ?
On Campus
"Just as we recognize that every student has a
right to read, so we should recognize that
every student has a right to be 'legally
literate', to possess that minimum amount of
information needed by citizens to understand
how their legal system works and how it can
work for them."
(D. Schimmel)
Law-related topics, concepts and skills can be found in the elementary and secondary
school curriculum in B.C. in subjects such as Language Arts, Social Studies, English,
Consumer Education and, of course, Law 11. Teachers also teach legal concepts
through the informal curriculum - the way classrooms are managed, conflict is
resolved and student participation is sought.
Education 488-4,"Law in the Curriculum" is a methodology course. Its purpose is to
provide teachers and prospective teachers with an overview of law's relationship and
importance to the curriculum and to provide the opportunity for educators to examine
and participate in a wide variety of strategies useful for teaching legal topics and
concepts
in
the classroom. The course is suited to both elementary and secondary
school teachers and those experienced and inexperienced in teaching law.
Tooics will include:
?
1)
2)
3)
4)
5)
6)
7)
8)
justification for teaching law in the schools
law and the curriculum, formal and informal
unit development in law
basic skills of legal research
classroom strategies such as: mock
case law method, debate, use of a-v
community resources
materials review and development
evaluation in law-related education
trials, simulations,
concept presentation
The occasional field trip will also occur and participants will have the opportunity
to work with a group of school children.
Requirements: ?
Simulation and mock trial participation. Development of a
short curriculum unit on law. A couple of short, written
assignments related to class topics. Readings and attendance.
Materials: ?
A source book of readings will be made available at a cost
of $20.00.
Eligibility: ?
Educ. 401/2 or the equivalent of a first teaching practicum
or permission from the instructor.
.
?
0
Education 488-4?
Special Topics: Teaching a Heritage Language
Intersession, 1985
?
Instructor: Dr. K. Toohey
Tuesday/Thursday 5:30 - 9:20
?
Phone: 291-4397
Location: On Campus
This course will be of interest to persons teaching languages other than
English or French in "heritage language schools" or other settings. Some
of the topics to be addressed are:
- the importance of heritage language teaching
- techniques for developing listening/speaking/writing/reading skills
- using creative drama, puppets, cooperation and games
- adapting/making materials
- developing lesson plans and units
- teaching students of various proficiency and age levels
- developing community-classroom ties
There will be no examinations in this class. Students will be evaluated
on assignments:
1.
original audio-visual and print materials for 2 weeks
2. two lesson plans
3.
class presentation of a lesson
4.
a "unit plan"
The class will be instructed in English, but students will complete their
assignments in the language they teach (providing English translation).
Enrolment: the course will be largely conducted through small group
discussion and cooperative effort, so it is required that for each language
represented, at least two people must be registered. Enrolment for the
first offering of this course will be limited to 20 people.
Textbooks:
Freudenstein, R. Teaching Foreign Languages to the Very Young. Oxford:
Pergamon Press, 1979.
Maley, A. and A. Duff. Drama Techniques in Language Learning New Edition.
Cambridge: Cambridge University Press, 1982.
Joiner, E.G. and P.B. Westphal. Developing Communication Skills. Rowley,
Mass.: Newbury House, 1978.
For further information, contact the instructor.
S
EDUCATION 488-4
ECIAL TOPICS: LAW IN THE CURRICULUM
"Just as we recognize that every student
has a right to read, so we should
recognize that every student has a
right to be 'legally literate', to
possess that minimum amount of
information needed by citizens to
understand how their legal system
works and how it can work for them."
(D. Schimmel)
SPRING, 1985
?
Instructor: Wanda Cassidy
Wednesdays ?
Phone: ?
291-4484
4:30 - 8:20 p.m.
?
Location:
?
TO BE ANNOUNCED
Research shows that teachers are just as interested in teaching law as students are in
learning it. In B.C. schools, law is evident in the elementary school curriculum as
well as in secondary courses, including Social Studies, English, Consumer Education,
Law 11 and Business Education electives.
Education 488-4 is a methodology course. Its purpose is to provide teachers and
prospective teachers with an overview of law's relationship and importance to the
curriculum and to provide the opportunity for educators to examine and participate
in a wide variety of strategies useful for teaching legal topics and concepts
in
the
classroom. The course will be flexible so as to accommodate the needs of elementary
and secondary school teachers and those experienced and inexperienced in teaching law.
ToDics will include: ?
