Global Student Learning Outcomes and EDUC Course Learning Outcomes/Key Assessments
EDUC 321
Course
Learning
Outcomes
Knowledge and its
Application
Cognitive
Complexity
Inter- and Intrapersonal Wellness
Spiritual Formation
Social Responsibility
and Global
Engagement
Leadership
Become familiar with
a variety of
curriculum definitions
and aims.
Identify how differing
curriculum
orientations affect
school curriculum
choices.
Investigate views of
knowledge and
modes of knowing
and how these impact
the curriculum.
Become informed
about models of
curriculum design,
including the steps of
constructing and
adapting classroom
units.
Explain how and why
individual subjects as
well as integrated
approaches may be
part of curriculum
organization.
Understand the
elements of school
based curriculum
planning.
Become familiar with
the format and use of
selected Ministry of
Education curriculum
documents.
Critically evaluate the
views of curriculum
theorists and
developers on the
basis of course
readings and
discussions.
Construct an
innovative and
enriching classroom
unit that respects the
diversity of learners,
schools and
communities.
Review online
curriculum websites,
identifying strengths,
weaknesses and
suitability for
classroom use.
Consider the
influence of
technology, film and
other media on public
understandings of
curriculum.
Appreciate the
aesthetic nature of
well designed and
implemented
curriculum. ?
Approach the task of
curriculum design
with humility and
wonder, displaying a
willingness to take
risks and learn from
various traditions.
Collaborate with
mentor teachers, the
course instructor and
peers in planning
curriculum.
Develop a personal
orientation and vision
for curriculum planning
and implementation
based on your
interaction with the
content and
applications of this
course.
Consider how your
beliefs, interests,
values, experiences
and feelings may
impact your curriculum
choices as an educator.
Demonstrate a
willingness to
reexamine your beliefs
and commitments
related to curriculum
planning.
Explore the impact of
societal issues on
curriculum choices
and implementation in
schools (i.e.
globalization, current
events, social
economic status,
community
development,
immigration, the
environment, political
issues).
Choose appropriate
classroom resources
and teaching
strategies for learning,
demonstrating
attention to the
development and
growth of diverse
learners.
Develop a
collaborative process
for analyzing case
studies. ?
EDUC 321
Course
Assessments
Knowledge and its
Application
Cognitive
Complexity
Inter- and Intrapersonal Wellness
Spiritual Formation
Social Responsibility
and Global
Engagement
Leadership
IRP Analysis
Curriculum Resource
Review
Reading Response
(Formative)
Reading Response
(Formative)
Final Exam:
Collaborative Case
Studies
Final Exam:
Collaborative Case
Studies
Final Exam:
Collaborative Case
Studies
Weaving Journal
(Formative)
Weaving Journal
(Formative)
Self/Peer Assessment
(Formative)
Self/Peer Assessment
(Formative)
Personal Research and
Response
 Truth and
Reconciliation
Personal Research
and Response
Sharing (formative)
Personal Research and
Response
 Contemplative
Journal
 Personal
Curriculum
Orientation
Personal Research and
Response
 Contemplative
Journal
 Personal
Curriculum
Orientation
 Truth and
Reconciliation
Curriculum Unit
Project
Final Exam:
Collaborative Case
Studies
Personal Research
and Response
 Annotated
Bibliography
Little Prince
Literature Circle and
Response
Poetry Visual Journal
Personal Research
and Response
 Film Reviews
 Photo Essay
Self/Peer Assessment
(formative)
Strengths:


A good balance of knowledge/application/cognitive complexity
A good balance of Assessments related to each category – when including formative assessments.
Surprises/Challenges:





Difficulty finding a place for a learning outcome related to aesthetics/design
Leadership category at the course level is most often going to be related to skill/virtue/attitude development and those seem to overlap
quite a bit with other categories.
Inter and Intra-personal wellness: Personal and social health – not applicable
Cognitive complexity – interdisciplinary and multidisciplinary perspectives/informed Christian perspectives
Cognitive complexity – quantitative reasoning – not applicable
Opportunities:

Consider making interdisciplinary and informed Christian perspectives more explicit in knowledge and cognitive complexity learning
outcomes.