ECS210 Winter 2013 AssessmentPlease note: You do NOT have to request to join the wiki as it is PUBLIC access.

NOTE: I changed the numbering of assignments to make more sense (so #1 is actually #1 assignment and so on. The Curriculum as Community is P/F as this is the 'place' we create to learn and grow together. ~Julie~
Assignments
Marks
Due Date
Curriculum as Community: Professionalism, Attendance, Engagement, Participation,
Writing Responses
P/F
ongoing
1. Curriculum as Place: How Places & People Shape Our Lives (Autobiography)
25
January 23, 2013
2. Curriculum as Narrative: How Stories Shape Our Lives (New Teacher Book)
25
February 6, 2013
3. Curriculum as Written & Negotiated: Inquiry Project (individual, pairs, groups)
25
March 20, 27 & April 3, 2013
4. Curriculum as Becoming: Our Curriculum Stories (Digital Stories)
25
April 17, 2013

Grading guidelines:


Curriculum as Community: P/F

Attendance, engagement and participation are crucial in this course. There will be opportunity for interaction during the large group lectures (Tuesdays) and more opportunity during the small group seminars (Thursdays). Thoughtful, thought provoking and respectful contributions to the class discussions are expected and will assist you in becoming intellectually and personally involved in the material covered in the course.

This class is intended to examine and develop contrasting opinions, stimulate debate and challenge commonly held beliefs. The ideas of everyone in the class are important to our discussion. To achieve these ends students must: critically read assigned readings prior to the appropriate lecture and seminar; respond in writing to whatever prompts have been provided and bring these responses to class; be prepared to engage with issues relating to the readings and enter class with an open mind.

1. Curriculum as Place:

How Places Shape Our Lives (Autobiography) 25 marks
Due Date: January 23rd, 2013

Who am I in this space & place? How did I get here?
You will write a 4-5 page (double-spaced, word-processed) autobiographical piece that provides a snapshot of who you are; why you wanted to become a teacher; where you come from; what you are passionate about; your experiences (life, family, school) your values and beliefs; who influenced those values and beliefs; what you believe is the purpose of education; and how you think people learn best. Feel free to include a picture of yourself.

2. Curriculum as Narrative:

Response Journals: (Your space, your thoughts....write as much as you'd like but minimum is a response written once a week.
Ongoing weekly process & you are required to bring your responses to each seminar to share in staff groups. These journals will not be assigned marks but seminar leaders may randomly request you to hand in your journals (or provide web address). Your written reflections will be the basis of your final "Curriculum as Becoming" project. Response journals provide a learning space to reflect, rethink & respond to:
  • assigned textbook readings and articles
  • instructor lectures & guest presenters
  • writing prompts posted on wiki
  • life experiences in a mindful manner (reflecting & connecting to past and/or responding/being aware of present)
  • connections to your other classes (especially if you are having a practical 'lived' experience during this semester (ex. ECS200 or ECS300)

How Stories Shape Our Lives (based on textbook readings: The New Teacher Book): 25 marks
Due Date: February 6th, 2013


In this assignment, you will engage in a process of revealing and unpacking your own ideologies to better understand the ‘messages to the students’ that you, as teacher, promote intentionally and unintentionally. Complete a critical reflection in a format that best represents your thinking.