1)
2)
3)
4)
5)
6)
1)
8)
justification for teaching law in the schools
law and the curriculum, formal and informal
unit development in law
basic skills of legal research
classroom strategies such as: mock
case law method, debate, use of a-v
community resources
materials review and development
evaluation in law-related education
trials, simulations,
concept presentation
The occasional field trip will also occur.
Requirements: ?
Short paper on justification for teaching law. Development
of a short curriculum unit in law. Participation in group
activities and presentations. Weekly readings and attendance.
Materials: ?
A source book of readings will be made available at minimal
cost.
Eligibility: ?
Educ. 401/2 or the equivalent of a first teaching practicum
or permission from the instructor.
T
.
?
Education 488-4
Special Topics: Law in the Curriculum
Summer Session, 1984
?
Instr. : Wanda Cassidy
Tuesdays/Thursdays, 1:00 - 4:50 p.m.*
?
Location: On Campus
(*please note that an error has been made in the pre-registration booklet
showing the time as Tues./Thurs. evening, 5:30 - 9:20 p.m. Instead this
evening time is for the other special topics Law Course 487: Law for the
Classroom Teacher.)
Objectives - "(A) rising tide of interest in law has been rushing through
Canadian schools . .
(Kindred, Canadian Community Law Journal, 1979:20)
Research shows that teachers are just as interested in teaching law as
students are in learning it. In B. C. schools law is evident in the
elementary school curriculum as well as in secondary courses, including
the required Social Studies and Consumer Education program and Law II
Business Education electives.
Education 488-4 is a methodology course. Its purpose is to provide teachers
and prospective teachers with the opportunity to examine and participate in
a wide variety of strategies useful for teaching legal topics and concepts
in the classroom. The course will be flexible so as to accommodate the needs
of elementary and secondary school teachers and those experienced and
inexperienced in teaching law.
Topics will include: 1) nature and importance of teaching law
2)
law and the curriculum
3)
unit development in law
4)
basic skills of legal research
5)
strategies such as: mock trials, simulations,
case law method, problem solving, use of a-v
6)
community resource support
7)
materials review and development
There will be occasional field trips and at times registrants will work with
an actual group of school children.
Requirements - Major assignment - development of a curriculum unit on a
legal topic. Weekly readings and tasks. Although not required, students
are encouraged to also enroll in Educ. 487-4 in order to gain a greater
understanding of the law itself.
Materials - A source book of readings will be made available at minimal cost.
Eligibility - Educ. 401/2 or the equivalent of a first teaching practicum.
• .
?
?
.
Education 488-4
The Visual Arts, Imagery, And Education
Summer Session, 1984 ?
Instructor: Dan Nadaner
Tuesdays, Thursdays, 1:00 - 4:50 ?
Location: on campus
The Visual Arts, Imagery, and Education is a seminar course open to
graduate students, and to a limited number of undergraduates, with the
consent of the instructor. The course should be of interest to students
interested in thinking processes associated with education, and with the
role of imagery in new forms of classroom activities. No background in
the visual arts is required.
The course reviews recent research on mental imagery, and explores
the role of the image in education. Specific areas to be focused on in-
cluded: imagery in writing, imagery in the visual arts, and imagery in
social studies. Course requirements consist of readings and two 6 - 10
page papers, one concerned with theories of mental imagery and one with
educational applications.
Outline of Class Sessions
1. Theories of Mental Imagery
A.
The debate: Do we think in images?
• And, if so, what are they like?
B.
Comparing evidence from several fields:
The classics, the "old" psychology, psychoanalysis,
art education, philosophy, and the "new"
cognitive psychology.
2. Potentials for Imagery In Education
A.
The natural way to think: arguments from
psychologists and educators.
B.
The natural way to write: Gabrielle Rico's
Writng The Natural Way
c. Guest lecture: imagery and other curriculum areas
3. Practical Projects: Imagery In the Arts and Social Studies
?
A. The natural way to create in the visual arts.
1.
Looking
at
drawing as a record of perceptions.
2.
Looking at painting as a record of emotions.
3.
Imagery activities for the school.
.
?
-2- ?
S
B. Improving images of other cultures in the social studies.
1.
Evidence from recent research in
British Columbia
2.
Obstacles to better imagery: stereotypes in
the media and what the teacher can do about them
3.
Learning to "map" the social world: the
Steinberg system.
Course Requirements
1. Completion of required readings, and participation in discussions,
is a basic requirement of the course.
2.
