GRADUATE DIPLOMA IN EDUCATION—COURSE OUTLINE
EDPR 503 Frameworks for Learning
EDPR 561 Advanced Field Studies In Educational Practice I
Communities of Practice, Burnaby
Term: 3, 2016 (Jan - April)
DATES:
LOCATION:
Monday (Jan 11, 18, 25; Feb 1, 15, 22, 29; March 7; April 4, 11, 18)
Cariboo Hill Secondary,
Burnaby
Library
4:30 – 7:30
Susan Montabello
ROOM:
TIME:
INSTRUCTOR:
Susan.Montabello@sd41.bc.ca
EMAIL:
Paula Howarth
FA:
EMAIL:
Faculty
phowarth@sfu.ca
Associat
Emailpho e:Tel:Email:
Instructional Team: Don Blazevich, Christy Redmond, Wendi Palmer
Prerequisite:
Participants must be enrolled in a Graduate Diploma Program
Course Description:
Frameworks for Learning
In this course, graduate diploma students will explore perspectives related to learning, teaching
and curriculum. This will involve considering various frameworks and approaches to organizing
teaching and learning experiences and how they link to various perspectives. Students will read
and discuss research and theory related to how people learn. Students will critically reflect on
their own experiences of applying these approaches in their own practice and consider how these
experiences relate to theories previously explored. Course activities will include facilitated
deconstruction and problematizing of theories, practices and the language therein. Students will
construct plans incorporating the perspectives and approaches explored to try out in their own
practice.
Field Studies Advanced In Educational Practice I
Taken concurrently with Frameworks for Learning this course is the individual inquiry portion of
the semester. This course challenges teachers to examine themselves and their pedagogy through
an inquiry project. It is also expected that teachers will continually augment and maintain their
portfolio. It is incumbent on teachers to capture data, ideas, and information generated as a result
of course content and reflections. At the end of this course participants will share a Field Study
Presentation. The Working Portfolio will be in May.
SFU FACULTY OF EDUCATION
FIELD PROGRAMS
Educational Rationale:
Frameworks for Learning
There are many instructional practices that hold potential to engage students and support their
learning. For practicing teachers, it is often the case that they are aware of various frameworks
with potential to support student learning. This course will explore the gap between theory and
practice as well as the gap between what teachers value and what they do (Brookfield, 1999;
Hobson, 2001; Palmer, 1998).
Teachers' positions are influenced by contextual factors and autobiographical experiences that
can be addressed once surfaced and attended to. This course offers teachers opportunities to
surface, explore and (re)think their beliefs and actions are and how they can be informed by
various experiences, theories, perspectives and research. Frameworks related to learning,
teaching, curriculum and planning will be introduced. Teachers will have opportunities to
consider, explore, and deconstruct personal perspectives, approaches and practices. Inquiry
experiences, ranging from instructional team-led activities, classroom/school-based explorations,
and teachers' ongoing field studies, will provide opportunities for theory/practices explorations
and critical reflection.
A number of questions will be explored within this course:
 What does engagement mean and how does our understanding of this impact our practice?
 What does learning mean and how does our understanding of this impact our practice?
 Why do we take up or dismiss various frameworks?
 What are the values and beliefs embedded within various perspectives and approaches and
how they connected to various frameworks for learning?
 How might we match our particular values, perspectives and theories with practices that better
honour and make a difference in the educational experiences of students?
 How might we persevere support each other in our efforts to align our values, perspectives,
theories and practices?
 How have our prior experiences with curriculum shaped our current understandings and
practices?
Advanced Field Studies In Educational Practice I
The Field Studies course is a unique blend of theory and practice. To better understand oneself as
an educator, teachers will engage in learning–focused conversations, reflective practice, and
inquiry. The intent is to challenge assumptions, expectations, and demonstrate the journey of a
reflective practitioner.
Course-level Goals
Reading and learning tasks will support teachers to connect theory, research and practice and to
build on and deconstruct their beliefs, knowledge and practices.
During the course:
- teachers will read and consider theories of learning
- teachers will explore various frameworks for learning
-teachers will examine their practice in light of these frameworks and theories
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SFU FACULTY OF EDUCATION
FIELD PROGRAMS
Capacities:
REFLECTIVE PRACTITIONER, develop a disposition of inquiry and critical reflection to
understand and develop your practice.
STRATEGIC AND RESPONSIVE TEACHER, explore, develop and implement teaching and
assessment practices to support the learning of diverse students.
