CTL 7003
Conceptual Basis for Methods of Teaching in Primary/Junior or Junior/Intermediate Classrooms
Dr. Douglas McDougall
Dr. Shelley Peterson
Course Overview
This course examines the conceptual basis underlying teaching methods, challenges and issues related to curricula in the primary, junior and intermediate divisions. Instruction is given in general methods and specific approaches to teaching. Junior/Intermediate students will specialize in one of the subject areas listed in schedule A of Regulation 184 of the Education Act. Primary/Junior students will specialize in early literacy and numeracy.
Course Expectations/Objectives
Upon completion of the course students will be able to:
Topics
Intermediate teacher candidates will also be exposed to 36 hours in one of the intermediate courses attached to this outline.
Course Evaluation
Three of the major program assignments and the mark for professionalism contribute to the grade for this course as follows:
Portfolio 30%
Learner Profile 20%
Curriculum Project 40%
Professionalism 10%
Required Readings
Miller, J. P. & Seller, W. (1990). Curriculum: Perspectives and practice. Toronto: Clark Pitman.
Suggested Readings
Beane, J. A. (1995). Introduction: What is a coherent curriculum? In J. A. Beane (Ed), Toward a coherent curriculum 1995 Yearbook for the Association for Supervision and Curriculum Development (pp. 1-14). Alexandria, Virginia: ASCD.
Bennett, B., Rolheiser, C. & Stevahn, L. (1991). Cooperative learning: Where heart meets mind. Toronto: Educational Connections.
Eisner, E. W. (1979). The three curricula that all schools teach. In The educational imagination: On the design and evaluation of school programs. (Chap 5 pp. 74-92). New York: Macmillan.
Hannay, L., & Seller, W. (1990). The influence of teachers’ thinking on curriculum development decisions. In Insights into teachers’ thinking and practice. Day, C., Pope, M., and Denicolo, P. (Eds.) Pp. 240-258. Lewes, England: Falmer Press.
Schubert, W. H. (1993). Curriculum reform. In Challenges and achievements of American Education. Cawelti, G. (Ed.) 1993 Yearbook of the Association for Supervision and Curriculum Development. Pp. 80-115. Alexandria, VA: ASCD.
Schwab, J. J. (1973). The practical 3: Translation into curriculum. School Review 81(4). Pp. 501-522.
Walker, D. F. (1978). A naturalistic model for curriculum development. In J. R. Gress & D. E. Purpel (Eds.), Curriculum: An introduction to the field (pp. 268-280). Berkeley, California: McCutchan Publishing.