The first six to ten page paper will compare the arguments of two
theorists of mental imagery. The paper will compare and contrast
their views on the nature and significance of mental imagery, and
evaluate the respective strengths of their views. Due at middle
of term.
3.
The second six to ten page paper will deal with some aspect of the
role of imagery in education. It is suggested that you analyze the
ideas of one of the writers on
imagery
and education (for example,
Egan, Abbs, Rico, Arnheim, Gordon, Eldridge, Nadaner)
and develop a new type of learning experience that emerges from these
ideas. All students will plan this paper in consultation with the
instructor. Types of projects could include: dream poetry, analyzing
heroes and sex-role stereotypes on T-V., painting and emotions,
writing and autobiography, etc. Students may emphasize their own
creative work in this paper if they are so inclined.
Bibliography
Note: Required readings for seminars are marked with an as11risk, and
will be distributed in photocopy form, excepts for the Sommer
and Block paperbacks (required texts).
S ?
-3-
Part I: Theories of Mental Imagery
•
?
Arnheim, Rudolf.
?
Visual Thinking
•
?
Block, Ned. ?
Imagery.
Delaney, Gayle.
?
Living Your Dreams.
•
?
Gordon, Rosemary.
?
A Very Private World.
?
In
P. Sheehan,
Ed., The Function And NatUre of Imagery.
•
?
Hall, Calvin, S. What People Dream About.
?
Scientific
American. ?
184, May, 1951,
60 - 64.
•
?
Hannay, Alistair. ?
Mental ?
Images: 'A Defence.
Jung, Carl. ?
Man And His Symbols.
•
?
Kosslyn, Stephen. ?
Image And Mind.
Paivio, Alan.
?
Imagery And Verbal Processes.
Piaget, Jean. ?
Mental
?
Imagery In The Child.
Read, Herbert. ?
Education Through Art.
Ryle, Gilbert.
?
On Thinking.
Samuels, Mike.
?
Seeing with The Mind's Eye.
•
?
Shepard, Roger.
?
The Mental ?
Image. ?
American
Psychologist.
1978, 33,
?
125- ?
137.
Sheikh,:.A.A. ?
Imagery.
•
?
Sommer, Robert:
?
The Mind's Eye:
?
Imagery In
Everyday Life.
Part II: Potentials For Ima
g
er y
In Education
• Abbs, Peter. Education And The Living Image:
Reflections on Imagery, Fantasy, and The
Art Of Recognition. Teachers College Record,
82: 475 - 96, Spring, 1981.
• Egan, Kieran. Educational Development.
• Piaget, Jean. The Child's Conception Of The World.
• Rico, Gabriele. Writing The Natural Way.
Richardson, Glenn E. Educational Imagery.
Singer, Jerome. Imagination And Make-Believe Play
In Early Childhood: Some Educational Implications.
Journal Of Mental Imagery, 1977, 1, 127 - 144.
. ?
- 4 -
?
S
Part III: Practical Projects: Imagery In the Arts amd Social Studies
• B.C. Secondary Art Curriculum
• Eldridge, Arthur. Imacies of Conflict.
Gordon, Rosemary. An Investigation Into Some of the Factors that Favour
The Formation of Stereotyped images. British Journal of Psvholoqy,
39, (3), 156 - 187.
* Langer, Suzanne.
Problems of Art.
Lansing, Kenneth. The Effect of Drawing on the Development of Mental
Representations. Studies In Art Education. 22, 3, 15 - 23, 1981.
* Nadaner, Dan A Matter Of Life and Death. Vanguard, December, 1983.
* Nadaner, Dan. On Art And Social Understanding: Lessons From Alfred Schutz.
Journal of Multi-Cultural And Cross-Cultural Issues In Art
Education, 1 (1), Fall, 1983.
Schiff, Stephen. The Will to Beauty. Vanity Fair, 47 (1), Jan., 1984.
* Sontag, Susan. On Photography.
* Steinberg, Saul.
The Inspector.
Required Texts
Block, Ned. Imagery.
Sommer, Robert. The Mind's Eye: Imagery In Everyday Life.
S
?
EDUCATION 488-4
I
SPECIAL TOPICS: DESI (1JS FOR LEARNING. KINDERGARTEN
SUMMER SESSION, 1984
?
INSTRUCTOR: D. vlanie Zola
MJNDAY/WEDNESDAY, 5:30 - 9:20
?
LOCATION: Campus
COURSE DESCRIPTION
The course will introduce you to a survey of principles and practices
of school programs for the early years - specifically at the Kindergarten
and Year One levels in British Columbia.
