EPSE 308 (003/305) Development, Learning and Culture in the Classroom. Lecture Instructor Graduate Teaching Assistant (GTA): Dr. Surita Jhangiani Gizem Guryil Office: Scarfe Library Block 299 Office: TBA ‘Email: suritajhangiani@ube.ca ‘Email: gizemgg@student.ube.ca Phone: 604-822-0310 Office Hours: By appointment (in-person/online) (or | Office Hours: By appointment (in- beforiater cass) person/online) (or betorlafter cass) Course Coordinator: Dr. Surita Jhangiani Office: Scarfe Library Block 299 Email Address: Surita,jhangiani@ube.ca Phone Number: 604-822-0310 Office Hours: By appointment Course Meetings: September 8- December17, 2021 Lecture: Scarfe, Room 100 Friday 12:30 pm-3:00 pm Seminar: Scarfe, Room 204 Friday 3:00 pm -4:30 pm UBC’s Point Grey Campus is located on the traditional, ancestral, and unceded territory of the xwm40 kwwty4m (Musqueam) people. The land it is situated on has always been a place of learning for the Mu squeam people, who for millennia have passed on their culture, history, and traditions from one genera tion to the next on this site. COURSE DESCRIPTION Welcome to EPSE 308. The focus of this course is twofold: 1) to provide you with an understanding of how children develop along with an appreciation of the diversity that exists among students; and, 2) to build your competence to create school and classroom environments that are safe, supportive, caring, and respectful. Throughout this course you will be asked to consider classroom organization, community settings, pedagogical approaches, as well as reflect on your own experiences in order to understand how you can best support your students” learning, and create environments where students can thrive. Over the course of the term, you will look at historical approaches to child development and classroom environments, You will examine how research has informed emerging practices that encourage educators to adopt a more holistic approach to teaching. You will also explore how traditional discipline and classroom management practices, that emphasized reactive and punitive approaches, have given way to a more recent focus on positive approaches. T s course will also provide you with a framework to help you understand issues such as identity, mental health, culture, ethnicity, gender, gender identity, sexuality, sexual orientation, and social class. Then you can use your increased understanding to help promote effective communication and feelings of belongingness in the classroom with the overall goal of creating supportive learning environments,Each lecture will give you an overview of the history of ideas as well as the most current research and practices. In your breakout sessions, you will have the opportunity to discuss what you have heard and read in more depth as well as develop strategies for the classroom, GOALS/OBJECTIVES In this course, you will: * Learn how to critically explore your own beliefs/theories/biases of child development and issues around diversity and culture in order to understand how these impact teaching and learning, + Leam holistic (social-emotional, mental-intellectual, physical and spiritual) approaches for promoting students” development and academic success within a diverse society, which emphasize the need for the school system to promote 4Rs Indigenous framework (i.e., Respects students for who they are, is Relevant to their worldview, that provides reciprocity in their Relationships with others, and that promotes Responsibility over their own lives). + Explore a number of theoretical perspectives, cultural processes, and diverse knowledge systems regarding child/adolescent development, and their implications for classroom practice, to increase your ability to establish safe, supportive, and effective learning environments. + Leam how to encourage prosocial interactions and facilitate positive and interactive school climates; avoid negative and punitive responses; and utilize responses that focus on compassion and respect, thereby creating optimal, positive and collaborative relationships to promote both academic and life success. The course will include a combination of didactic components, practical activities, role-plays/scenarios, and facilitated small group discussions. These goals and objectives will be successfully achieved through your attendance and participation in class activities and discussions, in addition to readings and assignments. COURSE UNIT VALUE: 4 Credits Course Readings and Learning Materials: All assigned readings for this course are accessible via the UBC Library Online Course Reserve (LOCR) in Canvas, or are provided within the Canvas course site itself. There is no cost to access these items. Your Canvas course site is where we will meet and do our work for this course. EXPECTATIONS AND ASSIGNMENTS Professionalism (Attendance, Informed Discussion, and Supportive Participation) _ One measure of effective teaching is being professional. This means (among other things) honoring your commitments; being where you are supposed to be when you are supposed to be there; turning in assignments on or before due dates; asking other teacher candidates (TCs) and/or the instructor for assistance with assignments where needed; coming to both the lecture and seminar class on time; pre- arranging childcare and medical appointments that do not interfere with the program; emailing your instructors if you will be absent (prior to your absence); and being neat, accurate and coherent in your written and oral presentation. Emergency situations will be considered on a case-by-case basis. Professionalism also includes being respectful to other TCs and classroom involvement. Involvement ‘means coming to class prepared (i.c., do your readings), getting engaged in class discussions (i.c., participate!), sharing ideas, taking initiative in and resolving conflicts when working individually or in‘groups, and volunteering for and contributing over