EDUCATIONAL LEADER, engage in innovative practices, encourage risk-taking and
support learning communities in local and global contexts.
ETHICAL AND CARING LEADER, promote and sustain an ethic of care within your practice
and across professional communities.
FLEXIBLE LEARNER AND PRACTITIONER, able to thrive amidst the opportunities and
challenges brought about by new tools and ways of thinking in a changing educational
context.
Topics/Questions:
Who am I as a teacher and a learner?
How do I generate knowledge through my practice?
How is critical reflection essential to a deeper understanding of theory and practice?
How can I purposefully investigate my practice?
How do I make visible the hidden assumptions that inform my practice?
How do professionals learn and work together?
Learning Tasks/Assignments and Expectations:
Readings:
Weekly readings will be assigned. Please read and critically reflect on the readings
with notes, connections, and responses to prepare for follow up discussions.
Field Study:
Field Study Intent Form posted on Canvas and emailed to mentor (Jan 25)
Field Study Sharing (April 18)
Field Study Summary Form posted on Canvas and emailed to mentor (May 2)
Frameworks for Learning course:
Readings and discussion in class
Text study readings and participation in conversation groups
Synthesis of text study group conversations
Epostcards (see schedule for submission dates)
Working Portfolio: In February you will present an individual portfolio referenced to
the program Capacities. This portfolio will synthesize and evaluate key learning to
date. You are expected to document your own learning throughout this course by
maintaining an individual working portfolio that includes evidence of continuous
reflection and that provides examples of how your understandings and skills have
changed. Evidence of learning may include carefully selected items such as
completed learning tasks, responses to readings, summaries of inquiry activities,
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SFU FACULTY OF EDUCATION
FIELD PROGRAMS
quotes from conversations, peer feedback, annotated photographs, and/or other
visual examples. The Working Portfolio presentation will be shared in mentor
groups. (Feb 29)
Assessment & Grading procedures:
Reflection and self-assessment are essential methods of assessment in a diploma course,
along with regular feedback from the faculty associate, program mentors, sessional
instructors, and peers. Teacher-learners are expected to carefully consider all given
feedback during the program and make informed decisions about their growth in relation
to the program capacities. The reporting of this growth will take place through the creation
of a critically reflective learning portfolio in which each teacher-learner examines his or her
growth in relation to the program learning goals or program capacities. The Faculty
Associate will assign a grade of Satisfactory or Unsatisfactory based on the growth in the
program capacities demonstrated in the critically reflective portfolio.
Department Policy Statement re Attendance/Participation:
Attendance and active participation in all classes is mandatory in order to attain an 'S'
grade.
Because all classes are participatory, a student must make arrangements with the
instructor/faculty associate to complete readings/assignments to compensate for missed
work. It should be noted that students who miss the equivalent of two or more classes may
not be able to make up sufficient work to attain an ‘S’ grade.
A student who is unable to attend a class due to exceptional circumstances must notify the
instructor and faculty associate before the class and also contact other students before the
subsequent class to find out what was discussed and make up work missed.
University Policy Statement regarding Academic Honesty:
All members of the University community share the responsibility for the academic
standards and reputation of SFU. Academic honesty is a condition of continued
membership in the university community. Please review the Policy at
http://www.sfu.ca/content/sfu/policies/gazette/student/s10-01.html
Required Readings:
Advanced Field Studies In Educational Practice I
Power, B., & Shagoury Hubbard, R. (2003). Pentimento: Strategies for Data Analysis.
The Art of Classroom Inquiry, A Handbook For Teacher-Researchers (p. 124-132).
Portsmouth, NH:Heinemann.
Samaras, A. (2011). Self-Study Teacher Research: Collect Data (p.173-196). Thousand Oaks,
California: Sage Publications.
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SFU FACULTY OF EDUCATION
FIELD PROGRAMS
Frameworks for Learning bibliography of course readings and references:
Applebaum,D. (1995). The Stop. Albany: State University of New York Press
Archibald. J. (1997) Coyote Learns to Make a Storybasket: The Place of First Nations Stories In
Education. PhD Diss., Vancouver, B.C.:Simon Fraser University
Atwell, N. (1998). In the middle: Writing, reading, and learning with adolescents. Portsmouth,
NH: Heinemann.
Barton, B. & Booth, D. (1990) Stories in the Classroom. Portsmouth, New Hampshire:
Heinemann.
