ECS 210 - Material from 2010




Week 1

September 9th

Instructors: Seminar Leaders

Intro / Syllabus in Seminar Groups



Week 2

September 14st - September 16th

Topic: Introduction to Curriculum

Instructor: Dave Gray

Reading: 1. Because Teaching Matters by Pugach (handout in seminar)

Lecture Notes Sept 14 2010.doc



Week 3

September 21th – September 23rd

Topic: Historical Journey of Curriculum

Instructor: Mike Cappello

Reading: 1. Learning to Divide the World by John Willinsky (Chapter 1)

Lecture notes Sept 21 2010.doc



Week 4

September 28th – September 30th

Topic: Curriculum as Written

Instructor: Julie Machnaik

Reading:Against Common Sense (Kumashiro), Introduction: The Problem of Common Sense, pgs. XXIX - XLI.

Bring jot notes to lecture and written responses to Oct. 7th seminar as we have a library workshop during our regular seminar time this week.

Tasks to Complete following the lecture: Ministry of Learning: Curriculum Exploration Treasure Hunt (online)

Lecture notes Sept 28 2010.doc



UofR Library Workshops will be held on Sept. 30th during the seminar times.

Please make note of the location of this hands-on workshop:

Sept. 30th, 1:00-2:15, Joy Woodard's Section 11 in LY 612, Julie Machnaik's Section 13 in ED 255 and

Mike Cappello 14 in ED 254

Sept. 30th, 4:00-5:15, Dale Keller's Section 10 in ED 254 and Dave Gray's Section 12 in ED 255

NEW ANNOUNCEMENT SEPTEMBER 27TH, 2010

Assignment: ‘Messages to the Children’ Part A twill NOT have to be handed in as many students still do not have access to the textbook. You may hand it in if you are finished, but if not, you can hand in Part A and Part B together. For example, Part A could be used as a 'cover page' for your Part B and then it just becomes ONE assignment worth 30 % without all this other confusion. Thanks for your patience and flexibility!



Week 5

October 5th - October 7th

Topic: Curriculum & Pedagogy

Instructor: Julie Machnaik

Reading:

1. The New Teacher, Introduction and Chapter 1 selected readings (pg 11-25, pg. 42-44 and pg. 59-65)

Bring your Curriculum Exploration Treasure Hunt to your seminar.

Bring your writing responses from Against Common Sense (Kumashiro) reading and responses written during lecture 'workshop' time.

Oct. 7th Seminar (some groups will be participating in a Equitable Resources workshop for part of your seminar time but all groups need to complete treasure hunt and and bring writing notes to seminar class.)

Note: The following seminar groups will meet in ED 209 or 210 for our session with Stacey Keston, Equitable Resources: The Search & the Reason.

Thurs: 1:00 to 2:15 (Section 012) Joy Woodard, (Section 013) Julie Machnaik and (Section 014) Mike Cappello meet in TPC

Thurs: 4:00 to 5:15 (Section 010) Dale Keller, ED215, meet in ED 209 (regular classroom)





Week 6

October 12th - October 14th

Topic: Curriculum as Productive of Teachers

Instructor: Mike Cappello

Reading & Writing (FOR lecture time):

1. Against Common Sense Chapter 1 (and review Introduction)

NOTE: Come to the lecture with your Against Common Sense textbook and some writing in preparation for a discussion of the following question from Mike: Which of the three models of teacher education Kumashiro gives us best fits with the programme that you are in? Why?



Here is the powerpoint from Oct. 12th - some of you wanted to look at my First Day Story



Oct 12th Lecture Notes.doc



I am also going to 'reflect' a little in this space. 3 thoughts:

1. I am thinking about the null curriculum. I drew attention to the particular ways in which the curriculum produces teachers in relation to Aboriginal content and students. This was meant to be a larger lens through which to consider the way the teacher is being produced in/through curriculum (guides in this case). What about something that curriculum is largely silent about? Sexual identity for example - what can it mean that I am to support the positive identity construction of Aboriginal youth (but am told nothing about the positive identity construction of gay youth (for example)). What does this silence produce? In a homophobic society, what can this silence mean; who does the teacher get to be?

2. What about the hidden curriculum? We foreground the identity construction of Aboriginal youth, but what about the ongoing (and tacit) support that curriculum (and schools and teachers and society) gives to the construction of dominant white identities? Although it is nowhere said explicitly, given the conditions of our system, how does the curriculum silence around race and racialization work to continue to support the production of particular ways of being white (and raceless, and dominant, and 'multicultural')?

