EDUC77005
Portfolio Review and Practicum
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  I: Administrative Information   II: Course Details   III: Topical Outline(s)  Printable Version
 
Section I: Administrative Information
  Total hours: 42.0
Credit Value: 3.0
Credit Value Notes: N/A
Effective: Fall 2017
Prerequisites: EDUC77004
Corequisites: N/A
Equivalents: N/A

Pre/Co/Equiv Notes: Successful completion of compulsory courses in Adult Education Program is a prerequisite.

Program(s): Adult Education
Program Coordinator(s): Valerie Gillies
Course Leader or Contact: N/A
Version:
20170905_00
Status: Approved (APPR)

Section I Notes: This course is offered on-campus. The sessions may include a variety of interactive and engaging activities including discussions, workshops, group activities, role plays, case studies and presentations. Readings, video, and podcasts may be provided online, on Sheridan's Learning and Teaching Environment (SLATE), to support class activities and reinforce material covered during class sessions. Assignment details will be provided in class and on SLATE. Students will need reliable access to the internet.

 
 
Section II: Course Details

Detailed Description
This course facilitates the development of the "reflective practitioner" in adult education by supporting the development of a portfolio tool to demonstrate the key program learning as they relate to teaching and training accomplishments. The practicum component provides the opportunity to put into practice the knowledge, skills and professional attitudes. The student is also given an opportunity to reflect upon, and draw meaning from, the learning experiences provided in the Adult Education program. All aspects of the program will be considered.

Program Context

 
Adult Education Program Coordinator(s): Valerie Gillies
This course is important to the Adult Education Program as it provides the learner an opportunity to synthesize the experiences within the program and direct future growth and career development.


Course Critical Performance and Learning Outcomes

  Critical Performance:
Learning outcomes identify the critical performances, and the knowledge, skills and attitudes that successful students will have reliably demonstrated through the learning experiences and evaluation in the course.
 
Learning Outcomes:

To achieve the critical performance, students will have demonstrated the ability to:

  1. Demonstrate critical reflection.
  2. Work independently.
  3. Construct a portfolio representative of graduate work.
  4. Collect appropriate evidences of development as an adult educator.
  5. Reflect on teaching and learning.
  6. Evaluate and recount learning experiences.
  7. Document growth, set measurable observable goals, design appropriate product to demonstrate the development, and monitor achievement.
  8. Work collaboratively with colleagues to build a supportive network.
  9. Appreciate the reflective process as it relates to your practice as an adult educator.
  10. Demonstrate knowledge of self (as learner and as educator) as it relates to the learning experiences within the Adult Education program.
  11. Demonstrate knowledge of the process, content, organization and use of a professional learning portfolio.

Evaluation Plan
Students demonstrate their learning in the following ways:

 Evaluation Plan: IN-CLASS
 What is Your Philosophy of Teaching?5.0%
 Table of contents10.0%
 Portfolio Basics15.0%
 Critical Incident Report20.0%
 Practicum Analysis20.0%
 Self Analysis20.0%
 Future Goals10.0%
Total100.0%

Provincial Context
The course meets the following Ministry of Training, Colleges and Universities requirements:

 

Essential Employability Skills
Essential Employability Skills emphasized in the course:

  • Communication
  • Critical Thinking & Problem Solving
  • Information Management
  • Interpersonal

Prior Learning Assessment and Recognition
PLAR Contact (if course is PLAR-eligible) - Office of the Registrar

Students may apply to receive credit by demonstrating achievement of the course learning outcomes through previous relevant work/life experience, service, self-study and training on the job. This course is eligible for challenge through the following method(s):

  • Portfolio
    Notes:  
  • Interview
    Notes:  
  • Other
    Notes:  

 
 
Section III: Topical Outline
Some details of this outline may change as a result of circumstances such as weather cancellations, College and student activities, and class timetabling.
Instruction Mode: In-Class
Professor: N/A
Resource(s):
 TypeDescription
RequiredTextbookBecoming a Critically Reflective Teacher, S. Brookfield, WILEY, 2, ISBN 9781119049708
RequiredTextbookEducating the Reflective Practitioner: Towards a New Design for Teaching and Learning in Professions, D. Schon, WILEY, ISBN 9781555422202
OptionalTextbookPublication Manual of the American Psychological Association, American Psychological Association, 6, ISBN 9781433805592, 2009, Students are expected to refer to the APA manual throughout the course when sourcing information.