Baldwin, C.(2005) StoryCatcher: Making Sense of Our Lives through the Power and Practice of
Story. Novata, California:New World LIbrary
Berger, R., Rugen, L. & Woodfin, L. (2014) Leaders of their own Learning: Transforming
Schools Through Student-Engaged Assessment. San Fransisco, California: Jossey Bass.
Brownlie, F., Feniak, C., & Schnellert, L. (2006). Student diversity: Classroom strategies to
meet the learning needs of all students. Markham, Ontario: Pembroke Publishers.
Brownlie, F. and Schnellert, L. (2009). It’s all about thinking: Collaborating to Support All
Learners in English, Social Studies, and Humanities. Winnipeg, Manitoba: Portage and Main
Press.
Calkins, L. (1986). The art of teaching writing. Portsmouth, New Hampshire: Heinemann.
Carr, M. & Lee, W. (2012) Learning stories: Constructing Learner Identities in Early Education.
Thousand Oak, California: Sage Publications
Christensen, L. (2000) Reading, Writing and Rising Up: Teaching about Social Justice and
The Power of the Written Word. Milwaukee. Wisc.: Rethinking Schools Publication.
Costa, A. & Kallick, B. ((2004) Assessment Strategies for Self-Directed Learning. Thousand
Oak. Sage Publication.
Csikszentmihalyi, M. (1997) Finding Flow: The Psychology of Engagement with Everyday
Life. New York: Basic Books
Daniels, H. & Bizar, M. (2005). Teaching the best practice way: Methods that matter, K-12.
Portland, Maine: Stenhouse Publishers.
Dion, S. (2009) Braiding Histories: Learning from Aboriginal Peoples’ Experiences and
Perspectives. Vancouver, B.C.: UBC Press
Dewey, J. (1902). The child and the curriculum. Chicago: Univ. of Chicago Press.
Dwek, Carol (2008) Mindset: The New Psychology of Success: Learning How we Can Learn to
Fulfill our Potential. New York: Ballantine
Fraser, Susan. (2006) Authentic Childhood: Experiencing Reggio Emilia in the
Classroom.Toronto, Ontario: Nelson
Krauss, J. & Boss, S. (2013) Thinking Through Project Based Learning: Guiding Deeper Inquiry.
Thousand Oaks, California: Sage Publications
Harwayne, S. (2000). Lifetime guarantees: Toward ambitious literacy teaching. Portsmouth, NH:
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SFU FACULTY OF EDUCATION
FIELD PROGRAMS
Heinemann.
Hume, K. (2011) Tuned Out: Engaging the 21st Century Learner. Don Mill, Ontario: Pearson.
Ontario.
Gini-Newman, G. & Case, R. (2015) Creating Thinking Classrooms: Leading educational
change for a 21st century world. The Critical Thinking Consortium & BCPVPA.
Halbert, J. & Kaser, L. (2013) Spirals of Inquiry For equity and quality Vancouver, B.C.: BCVPA
Publication.
Lantieri, L. (2001) Schools with Spirit: Nurturing the Inner Lives of Children and Teachers.
Boston, Mass.: Beacon Press
Nieto, S. ((1999) The Light in Their Eyes: Creating Multicultural Learning Communities. New
York. Teachers’ College Press.
Noddings, N., (2005). The challenge to care in schools: an alternative approach to education.
New York: Teachers College Press.
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA : Harvard University Press.
Wilhelm, J. D. (2007). Engaging readers and writers with inquiry. New York, NY: Scholastic.
Wilhelm, J.D. (2006) Going with the Flow: How to Engage Boys (and Girls) in Their Literacy
Learning. Portsmouth, New Hampshire: Heinemann
Materials Fee:
There is no fee for this course.
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SFU FACULTY OF EDUCATION
FIELD PROGRAMS
Schedule (tentative dates, deadlines, readings, and activities):
Topics / Activities
Jan 11
4:306:00
6:007:30
Readings/Resources
Thinking Otherwise:
Roland Barth, Ken
Why we need new ways Robinson, Daniel Pink
of teaching and learning
Leading a renovation,
not a revolution
Garfield Gini-Newman
& Roland Case
Stops in our Practice:
An introduction to
EPostcard assignment
David Appelbaum &
Lyn Fels
Preparing your
Working Portfolio.
Criteria for the
Working Portfolio
How will this Field
Study create a shift in
my practice?
Action Plan for a Field
Study
Assignments
Instructional
Team
In class
Sue
reading/
conversation/re
flection
Bring
questions/ideas
for a Working
Portfolio
conversation.