3. What about my own partiality? My own partial knowledge of these things needs to be 'outed' as well. See, no matter what I believe about the rightness of the conversation we had yesterday, my investment in being (and being seen as) an anti-racist must be acknowledged. What does it mean that I can call myself a racist, and that admission still counts in my favour? I get to be a 'good' white person because of that admission. Regardless of how that stance is being lived out, the work I am (not) doing to change things, the lack of personal sacrifice in order to challenge that racist, sexist, cultural commonsense, I continue to benefit from the system even as I expose it. Who does this teacher get to be?

Always lots to think about...



Assignment: Response Journal #1 due Thursday, October 14th (hand in to seminar leader)

Coming up...Oct. 14th Assignment: ‘Messages to the Children’ partner exploration in seminar (resources will be provided) You will be asked to join one other person and work in partners for this Part B assignment. You are free to choose your own partner before class if there is someone that you'd like to work with. It may be helpful to choose someone that is interested in a similar grade level. If you do not have a partner you can join up with someone at the beginning of class.

NOTE: Joy's and Julie's section will meet in the TPC at 1:00 on Thursday, Oct. 14th, as we will be sharing resources.

Diverse Voices: Selecting Equitable Resources for Indian and Métis EducationThe purpose of this Saskatchewan Ministry of Learning 'document' is to create awareness and understanding of the potential bias in resources with respect to Indigenous peoples. Excellent resource for your 'Messages' assignment.More info posted on our Resources page.



Week 7

October 19th - October 21st

Topic: Curriculum as Productive of Learners

Instructor: Julie Machnaik

Readings:

1. Against Common Sense, Revisit your Ch.1 notes and read/respond to Ch. 2

2. Read online article, If you are ON campus, you may access the pdf of this article. from this direct link Cultural Diversity, Motivation, and Differentiation.

If you are NOT on campus, you will have to search the UofR library at: http://www.uregina.ca/library/

(Author) Margery B. Ginsberg;Theory into Practice; Summer 2005; 44; 3; ProQuest Education Journals



Week 8

October 26th - October 28th

Topic:Curriculum and Privilege/Inequality

Instructor: Mike Cappello

Readings:

1. Against Common Sense Chapter 6-11 (Students select 2 chapters)

2. The New Teacher: Pg. 59-65 (revisit. Confronting White Privilege)

Choose groups for Alternative Curriculum Fair in Seminar time.

Assignment: Messages to the Children due Oct. 28th (Part A assignment is an individual piece, Part B assignment needs both partner names on it and hand in to seminar leader. If you are handing in Part A and Part B together, you need to attach your individual Part A with the one Part B that you did together)



Week 9

November 2nd - November 4th

Topic:Curriculum of Place

Instructor: Dave Gray

Reading: 1. Place-Based Education by Sobel (handout in seminar)



Week 10

November 9th - November 11th

Topic: Work Period during our lecture time on November 9th

Groups will work on Alternative Approaches to Curriculum Assignment at a location decided by group.

Instructors will be available in LA 119 if groups have any questions.

Please note: Each instructor will let you know the 'place' they will be available at during this Nov. 9th lecture 'work' time.

November 11th (University Holiday)

Reading: None assigned.



Week 11

November 16th - November 18th

Topic: Curriculum and Complexity

Instructor: Dave Gray

Reading: 1. Reinventing curriculum by Laidlaw (handout in seminar)

Assignments: Reading Response Journal #2 Due Thursday, Nov. 18th



Week 12

November 23rd - November 25th

Visions of Curriculum

Instructors: All

Reading: 1.

Assignments: Alternative Curriculum Fair Presentations during seminar on Thursday, November 25th



Week 13

November 30th - December 2nd

We Are Curriculum

Instructors: All

Assignments: Curriculum Journey Performance Due December 9th


2) Messages to the Children (30%) NEW message (Sept. 25th) Apparently these books are still not in the bookstore! So...another change.
With the redesign of Part B it is not as critical that this part be done ahead so you can just hand in both Part A and Part B together (on Oct. 28th) as one assignment (worth a total of 30%). If you have already been working on this assignment (and have read the assigned readings from this textbook), you are welcome to hand it in to your instructor as Part A as we had originally planned and you will be given a mark out of 10. If you hand it in together as one, you will receive one mark out of 30.
Part A: Teacher as Critical Reflective Practitioner Part A is worth 10% but if handed in with Part B it will be a part of the 30 marks for the whole assignment.
In this assignment you will engage in a process of revealing and unpacking your own ideologies to better understand the ‘messages to the children’ that you, as teacher, promote intentionally and unintentionally. As you read the selected teacher stories (listed below) shared in The New Teacher Book, you will respond to resonances (making connections; seeing one experience in terms of another) and dissonances (or ‘bumps’, a feeling of discomfort, beliefs challenged). You may present this critical reflection in a format that best represents your thinking. These reflections may be represented in a 1-2 page written and/or visual formats such as drawings, sketches, collages, paintings, photographs, poems, poetry, stories, journal, scrapbook.If you choose a visual format, please provide some form of written explanation in a paragraph or two that will help us to understand your thinking process (For example: If you do a collage, include a short written explanation on the back so your seminar leaders will have a better understanding of what you are trying to represent).
New Teacher Book Stories: Ch. 2, pgs. 79 to 92; Ch. 3, pgs. 140-158; Ch. 4, pgs. 191-198