Applicable student group(s): Adult Education Program
Course Details:

Module 1 - Course Outline               

  • Explanation of course outcomes
  • Portfolio basics and framework
  • Recap of the previous 4 core courses

Module 2 - The Various Components of the Portfolio (Theory)

  • Teaching philosophy (theory)
  • Discussion of the evaluation plan       

Module 3 - The Reflective Practitioner

  • Reflection on teaching and learning
  • Writing critical incident reports
  • Assignment (Week 3): What is Your Philosophy of Teaching? 5%

Module 4 -The use of Metaphor for Reflection                      

  • Exploring your teaching metaphor
  • Reflective exercises
  • Assignment (Week 4): Table of Contents 10%

Module 5 - The Components of Expertise in Teaching (Theory)

  • Teaching/training as reflective practice (theory)

Module 6 - Capturing Teachable Moments (Theory)

  • Reflecting and organizing practice from theory
  • Assignment (Week 6): Critical Incident Report 20%

Module 7 - Setting Educational and Career Goals and Objectives

Module 8 - Renewal through personal Imagery (Theory)

  • Tapping into your bank of skills (experiential)
  • Assignment (Week 8): Practicum Analysis 20%

Module 9 - Lifespan Development-Phases and Stages (Theory)

  • Blow your own horn (activities)
  • Teacher development stages (theory)

Module 10 - Tracking Teacher Development through Journaling (Theory)

  • Action research in the classroom (theory)
  • Assignment (Week 10): Self Analysis 10%

Module 11 - The value of Peer Review of Teaching/Training

  • Arts-Based activities for teacher/trainer development

Module 12 - Attending to the "Whole" person

  • Personal and professional development activities
  • Assignment (Week 12): Future Goals 10%
  • Assignment (Week 12): Portfolio Basics 15%


Sheridan Policies

All Sheridan policies can be viewed on the Sheridan policy website.

Academic Integrity: The principle of academic integrity requires that all work submitted for evaluation and course credit be the original, unassisted work of the student. Cheating or plagiarism including borrowing, copying, purchasing or collaborating on work, except for group projects arranged and approved by the professor, or otherwise submitting work that is not the student's own, violates this principle and will not be tolerated. Students who have any questions regarding whether or not specific circumstances involve a breach of academic integrity are advised to review the Academic Integrity Policy and procedure and/or discuss them with the professor.

Copyright: A majority of the course lectures and materials provided in class and posted in SLATE are protected by copyright. Use of these materials must comply with the Acceptable Use Policy, Use of Copyright Protected Work Policy and Student Code of Conduct. Students may use, copy and share these materials for learning and/or research purposes provided that the use complies with fair dealing or an exception in the Copyright Act. Permission from the rights holder would be necessary otherwise. Please note that it is prohibited to reproduce and/or post a work that is not your own on third-party commercial websites including but not limited to Course Hero or OneNote. It is also prohibited to reproduce and/or post a work that is not your own or your own work with the intent to assist others in cheating on third-party commercial websites including but not limited to Course Hero or OneNote.

Intellectual Property: Sheridan's Intellectual Property Policy generally applies such that students own their own work. Please be advised that students working with external research and/or industry collaborators may be asked to sign agreements that waive or modify their IP rights. Please refer to Sheridan's IP Policy and Procedure.

Respectful Behaviour: Sheridan is committed to provide a learning environment that supports academic achievement by respecting the dignity, self-esteem and fair treatment of every person engaged in the learning process. Behaviour which is inconsistent with this principle will not be tolerated. Details of Sheridan's policy on Harassment and Discrimination, Academic Integrity and other academic policies are available on the Sheridan policy website.

Accessible Learning: Accessible Learning coordinates academic accommodations for students with disabilities. For more information or to register, please see the Accessible Learning website (Statement added September 2016)

Course Outline Changes: The information contained in this Course Outline including but not limited to faculty and program information and course description is subject to change without notice. Any changes to course curriculum and/or assessment shall adhere to approved Sheridan protocol. Nothing in this Course Outline should be viewed as a representation, offer and/or warranty. Students are responsible for reading the Important Notice and Disclaimer which applies to Programs and Courses.


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