The course will focus on such topics as:
-selected aspects of child growth and development as they relate to,
and hold implication for, school programs in the initial years;
-goals and objectives of a Kindergarten/Year One program;
-creating learning environments and selecting, organizing, and
implementing instructional strategies, materials and content;
-appraising pupil learning, assessing teaching performance, and
evaluating educational programs.
The course will comprise of a broad range of experiences (lectures, workshops,
seminars, discussiongroups, etc.) organized in such a way as to model
a student-centered approach and to maximize individualization of learning.
COURSE REQUIPEMEWFS
Attendance and participation in all parts of the program.
Completion of readings, completion of major curriculum project, and
completion of various follow-up assignments.
Demonstration of competency in fulfilment of selected assignments.
TEXT: No required text.
A variety of recommended readings and resources.
I ?
S
Education 488-4 Designs for Learnin g
: Teaching
Native Languages
FALL, 1983
?
Instructor: K. Toohey
Location: Prince Rupert
Des cri pti on:
This course is focussed upon curriculum development and teaching
methodology for teaching one of British Columbia's Native Languages.
Participants will survey the disciplinary bases of current approaches
to language teaching, will create and evaluate curricular plans and
materials, and practise various teaching techniques.
Topics:
1.
Approaches to language teaching.
2.
Goals for language education programs.
3.
Teaching pronunciation; teaching grammar
4.
Curriculum development in Native language programs.
5.
Materials development
Regui rements:
1.
Annotated bibliography of resources.
2.
Unit plan.
3.
Presentation of lesson from unit plan.
4.
On-going participation in workshop activities; mini-assignments,
mini -presentati ons.
Readi ng:
To be supplied.
0
EDUC.
488-1+
MODELS OF THE CONTEMPORARY ARTS IN EDUCATION
Summer Session, 1983 ?
Instructor: Dr. Dan Nadaner
Wednesday and Friday, 8:30 - 12:20
?
LOCATION: on campus
This course addresses the contemporary arts of painting, video, film,
and photography, and their place in education. This course should be of
interest to teachers and art students who are interested in exploring new
frontiers in art education. The course will examine the values that underlie
the contemporary arts, and the potential relationships between these
artistic valuesand education. The course will review leading ideas in the
field of contemporary arts education, emphasizing theories of social and
cultural value. The course will involve students in an educational project
related to an art form of their choice.
Outline Of Topics
1) Introduction: What is art education?
A critique of conventional practice in school art.
A survey of potential educational values in the contemporary
arts.
2) New models of the arts in education.
A.
Art as cultural symbol: insights from anthropology.
B.
Art as social inquiry: insights from film criticism.
C.
Art as self-aware understanding: insights from philosophy.
3) Case studies of educational value in the contemporary
-
visual arts.
What is bein
g
done with. the contemporary arts in exemplary school programs;
and what could be done.
4) Educational implications.
Discussion and written work on potential developments of the contemporary
arts in school programs.
Student-designed educational projects.
Readings (on reserve in the Library)
Laura Chapman. Instant Art, Instant Culture: The Unwritten Art PrOgram of
The Schools.
Edmund Feldman. Becoming HUman Through Art.
Hans Giffhorn. 'Ideologies of Art Education' Studies In Art Education.
Vincent Lanier. The Arts
We
See.
Susan Sontag. OnPhotography.
I ?
.
Education 488-4: ?
THINKING WITH IMAGES:
THE VISUAL ARTS IN EDUCATION
SUMMER SESSION 1982 ?
Instructor: Dr. Dan Nadaner
Tuesday and Friday, 1-4:50 ? Location: ?
On campus
Thinking With Images, as part of the SITE program on artistic
thinking, explores the role of visual images in education. We will
examine several points of view on the nature of visual imagery; we will
see how the visual images of daily experience, dreams, and the imagination
are developed in the visual arts; and we will identify the roles that
artistic images can play throughout the school curriculum. The course
format will combine discussions with hands-on exercises in working with
visual images. No prior experience in making art is required for these
exercises.
Outline of Topics
1)
The Nature of Mental Imagery.
Discovering our personal imagery.
Research on children's imagery.
2)
Developing Imagery Through Drawing.
Details, points of view, and the big picture.
The image as metaphor: Political cartoons,
philosophical cartoons.
3)
The Imagery of Painting.
Painting and
Painting and
4)
Communicating Imagery
Representing
Stereotyping
5)
Educational Implicati
dream imagery.
the structure of feeling.