NEW: More clarification has been added to this assignment (October 15th, 2010). Please read carefully.
Part B (Partner Assignment): Teacher as Curriculum Designer (Due: October 28th, 2010) Part B is worth 20% (If Part A & B are handed in together you will be given one mark out of 30

Messages to the Children Learning Plan Template.doc
With Part A reflections in mind, you will explore your role as ‘curriculum designers’. You will work in partners during one seminar session and critically examine pre-selected children's books, novels, magazines, online websites that promote intentional messages to your students (early childhood, elementary, middle years or high school). These resources have been selected for you so you may use your time to focus on the process of viewing and understanding the intended and unintended messages that the selection of resources may send to our learners and the importance of selecting equitable resources for your future students.

Working with your partner in our seminar time, you will select 1-3 of these resources provided, read and discuss the 'messages' and work through a process of analyzing children's books. On your own time you will continue to think about these resources as you explore the Saskatchewan Curriculum in a grade level and/or subject area of interest. You will think about how you would use the resource(s), possible teaching practices & curriculum connections and plan a practical application of the resource(s). In other words, you will be creating a lesson (or what we prefer calling it...a learning plan).You will be given only one seminar time to work on this project so you will need to arrange time to work with your partner outside of class.

Note:You will participate in a UofR Library workshop (September 30th) during one of your seminar times that will help guide you to know 'how' to locate these resources and 'how' to do an annotated bibliography. However, for this assignment we will provide you with a collection of resources as we have limited resources on campus.

Your Task to Complete and Hand in to your Seminar Leader: You and your partner will complete a 'Curriculum Design Plan' including titles & authors, critical analysis of the resource(s), significance of the resource(s) which will include your reaction/response/critique, possible curricula connections and pedagogical plans (grade, subject, topic/theme, outcomes, indicators, teaching practices/ideas). As teachers, we are curriculum makers and designers so we encourage creativity in this assignment.
Please note: Your 'purple sheet' work completed in our seminar time is the beginning of your assignment. This is the book(s) that you and your partner will use for your lesson planning. You will work together and hand in ONE 'learning' plan and the mark out of 20 will be the same for both of you.

Curriculum Resource: Diverse Voices: Selecting Equitable Resources for Indian and Métis EducationThe purpose of this Saskatchewan Ministry of Learning 'document' is to create awareness and understanding of the potential bias in resources with respect to Indigenous peoples. Excellent resource for your 'Messages' assignment.More info posted on our Resources page.

3) Alternative Curriculum Fair (Due: November 25th, 2010) (20%)
The purpose of this project is to explore alternative types of educational settings and the curricula of these schools as a comparison to what/how mainstream schools teach. We will consider why alternatives exist and what it is about mainstream schools that may not meet the needs of all students for a variety of reasons.
You will work in a small group (3-4) to learn about your selected alternative setting and to create a Fair Booth to engage your classmates. Fairs can be places where innovative ideas and programs are celebrated and advertised. When planning, think carefully about what sorts of fair booths are fun, informative and interactive.
When researching your alternative educational setting you should inform yourself about the following:
  • the background of the school: why, when, where, how and by whom it was started
  • the philosophy of the school
  • the cost to go there and how students obtain access to the school
  • the school’s curriculum (keep in mind that curriculum is more than a guide to subject area content; curriculum is also about spaces of learning and about teachers making choices and about what students actually learn (and how), and so on)
  • what people say about the school (both those who are associated with the school, such as students, parents, educators, and those who are not associated with the school)
  • what you think might be some advantages as well as disadvantages of attending the school
  • what teachers in main stream schools might learn from this school

The following list of schools includes some suggestions for alternative schools in Saskatchewan. It is not a comprehensive list so if you have some other schools you want to investigate, talk with your instructor.
  • Regina Huda School
  • Prairie Sky School
  • Cornwall Alternative School
  • A Christian School Regina
  • Montessori School
  • École Monseigneur de Laval
  • Regina Early Learning Centre
  • The Science School in Saskatoon
  • A Hutterite School
  • Other