EDCUR 411.3 (12) 21st Century Teaching and Learning in a Rural Environment

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EDCUR 411.3 Inquiry Project and Community Learning Field Experience

21st Century Teaching and Learning in a Rural Environment

Instructor Jade Ballek

Phone 306-867-7573

Email jade.ballek@sunwestsd.ca

Class Term 2, 2016; Tuesdays 5:00 – 7:30 pm

Location Education Building, Room 2014

Course Code 32176

Section 12

Credits 3

Syllabus Contents

1. Course Description

2. Rationale

3. Learning Outcomes

4. Learning Charter

5. Blended Learning Structure

6. School Community Field Experience

7. Course Assessment

8. Class Schedule

9. Course Tools

10. Course Materials/Resources

11. University of Saskatchewan Grading System(for undergraduate courses)

Course Description

This course is designed to facilitate opportunities for teacher candidates through

which they enhance their knowledge and understanding of the purpose, principles,

practices, and impact of 21st century education in a rural Saskatchewan context.

Post-interns will work with teacher leaders and students in the Sun West School

Division to explore different approaches to technology supported education

including blended learning, online or distance learning, 1:1, and/or inquiry within

authentic learning environments.

EDCUR 411.3 (12) 21st Century Teaching and Learning in a Rural Environment

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Rationale

This course provides pre-service teacher candidates with an opportunity to

participate in authentic learning experiences connected to 21st century models of

learning. Given the ever-changing landscape of Saskatchewan’s K-12 schools, there

is a need for teacher candidates to be fluent in instructional practices and

assessments that support learners in a 21st century classroom and associated

digital technologies that are used to enhance student engagement and

achievement. By partnering with teachers and instructional leaders in the Sun West

School Division, participants will learn practical strategies that support current

research in the area of 21st century learning.

Learning Outcomes

By the completion of this course, students will:

1. Develop a definition of 21st century teaching and learning based on

current research

2. Use an inquiry approach to explore innovative pedagogies in rural schools

3. Participate in Professional Learning Community through the use of social

media

4. Investigate ways in which 21st century skills are infused into Saskatchewan

curricular outcomes

5. Develop a critical understanding of 21st century pedagogies

6. Assess the impact of changing learning environments on student

engagement and achievement

7. Identify practices associated with purposeful use of technologies in 21st

classrooms

8. Explore personalized, blended and online approaches to student

learning

9. Consider the ways in which assessment can be used to support student

learning in the 21st century

10. Examine the ways that classrooms integrate cultural awareness through

global collaboration and communication

11. Experience first-hand 21st century classrooms in rural schools

Learning Charter

While learning outcomes vary from course to course, there is a set of five core

learning goals to which the University aspires for all graduates: Discovery,

Knowledge, Integrity, Skills, and Citizenship. The overarching goal of the Learning

Charter is to optimize the learning experience of every student. More information is

available at: http://www.usask.ca/secretariat/documents/LearningCharter.pdf

EDCUR 411.3 (12) 21st Century Teaching and Learning in a Rural Environment

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Blended Learning Structure

This course will offer students a blended learning approach with both face-to-face

and online classroom experiences:

o During the face-to-face class time, students will participate in small group

discussions and will also have the opportunity to learn from a variety of

teacher leaders from the Sun West School Division.

o Four of the class times will take place using the online meeting tools so that

students can engage in an authentic blended learning experience.

School Community Field Experience

In order to fully engage in an authentic field experience, pre-service teachers will

spend at least 20 hours in a rural school context in the Sun West School Division.

The practical activities undertaken in the schools will be determined by each

teacher candidate in consultation with the instructor. This allows for students to

select an experience that is personally meaningful.

A number of school experiences are available and include, but are not limited to:

1:1 classroom

Problem-based learning

Online learning

Blended learning

SOLE Inquiry

Flipped model

Play-based learning in Pre-K and Kindergarten

Coding in the Classroom

Course Assessment

30% Coursework/Participation in Professional Learning Community

o Exploration of current research and educational discussion on topics

o Personal Response (via face to face discussion, online with PLC)

o Just One Thing (choose one idea and take learning further; share with PLC)

o Reflect on Learning (via ORID format)

10% Inquiry Proposal

o This will be used to determine placements for the school community field

experience.