Paula,
Christy, Don,
and Wendi
Bring a
question for
your Field
Study.
Jan 18
4:307:30
Creating Community
within Complexity:
Learning in
Community
Panel discussion:
Heesoon Bai; Wendi
Palmer; Trevor
Found; Joan Greenlay;
Sue Montabello
Readings will
be distributed
after panel
discussion
Jan 25
4:307:30
Creating the
Conditions for
Learning: Engagement
and Flow
William Ayers, Karen
Hume, Mihaly
Csikszentmihalyi
In class
reading/conv
ersation/refle
ction
GDE COURSE OUTLINE
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SFU
Diamond
University
Club
Sue
SPRING TERM 2016
SFU FACULTY OF EDUCATION
FIELD PROGRAMS
The Social Nature of
Learning
Lev Vygotsky, John
Dewey, Stephanie and
Harvey Daniels,
Jeffrey Wilhelm
Seeing the Student:
William Ayers, Tim
O’Keefe, Deb Curtis &
Margie Carter
Stops in our Practice:
Continuing the
conversation
Epostcard
Stop Moment
development
in class
Send
Epostcard to
Sue
Field Study
Intent form is
posted on
Canvas and
emailed to
your mentor
for feedback.
Feb 1
4:307:30
Making Learning and
Thinking Visible
John Hattie, Ron
Ritchard &Mark
Church, Mariak
Krechovsky & Ben
Mardall
Responsive Teaching
& Learning
Leyton Schnellert &
Faye Brownlie, Jeffrey
Wilhelm, Sonja Nieto,
Linda Lantieri
Structures that
Support Learning:
Reflective Assessment
Feb 15
Ron Berger, Leah
Rugen & Libby
Woodfin, Arther Costa
& Bena Kallick,
In class
reading/conv
ersation/refle
ction
Send
Epostcard to
Sue
Text Study group
conversations begin
Readings for
text study Feb.
15th
The Dangers of a Single Chimamanda Ngozi
In class
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Sue
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SFU FACULTY OF EDUCATION
4:307:30
FIELD PROGRAMS
Story
Adichie
Linda Christensen
The Power of Story &
Conversation
Margaret Wheatley,
Peter Block
Aboriginal Learning
Principles
Joanne Archibald,
Jerome Bruner, Bob
Barton & David Booth,
Cristina Baldwin,
Structures that
Support Learning:
Inquiry Based
Learning
Jeffrey Wilhelm,
Stephanie and Harvey
Daniels, Linda Kaser and
Judy Halpern
readings/conv
ersation
Send
Epostcard to
Sue
Text Study group
conversation
Feb 22
4:306:00
Structures that Support
Learning: Workshop &
Project Based Learning
Harvey Daniels &
Marilyn Bizar, Nancy
Atwell, Lucy Calkins
How does the literature
inform my Field Study?
Self-Study Teacher
Research (p.173-196)
Feb 29
4:307:30
Working Portfolio
Presentations
March
Creating Community
GDE COURSE OUTLINE
Jane Krauss & Suzie
Boss; Ron Berger
In class
reflections
Send
Epostcard to
Sue
Sue
Bring a book
or article that
informs your
Field Study.
Paula,
Christy, Don,
and Wendi
Portfolio
Reflections
(Option)
Follow up to Panel
—9—
Readings for
SFU
SPRING TERM 2016
SFU FACULTY OF EDUCATION
7
4:307:30
Within Complexity:
Learning in
Community (Part 2)
FIELD PROGRAMS
Discussion
discussion
Send E
postcard to
Sue
Diamond
University
Club
Send
Epostcard to
Sue
Sue
Bring a piece
of data from
your Field
Study.
Paula,
Christy, Don
and Wendi
Spring
Break
April 4
4:306:00
Text Study Group
Conversation
6:007:30
What is the data
informing my Field
Study?
April
11
4:307:30
Structures that
Support Learning:
Celebration of
Learning
Strategies for Data
Analysis (p.124-132)
Linda Christensen
Text Study
Conversation Circles:
Sharing our Learning
April
18
4:307:30
Field Study Share
GDE COURSE OUTLINE
Sharing your field
study
—10—
Text study
conversation
synthesis
Send
Epostcard
synthesis to
Sue by May 2
Field Study
Summary
Due: May 2
Sue
Paula,
Christy, Don,
and Wendi
SPRING TERM 2016