Through Film.
the flow of imagery.
vs. authenticity.
DnS: Art At The Core
- Of The Curriculum.
Imagery in science and environmental studies.
Imagery in reading and writing.
Imagery in social studies.
Imagery in multi-cultural education.
Course Requirements
Participation in discussion and activities, and completion of
assigned readings, is the basic work of the course. Specific requirements
are:
1)
A paper of no more than six pages. This paper should discuss an aspect
of visual imagery that is of special interest to the student, using course
readings as references; and
2)
A proposed project for the school curriculum, which would involve
collecting, creating, or criticizing visual images.
(readings on reverse)
.
?
.
Required Readi
ng
Robert Mckim Experiences in Visual Thinking. Monterey, Calif..:
Brooks/Cole Publishing Co., 1980;
Reserve Reading
Course readings will be selected from the following works, on
two-hour reserve inthe library.
Arnheim, Rudolf. Vj_sual Thinking.
Atkin, C.K. The Effects of Television Advertising On Children.
Final report submitted to The Office Of Child Development.
Washington, D.C.: Department of Health, Education and Welfare, 1975.
Eisner, Elliot. "Reading And The Creation Of Meaning." In M. Douglass,
Ed., Claremont Reading Conference, 49th Yearbook.
Gordon, Rosemary. "A Very Private World". In The Function and Nature
Of Imagery. N.Y. i Academic Press, 1972.
Iser, Wolfgang. TheAct Of Reading.
Jung, Carl. Man And His Symbols.
Kepes, Gyorgy. Module, Proportion, Rhythm, Symmetry.
Langer, Suzanne. Problems of Art.
McKim, Robert. Experiences In Visual Thinking.
Mendelowitz, Daniel. Drawing.
Nadaner, Dan. "Art And Cultural Understanding'. Art Education
July, 1981.
Nadaner, Dan. "Representing Perceptions On Film" (professor's
xerox copy).
Nadaner, Dan. "From 'They' To 'We': Understanding Others Through Art"
(professor's xerox copy).
Nisbit, Robert. Sociology As An Art Form.
Pavey , Don. Art-Based Games.
Pressley, M. "Imagery And Children's Learning: Putting The Picture
?
In Developmental Perspective." Review Of EducatiOnal Research,
1977,47, 585-622.
Shepard, Roger. "The Mental Image." American Psychologist. 1978a, 33, 125-137.
Steinberg, Saul. The Inspector.
Wilson, Brent. "An Iconoclastic View of The Imagery Sources In The?
Drawings of Young People". Art Education. 1977, 30, pp. S-li.
EDD411B c&(J/C
Problems in Attention and Behavior
Dr. Duane Rubadeau
?
Prince George
Office: VAN 2-212
Phone: Office: 562-2131 x323
563-3875
Office Hrs: Mon.-Thurs. 6-7 p.m.
Class Time: Thurs. 7-10 p.m. V7 2-243
I. Course Content:
This course is intended for people who want to learn about the assessment
and intervention techniques for working with children presenting mild-to-
moderate problems of attention or behavioral adjustment. Objectives and methods
of working with children having these difficulties, including school--based and
non-school based therapeutic alternatives, will be reviewed and evaluated as to
their effectiveness.
II. Format:
This course is organized around a learn/practice method. The first term of
the course will focus on the diagnostic, screening, and intervention models and
procedures currently used with children having problems of attention or behavioral
adjustment.
The second term will concentrate on implementation of programs and teaching
techniques to deal with a chi's s
pecial
needs. I plan to focus on an approach
useful to classroom-based or program-based personnel as the key chnge agents.
In addition, parents are seen as the significant others curucial for the main-
tenance of any changes attained in the school/program settings in which the
children participate.
III. Texts:
1.
Blackharn, G.,& Silberman, A. Modification of Child and Adolescent 'Behavior.
(3rded.). Wadsworth, 1980.
2.
Blankenship, C.,& Lilly, M.S. MainstrearningStudents with Learning and
Behavior Problems. Holt, Rinehart, Winston, 1981.
IV. Topical Outline:
A. Term I:
1. Exam 1:
Definitions, Prevalence, Classification Factors
Theoretical Views: Behavioral, Psychoeducational, and Ecological
Models.
Lecture Notes and B & L Chapters 1-3, and B & S Chapters 1-3.
.../2
S
?
.
-2-
2.
Exam 2:
Managing Behavior
measurement of Behavioral change
Lecture Notes and B & L Chap
ters 4-8, and B & S Chapters 4 & 5.