Process for Assignment:
  • Write a brief summary of each of the 10 stories(summaries can be about 1/3 of a page - just a few sentences to summarize the article)
  • Choose 1 or more of these stories to examine in depth (ex. one story in depth, a few that you connect to or several that you see in an interconnected way)
  • Respond to resonances (making connections; seeing one experience in terms of another)
  • Respond to dissonances (or ‘bumps’, a feeling of discomfort, beliefs challenged).
  • Choices of representation include: 4-6 page (includes 2-3 page summaries and then 2-3 page personal connections) written and/or visual formats such as drawings, sketches, collages, paintings, photographs, poems, poetry, stories, scrapbook . Visual representations also require a written explanation (but this written explanation may be only 1-2 page to accompany your creative format.
New Teacher Book Stories:
  1. 'Teaching in the Undertow: Resisting the Pull of Schooling-as-usual' p. 43
  2. 'The Brown Kids Can't Be in Our Club' p. 83
  3. 'What can I do when a student makes a racist or sexist remark?' p.93
  4. 'Framing the Family Tree: How Teachers can be Sensitive to Students' Family Situations' p.95
  5. 'Heather's Moms got Married' p. 103
  6. 'Out Front' p. 111
  7. 'Curriculum is Everything that Happens' p. 163
  8. 'Working Effectively with English Language Learners' p.183
  9. 'Teaching Controversial Content' p. 199
  10. 'Unwrapping the Holidays: Reflections on a Difficult First Year' p. 317

3. Curriculum as Written & Negotiated:

(We will be introducing the following Inquiry Model at our Jan. 30th, 2013 seminar)

Small Group or Independent Inquiry Project: 25 marks
Due Dates: Group Presentations (groups of 3, 4 or 5) or Celebrations of Learning (individual, pairs) poster presentations will be during the following seminars - March 20, 27 & April 3, 2013

Possible Planning Documents for Lesson Planning:




Inquiry Project Objectives:
  • To explore the implications for an anti-oppressive orientation to curriculum design;
  • To understand that teachers can exercise a high degree of agency in various ways in relation to curriculum;
  • To explore the implications of curriculum design for teachers and learners, especially around issues of equity.

Elementary Program Possibilities: (focusing on Teaching Social Justice in an Elementary Classroom)
Elementary Program Option: Messages to the Children

Secondary Program Suggestions: (focusing on Teaching Social Justice in Different High School Subjects)
In your subject/program area groups, you will conduct a critical inquiry into your subject area as a way to examine the explicit curriculum (curriculum as prescribed) and challenge your personal assumptions about teaching and learning. Each subject area has a unique way of “knowing” (epistemology) and gaining knowledge. You will work as a small group to:
  • share how a ‘way of knowing’ influences HOW you teach and HOW students learn
  • design & teach an experiential (hands-on, engaging) lesson based on outcomes & indicators from the Ministry of Learning Saskatchewan Curriculum
  • lead reflective discussion connecting your subject area to explore the implications of an anti-oppressive orientation to curriculum design by facilitating a large discussion addressing these focus questions: why did we do this lesson? what did this lesson assume students already knew or would be interested in? what social & cultural differences were being ignored in this lesson? how did that influence who engaged and what was learned?
NOTE: Visit Resource Page for Inquiry Resources

4. Curriculum as Becoming:

Our Curriculum 'Digital'Stories (Looking Back): 25 marks
Due Date: April 17th, 2013
It's YOUR turn to be the storyteller! :) It's time to share your personal narrative of your curriculum journey by creating a digital story!
~Digital stories"... refers to using new digital tools to help ordinary people to tell their own real-life stories." (Wikipedia)~

TELL YOUR 'curriculum journey story' - voice only (audio recording), voice with pictures and/or text (narrated slideshow or Prezi), voice & video (movie), or other form of digital storytelling (video, inspiration mindmap, Haikudeck, voicethread, etc..._.
You may choose to work individually OR with a partner.
Note: Individual stories will be 4-6 minutes and partner stories will be 7-10 minutes
PROCESS:
  • Look back at your journey of understanding the complexities & interconnections of curriculum during this semester.
  • Reflect on your learning by revisiting, rethinking, reflecting on lectures, seminars, readings (from both texts), assignments
  • Revisit your journal/blog as this is a reflection of your thoughts, questions, responses throughout semester - you may use direct quotes from your own writing
  • Synthesize your understandings of curriculum - what is curriculum? how has your understanding changed?
  • Examine how this 'place', ECS210, has shaped you? challenged your beliefs? made you experience some bumps?
  • Share your story in a creative, meaningful way!
Please post any digital storytelling tools to twitter #ecs210.