30% School Community Engagement Project Portfolio

o Activity Log

o Reflection of Inquiry

30% Showcase of Inquiry Presentation

o Celebration of Inquiry

EDCUR 411.3 (12) 21st Century Teaching and Learning in a Rural Environment

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Class Schedule

The following is a tentative schedule for this course.

Date Topics Jan. 5, 2016

Face to face

1. Welcome, Introductions

2. Concepts of Inquiry

3. 21st Century Teaching and Learning

4. Professional Learning Communities

Jan. 12, 2016

Face to face

1. Innovation in Education

2. Student-Centred Learning

3. Connecting Practices with Curriculum

Jan. 19, 2016

Face to face

1. 21st Century Pedagogies

2. SOLE Classroom

- Guest Speaker – Amber Thompson, Teacher, Outlook Elementary

School

Jan. 26, 2016

Face to face

1. Shifting Learning Environments

2. Digital Citizenship

- Guest Speaker: Arlene Low, Learning Coach, Sun West School

Division

Feb. 2, 2016

Online

1. Purposeful Use of Technologies

- SAMR Model

- Guest Speaker: Terry Epp, Technology Coach, Sun West School

Division

2. Current Trends in Educational Technology

- Game-Based Learning

- Coding

- Makerspaces

- 1:1 Classrooms

- Guest Speaker: Rebecca Farrell, Kenaston School

Feb. 9, 2016

Face to Face

1. Personalized Learning

2. Blended Learning

3. Guest Speakers: Brenna Siroski and Tim Hom, Teachers, Loreburn

Central School

February 10 - Submit Personal Reflections Weeks 1-6 (collate into single document)

Feb. 16, 2016 Midterm Break

Feb. 23, 2016

Online

1. Online Learning

2. Designing Online Learning Environments

3. Teaching in an Online Environment

- Guest Speaker: 6:30 – 7:30

March 1, 2016

Face to Face

1. Assessment in the 21st Century Classroom

- Guest Speakers: Danielle Jamieson, Assessment Consultant, Sun

West School Division; Carole Butcher, Learning Coach, Sun West

School Division 6:00 – 7:30

March 8, 2016

Face to Face

1. Collaborative Classroom

2. PBL

- Guest Speaker: Dani Vavra, Teacher, BCS 2000 6:00 – 7:30

March 15, 2016

Online

1. Cultural and Ethical Citizenship

2. Connecting Beyond the Four Walls

- Guest Speaker: 6:00 – 7:00

3. Exploring Collaboration Tools

EDCUR 411.3 (12) 21st Century Teaching and Learning in a Rural Environment

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March 22, 2016

Face to face

EdCamp-Style of Sharing Learning - Student-led sessions on variety of

21st century teaching and learning topics

March 29, 2016

Online

Essential Conversations

- Reflecting on the Learning

- Shifting Thinking

- Self-Assessment

- Next Steps

March 30 - Submit Personal Reflections Weeks 7-12 (collate into single document)

April 5, 2016

Face to face

Showcase of Inquiry Presentation

20 - 25 hours Experiential Learning in Sun West Schools

Course Tools

Blackboard

Course materials will be posted here; online classes will be hosted within the

University of Saskatchewan meeting space

Google + Community

We will use Google + to: a) build a Professional Learning Community with

classmates as well as with our Sun West partners; b) participate in online

discussions related to weekly topics

You will need a Google account to access this discuss tools.

https://plus.google.com/communities/109650913403427373409

Twitter

Another way we will build our Professional Learning Community in this course

is through Twitter. While participation on Twitter is not mandatory and will

not impact your mark, it is a valuable tool for learning so students are

strongly encouraged to keep up to date with course posts. You do not need

to sign up for Twitter to do so.

For those interested in learning to use this tool for developing your own PLN

(Personal Learning Network) beyond this class, this is a perfect opportunity

to explore. Please use #edcur411 in your course-related tweets.

My Twitter handle is @jadeballek.