3. Completion of Four (4) Observations and Reports:
1)
General Work Behaviors of a Designated Subject.
2)
Observation Procedure
3)
Observation Procedure
4)
Report on Home-School Carrnunication
B. Term II:
1.
Exam 3:
Behavioral Curriculum Interventions
Lecture Notes and B & L Chapters 9 & 10, and B & S Chapters 6-8.
2. Exam 4:
A Social Learning Intervention Program
The Developm
e
ntal Therap
y Orientation
The Role of Parents in Special Education
Lecture Notes and B & S Chapters 9 & 10.
3.
Major Report,:,,
Design and irrp1enntation of a workable overall strategy for reduction
of deviant behaviors.
V. Student Evaluation:
rCon p let i
on of 4 observations & reports.
"C" grade: ?
Canpietion of major report.
LPass 4 examinations at the "C" level.
rcietion of 4 observations & reports.
"B"
grade: ?
I
Completion of major report.
LPass 4 examinations at the "B" level.
EcQTpletion of 4 observations & reports.
"A"
?
I
Completion of major report.
LPass 4 examinations at the "A" level.
/3
.
?
.
-3-
VI. Course Objectives:
From the combination of textbook, lecture and aolied situations, the student
will be able to:
1.
Collect and organize information from classroom observation, analysis of
work samples, previous test results, student records, etc., in order to
prepare an I.E.P.
2.
Identify appropriate instructional activities for students with behavior
problems and to identify when to ndify those activities.
3.
Identify and modify, if necessary, an
?
measurement procedures in
order to determine the needs of the student with behavior problems.
4.
State and employ a behavioral decision-making model when working with
students with behavior problems.
5.
State some typical ways in which behavior
p roblem students will act in
specific situations and identify
same
strategies to intervene with this
student.
6.
Identify sources of information on behavior problems outside of those
presented in ED D 411B.
VII. Bibliography:
Hartinill, D., & Bartel, N. Teaching Children With Lnting And Behavior
Problems. Allyn & Bacon, 1978.
Long, N., Morse, W., & Newman, R. Conflict IriTheClassroom (4th ed.),
Wadsworth, 1980.
Millman, H., Schaefer, C., & Cohen, J. Therapies For School Behavior Problems.
Jossey-Bass, 1980.
Newcaer, P. L. Understanding And Teaching EtiOnally Disturbed Children.
Allyn & Bacon, 1980.
Ross, A. Psychological Disorders Of Children. McGraw-Hill, 1980.
Smith, J., & Smith, D. Child Manag ement. Research Press, 1976.
Wallace, G., & Kauffman, J. Teaching Children With Learning Problems.
(2nd ed.). Merrill, 1978.
/4
.
?
.
-4-
VIII. Journals:
There are many journals that contain suggestions, hints, research reviews, and
other useful information about children with vroblenis
i
of attention and behavior.
You may want to join the Council for Exceptional Children. By doing so, you
will receive ongoing news about exceptional children. It would be especially
helpful to add the special interest group (CD) which focuses on "behaviorial
disorders."
Academic Therapy
American Journal of Art Therapy
Amarican Journal of Mental Deficiency
B.C. Journal of Special Education
Clearinghouse
Exceptional Children*
Focus on Exceptional Children
Journal of Applied Behavior Analysis
Journal of Autism and Develorental Disorders
Journal Child Psychology & Psychiatry
Journal of Learning Disabilities
Journal of Nusic Therapy
Journal of Research and Crime and Delinquency
Journal of School Psychology
Journal of Special Education
Special Education In Canada*
Teaching Exceptional Children*
*These journals coma with membership in C.E.C., plus, you receive Update, a
monthly newsletter. Please think seriously
,
about joining C.E.C. It is a
good way to keep up with the develonts in Special Education.
********
•
?
,1
EDD41IJ3
Problems in Attention and Behavior
Dr. Duane Rubadeau
Office: VAN 2-212
Phone: Office: 562-2131 x323
Hair: ?
563-3875
Office Hrs: Mon.-Thurs. 6-7 p.m.
Class Tin: Thurs. 7-10 p.m. VAN 2-243
I. Course Content:
Prince George
This course is intended for people who want to learn about the assessment
and intervention techniques for working with children presenting mild-to-
moderate problems of attention or behavioral adjustment. Objectives and methods
of working with children having these difficulties, including school-based and
non-school based therapeutic alternatives, will be reviewed and evaluated as to
their effectiveness.
