Sheridan Course Outlines

Land Acknowledgement

Sheridan College resides on land that has been, and still is, the traditional territory of several Indigenous nations, including the Anishinaabe, the Haudenosaunee Confederacy, the Wendat, and the Mississaugas of the Credit First Nation. We recognize this territory is covered by the Dish with One Spoon treaty and the Two Row Wampum treaty, which emphasize the importance of joint stewardship, peace, and respectful relationships.

As an institution of higher learning Sheridan embraces the critical role that education must play in facilitating real transformational change. We continue our collective efforts to recognize Canada's colonial history and to take steps to meaningful Truth and Reconciliation.

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:

Demonstrate critical reflection.
Work independently.
Construct a portfolio representative of graduate work.
Collect appropriate evidences of development as an adult educator.
Reflect on teaching and learning.
Evaluate and recount learning experiences.
Document growth, set measurable observable goals, design appropriate product to demonstrate the development, and monitor achievement.
Work collaboratively with colleagues to build a supportive network.
Appreciate the reflective process as it relates to your practice as an adult educator.
Demonstrate knowledge of self (as learner and as educator) as it relates to the learning experiences within the Adult Education program.
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 contents	10.0%
	Portfolio Basics	15.0%
	Critical Incident Report	20.0%
	Practicum Analysis	20.0%
	Self Analysis	20.0%
	Future Goals	10.0%
	Total	100.0%

Provincial Context
The course meets the following Ministry of 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):

	Type	Description
Required	Textbook	Becoming a Critically Reflective Teacher, S. Brookfield, WILEY, 2, ISBN 9781119049708
Required	Textbook	Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in Professions, D. Schon, WILEY, ISBN 9781555422202
Optional	Textbook	Publication 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

It is recommended that students read the following policies in relation to course outlines:

Academic Integrity
Copyright
Intellectual Property
Respectful Behaviour
Accessible Learning

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

Appropriate use of generative Artificial Intelligence tools: In alignment with Sheridan's Academic Integrity Policy, students should consult with their professors and/or refer to evaluation instructions regarding the appropriate use, or prohibition, of generative Artificial Intelligence (AI) tools for coursework. Turnitin AI detection software may be used by faculty members to screen assignment submissions or exams for unauthorized use of artificial intelligence.

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. 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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