Course Materials/Resources

Required Resources: Available online

Saskatchewan Education: Curriculum Guides

Saskatchewan Education: Instructional Approaches: A Framework for Professional

Practice

http://www.education.gov.sk.ca/instructional-approaches

Saskatchewan Education: Renewed Curricula: Understanding Outcomes

http://www.education.gov.sk.ca/Renewed-Curricula-Understanding-Outcomes

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Saskatchewan Education: Cross Curricular Competencies

https://www.edonline.sk.ca/bbcswebdav/library/curricula/English/Cross-

curricular_Competencies_2010.pdf

Saskatchewan Education: Broad Areas of Learning

https://www.edonline.sk.ca/bbcswebdav/library/curricula/English/Broad_Areas_of_L

earning_2010.pdf

Saskatchewan Education: Digital Citizenship Education in Saskatchewan Schools: A

Policy Planning Guide for School Divisions and Schools to Implement Digital

Citizenship Education from Kindergarten to Grade 12

http://publications.gov.sk.ca/documents/11/83322-DC%20Guide%20-

%20ENGLISH%202.pdf

Selected articles for Lib Guide, including but not limited to:

o Shifting Minds: A 21st Century Vision of Public Education for Canada

http://www.c21canada.org/wp-content/uploads/2012/10/Summit-design-

English-version-Sept.-26.pdf

o Shifting Minds 3.0 – Redefining the Learning Landscape in Canada

http://www.c21canada.org/wp-content/uploads/2015/05/C21-ShiftingMinds-

3.pdf

o Focus on Inquiry: A Teacher’s Guide to Implementing Inquiry-based Learning

– Alberta Education

https://archive.education.alberta.ca/media/313361/focusoninquiry.pdf

o iNACOL National Standards for Quality Online Teaching

http://www.inacol.org/resource/inacol-national-standards-for-quality-online-

teaching-v2/

o iNACOL Blended Learning Teacher Competency Framework

http://www.inacol.org/resource/inacol-blended-learning-teacher-competency-

framework/

o ISTE Standards

http://www.iste.org/standards/iste-standards

o Fullan, M. 2009. Michael Fullan’s Answer to “What is Personalized Learning?”

Microsoft Education Partner Network. Retrieved ad

http://www.michaelfullan.ca/media/13435863160.html

o New Brunswick Department of Education. 2010. NB3-21C: Creating a 21st

Century-Learning Model of Public Education. Retrieved at

http://leg-horizon.gnb.ca/e-

repository/monographs/30000000049266/30000000049266.pdf

o McRae, Phil. 2010. The Politics of Personalization in the 21st Century. ATA

Magazine; 91 – 1, page 8. Retrieved from CBCA Education database,

University of Saskatchewan library

o Horn, Michael and Heather Staker. 2011. The Rise of K-12 Blended Learning.

Clayton Christensen Institute website. Retrieved at

http://www.christenseninstitute.org/wp-content/uploads/2013/04/The-rise-

of-K-12-blended-learning.pdf

Readings selected by teacher participants

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University of Saskatchewan Grading System (for undergraduate

courses)

Exceptional 90-100 A superior performance with consistent evidence of

A comprehensive, incisive grasp of the subject matter;

An ability to make insightful, critical evaluation of the material given;

An exceptional capacity for original, creative and/or logical thinking;

An excellent ability to organize, to analyze, to synthesize, to integrate ideas, and

to express thoughts.

Excellent 80 - 89 An excellent performance with consistent evidence of

A comprehensive grasp of the subject matter;

An ability to make sound, critical evaluation of the material given;

A very good capacity for original, creative and/or logical thinking;

An excellent ability to organize, to analyze, to synthesize, to integrate ideas, and

to express thoughts.

Good 70-19 A good performance with consistent evidence of

A substantial knowledge of the subject matter;

A good understanding for the relevant issues and a good familiarity with the

relevant literature and techniques;

Some capacity for original, creative and/or logical thinking;

A good ability to organize, to analyze, to synthesize, to integrate ideas, and to

express thoughts.

Satisfactory 60-69 A generally satisfactory and intellectually adequate performance with evidence of

An acceptable basic grasp of the subject materials;

A fair understanding of the relevant issues;

A general familiarity with the relevant literature and techniques;

An ability to develop solutions to moderately difficult problems related to the subject material;

A moderate ability to examine the material in a critical and analytical manner.

Minimal Pass A barely acceptable performance with evidence of

A familiarity with the subject matter;

Some evidence that analytical skills have been developed;

Some understanding of relevant issues;

Some familiarity with the relevant literature and techniques;

Attempts to solve moderately difficult problems related to the subject material and

to examine the material in a critical and analytical manner which are only partially

successful.

Failure <50 An unacceptable performance

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