II. Format:
This course is organized around a learn/practice method. The first term of
the course will focus on the diagnostic, screening, and intervention trodels and
procedures currently used with children having problems of attention or behavioral
adjustment.
The second term will concentrate on isnplenentation of programs and teaching
techniques to deal with a child's special
needs. I plan to focus on an approach
useful to classroan-based or program-based personnel as the key change agents.
In addition, parents are seen as the significant others curucial for the main-
tenance of any changes attained in the school/program settings in which the
children participate.
III. Texts:
1.
Blackham, G., & Silberman, A. Modification df Child and Adolescent Behavior.
(3rd ed.). Wadsworth, 1980.
2. Blankenship, C.,& Lilly, M.S. Mainstreamin q
udents with Learning and
Behavior Problems. Holt,
?
hart, Winston, 1981.
IV. TopicalOutline:
A. Term
I:
1. Exam 1:
Definitioni, Prevalence, Classification Fctors
Theoretical Views: Behavioral, Psvchoeducational, and Ecological
Models.
Lecture Notes and B & L Chapters 1-3, and B & S Chapters 1-3.
/2
2.
Exam 2:
Managing Behavior
measurement of Behavioral Change
Lecture Notes and
B
& L Cha
p
ters
4-8,
and
B & S Chapters 4 & 5.
3. Completion of Four
(4)
Observations
and
Reports:
1)
General Work Behaviors of a Designated Subject.
2)
Observation Procedure
3)
Observation Procedure
4)
Report on Home-School Carrru.micatiOn
B. Term II:
1.
Exam 3:
Behavioral Curriculum Interventions
Lecture Notes and B & L Chapters 9 & 10, and B & S Chapters 6-8.
2.
Exam 4:
A Social Learning Intervention Program
The Developmental Thera
p
y Orientation
The Pole of Parents in Special Education
Lecture Notes and B & S Chapters 9 & 10.
3.
Major Report:
Design and implementation of a workable overall strategy for reduction
of deviant behaviors.
V. Student Evaluation:
rccietion of 4 observations & reoorts.
"C" grade:
?
JCcmpletion of major report.
LPass 4 examinations at the "C" level.
rca1etion of 4 observations & reports.
"B" grade: ?
J
Canpietion of major report.
LPass
4 examinations at the "13" level.
E
cor
v 1etion
of 4 observations & reoorts.
"A"
?
I
Completion of major report.
L P
ass 4 examinations at the "A" level.
/3
S ?
S
VI. Course Objectives:
From the combination of textbook, lecture and aoolied situations, the student
will be able to:
1.
Collect and organize information from classroom observation, analysis of
work samples, previous test results, student records, etc., in order to
prepare an I.E.P.
2.
Identify appro
p
riate instructional activities for students with behavior
problems and to identify when to modify those activities.
3.
Identify and modify, if necessary, ap
p.
propriate measurement procedures in
order to determine the needs of the student with behavior problems.
4.
State and employ a behavioral decision-making model when working with
students with behavior problems.
5.
State
some
typical ways in which behavior
p
roblem students will act in
specific situations and identify sane strategies to intervene with this
student.
6.
Identify sources of information on behavior problems outside of those
presented in ED D 411B.
VII. Bibliography:
Hannill, D., & Bartel, N. Teaching Children With Learning And Behavior
Problems. Allyn & Bacon, 1978.
Long, N., Morse, W., & Newman, R. COnflict In The Classroom (4th ed.).
Wadsworth, 1980.
Millman, H., Schaefer, C., & Cohen, J. Therapies For Sch
o ol Behavior Problems.
Jossey-Bass, 1980.
Newcr, P. L. Understanding And Teaching Emotionally Disturbed Children.
Allyn & Bacon, 1980.
Ross, A. Psychological Disorders Of Children. McGraw-Hill, 1980.
Smith, J., & Smith, D. Child Mana
gement. Research Press, 1976.
Wallace, G., & Kauffman, J. Teaching Children With
Learning
Problems.
(2nd ed.). Merrill, 1978.
/4
. ? .
-4
-
VIII. Journals:
There are many journals that contain suggestions, hints, research reviews, and
other useful information about children with problems of attention and behavior.
You may want to join the Council for Exceptional Children. By doing so, you
will receive ongoing news about exceptional children. It would be especially
helpful to add the special interest group (CCBD) which focuses on "behavioria],
disorders."
