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EDUC 252 - Introduction to Reflective Practice
Course Details

Course Code:
EDUC 252

Credits: 3

Calendar Description:
Education 252 provides opportunities for prospective teachers to begin their development as reflective practitioners. Through readings, classroom activities, discussions, and interactions with students and practicing teachers, students will be exposed to various educational issues and questions. They will be given time to explore their own values and beliefs about education and teaching.

Date First Offered: 2011-09-01

Hours:
  • Total Hours: 75
  • Lecture Hours: 60
Practicum Hours:
  • On the Job Experience: 15
Total Weeks: 15

This course is offered online: No

Pre-Requisites: None

Non-Course Pre-Requisites: None

Co-Requisites: None

Rearticulation Submission: No

Course Content:
Forming a Community: Building a Caring Classroom Community
  • What does a caring classroom community look like?
  • Why is community important to learning?
  • What does it mean to be reflective?
Looking Back Before Moving Forward
  • What were my school experiences like?
  • How do my memories influence what I think about schools, teaching, and learning?
Values and Beliefs
  • What do I believe about teaching and learning?
  • Who am I?
  • What do I bring to teaching?
  • What makes a “good” teacher?
IRPs and Initial Strategies for Pedagogical Practice
  • What is an IRP?
  • How do I use it?
  • Learning Patterns
  • Teaching Strategies and Lesson Planning
Theory Related to Teaching and Learning
  • The Teaching/Learning Cycle
  • How do I Learn? How do Others Learn?
  • Multiple Intelligences, Learning-Type Theory, and Bloom’s Taxonomy
Variable Modes of Instruction
  • Student Diversity and other considerations
Selected Educational Issues
  • Student presentations on self-chosen topics
The Purpose of Education in the 21st Century
  • Theoretical perspectives and round-table discussion
Consolidating the Experience
  • Where do I go from here as an educator?
  • Review and development of goals, reflection, inquiry, theory, and practice
  • Opportunities for professional growth
Learning Outcomes:
Students who successfully complete this course will be able to:
  • Engage in reflection on professional practice as a key to professional growth
  • Approach learning as both an individual and a social process
  • Understand that one's own beliefs and values are shaped by personal and cultural life experiences
  • Discuss how classroom learning involves a variety of relationships: student to student, student to teacher, student to the curriculum, and teacher to the curriculum
  • Ultimately, students will understand effective teaching as an expression of self (good teachers are what they teach).
Knowledge:
Knowledge of self, of own beliefs, morals and values and how that will impact you as a teacher

Attitudes:
Reflective Attitude

Skills:
Plan a lesson, teach a lesson

Technologies:
PowerPoint presentations, e-portfolios

Grading System: Letters

Passing Grade: D (50%)

Grading Weight:
  • Assignments: 45 %
  • Project: 20 %
  • Participation: 15 %
  • Practicum: 20 %
Number of Assignments: 7

Nature of Participation:
  • Each class member has a responsibility to contribute to this professional learning community through regular attendance and participation in class experiences.
  • Regular, punctual attendance at each class is expected.
Writing Assignments:
  • 4 writing assignments
  • 5 school visits
Percentage of Individual Work: 90

Percentage of Group Work: 10

Course Offered in Other Programs: No

Additional Comments:

Additional Information on the Practicum Component:
  • Students, in pairs, will visit local schools five times over the course of the semester. These visits serve as an occasion to observe and interact within the school environment and to assume the stance of teacher.
  • Placements and partnerships will be arranged by the instructor, with assistance from AHCOTE program support.
  • After each school visit, students will be required to submit a 1 to 2 page reflection at or before the beginning of the next class.
Guidelines to Follow after Placements Have Been Arranged:
  • Student partners must call the School Associate well in advance in order to arrange the first visit. Other dates can be arranged during the first visit.
  • At the time of the first visit, introduce yourself to the principal and the school secretary.
  • Each time you are in the school, let the secretary know you are in the building.
  • Visits should be a minimum of 1.5 hours in length.
  • Arrive at the school 15 minutes before the scheduled time.
  • Dress appropriately.
  • Do not chew gum.
  • If you must be late or if you need to change an arrangement, call the school, or your School Associate.
  • Communicate with your partner.
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