Academic Therapy
.Merican Journal of Art Therapy
Amarican Journal of Mental Deficiency
B.C. Journal of Special Education
Clearinghouse
Exceptional Children*
Focus on Exceptional Children
Journal of Applied Behavior Analysis
Journal of Autism and Developrntal Disorders
Journal Child Psychology & Psychiatry
Journal of Learning Disabilities
Journal of Music Therapy
Journal of Research and Criii and Delinquency
Journal of School Psychology
Journal of Special Education
Special Education In Canada*
Teaching Exceptional Children*
*These journals cone with nbership in C.E.C., plus, you receive Update, a
rtonthly newsletter. Please think seriously about joining C.E.C. It is a
good way to keep up with the developTents in Special Education.
********
V
(L
. ?
,
Education 488-4: ?
THINKING WITH IMAGES:
THE VISUAL ARTS IN EDUCATION
SUMMER SESSION 1982
?
Instructor: Dr. Dan Nadaner
Tuesday and Friday, 1-4:50
?
Location: ?
On campus
Thinking With Images, as part of the SITE program on artistic
thinking, explores the role of visual in-ages in education. We will
examine several points of view on the nature of visual imagery; we will
see how the visual images of daily experience, dreams, and the imagination
are developed in the visual arts; and we will identify the roles that
artistic images can play throughout the school curriculum. The course
format will combine discussions with hands-on exercises in working with
visual images. No prior experience in making art is required for these
exercises.
Outline of Topics
1)
The Nature of Mental Imagery.
Discovering our personal imagery.
Research on children's imagery.
2)
Developing Ima
g
ery Through Drawing.
Details, points of view, and the big picture.
The image as metaphor: Political cartoons,
philosophical cartoons.
3)
The Imagery of Painting.
Painting and
Painting and
4)
Communicating Imagery
Representing
Stereotyping
5)
Educational Implicati
dream imagery.
the structure of feeling.
Through Film.
the flow of imagery.
vs. authenticity.
Dns: Art At The Cor
p
Of The Curriculum.
Imagery in science and environmental studies.
Imagery in reading and writing.
Imagery in social studies.
Imagery in multi-cultural education.
Course Requirements
Participation in discussion and activities, and completion of
assigned readings, is the basic work of the course. Specific requirements
are:
1)
A paper of no more than six pages. This paper should discuss an aspect
of visual imagery that is of special interest to the student, using course
readings as references; and
2)
A proposed project for the school curriculum, which would involve
collecting, creatin
g
, or criticizing visual images.
(readings on reverse)
Required Reading.
/
?
Robert Mckim Experiences in Visual Thinking. Monterey, Calif..:
/ ?
Brooks/Cole Publi
shing Co., 1980.
Reserve Reading
Course readings will be selected from the following works, on
two-hour reserve in the library.
Arnheim, Rudolf. Visual Thinking.
Atkin, C.K. The Effects of Television Advertisin
g
On Children.?
Final report submitted to The Of fi ce Of Child Development.
Washington, D.C.: Department of Health, Education and Welfare, 1975.
Eisner, Elliot. "Reading And The Creation Of Meaning." In M. Douglass,
Ed., Claremont Readin
g
Conference, 49th Yearbook.
Gordon, Rosemary. "A Very Private World". In The Function and
Of Imagejy. N.Y.: Academic Press, 1972.
Iser, Wolfgang. The Act Of Reading.
Jung, Carl. Man And His Symbols.
Kepes, Gyorgy. Module, Prpotofl,. Rhythm, Srnetry.
Langer, Suzanne. Problems of Art.
McKim, Robert. ExperiencS In Visual Thinking.
Mendelowitz, Daniel. Drawing.
Madaner, Dan. "Art And Cultural understanding". Art Education
July, 1981.
Nadaner, Dan. "Representing Perceptions On Film" (professor's
xerox copy).
Nadaner, Dan.
?
From 'They' To 'We':
Understanding Others Through Art"
(professor's xerox copy).
Nisbit, Robert. Sociology As An Art Form.
Pavey
?
Don. Art-Based Games.
Pressley, M. "Imagery And Children's Learning: Putting The Picture
In Pevelopmental Perspective." Review of Educational
1977,47, 585-622.
Shepard, Roger. "The Mental Image." American Psychologist. 1978a, 33, 125-137.
Steinberg, Saul. The Ins co.
Wilson, Brent. "An Iconoclastic View of The Imagery Sources In The?
Drawings of Young People".
Art
E4y.tJ.9L. 1977, 30, Pp. 5-11.