and above requirements. This also means remembering to shut off your cell phones and not texting, e-mailing or browsing the Internet during class, Self and Peer Assessment art of good teaching is continuous evaluation—both of yourself and others. For this assignment, you are expected to participate in reading and in giving meaningful formative feedback on your classmates’ draft assignments and reading activities. This also includes being open to hearing constructive feedback on ‘your own work and integrating this feedback into your future work. Reading Activities: ‘You are responsible for reading the assigned article/s for each unit; there are also optional readings (these are provided if you would like more information now or in the future or for help with your final assignment). Read the assigned articles for the unit and make sure that you understand the content to a quality level BEFORE class. You must complete a reading activity that is submitted BEFORE each class (note the due dates on the course calendar—generally these are due Tuesday by midnight before the class). Be sure to read your course outline carefully as each reading activity is different (although, they all relate directly to components of the final assignment). All course readings can be found on our Canva wal Assignment Your final assignment is an application and compilation of your learning from the course. The due date is midnight before the last day of class, but you will develop part of it each week. There are a number of parts that need to be included in this assignment, and these will be submitted along the way to make sure that you are on track and allow you to get feedback from your peers and your TA. This can also be a model of what you can do with your own students in your classrooms. Components include: According to McGregor (2004, p. 1), “We teach who we are.” We are all products of our culture to some extent, and a case can be made that we experience life through a particular cultural lens, and that we have different worldviews. One’s worldview inherently contains perceptions about how knowledge is constructed, how we see others, how we make choices, and how we interpret different situations. As educators, it is important to have clarity of our views including how they have developed, and how they shape our perceptions of the world around us. These will reflect our beliefs about teaching and how they manifest through our pedagogical practice. This is a two-part assignment that you will modify throughout the course and will be included in your final assignment. Part Al—Relational Geography Reflection Activity: The purpose of this activity is for you to locate yourselves in an intersectional landscape. This entails reflecting on your identity in relation to your family, community, and your particular experience of intersectionality. There is a historical and developmental aspect to this relational-geography. In order to understand your present location, you'll need to get grounded in your past experience, thus enabling you to articulate your expectations for your future experiences as an educator as well. As educators, we continually reflect on and make meaning of our own privileges, biases, and standpoints as a method for learning from our students about their diverse experiences, identities, circumstances, and backgrounds. While this assignment is designed as a relational-geographic experience for teacher candidates, like all of 3the assignments and experiences in this course, it can also be transformed in age-appropriate ways for use with future students to enable them to locate themselves and reflect on their own complex identities and diverse experiences in society. Finding and/or creating artifacts To help to clarify your own cultural lens, for this assignment you will be finding artifacts or creating something that represents the questions: Where am I coming from? Where am I now? and Where am I going? These found and/or created artifacts can represent one of the following aspects: 1) your identity; 2) your family and/or community; 3) the processes that most shape your intersectionality in local communities; and, 4) the ways in which you are connected to global communities. Be selective about what you choose to include and/or create. Focus on what is meaningful for you, rather than feeling like you have to “cover” everything. This relational- ‘geography may include diverse forms of representation such as an essay, poem, dance, painting, sculpture, musical composition, short movie or photographic sequence, or collage of meaningful objects. Leading questions could be: What experiences have been central to your evolving understanding of who you are as a teacher? What diverse family or cultural processes shape what kind of teacher you want to become? Since this is one of our first activities, you can expect to add/change items as we work through the course. When addressing the content of these questions, some of the readings and topics of this course may be useful as an orientation (e.g., biases, communicating across differences, gender, race and ethnicity, sexual orientation, poverty and social class, mental health, risk and resiliency) This assignment purposely gives you a lot of freedom so that you can decide and choose what is ‘most meaningful for you. IF your artifact or artistic work does not speak for itself, please provide a write-up that you can include with your relational-geography artifact which explains its meaning and connection to the course topics. Be prepared to discuss your artifact with your peers (and to include the artifact in your final assignment submission). This, however, is a very personal piece and thus can be more informal. It will be “graded” as complete or incomplete based on your overall reflection. Remember to only share what you are comfortable with, The more theoretical aspects of your learning from this portion will be integrated into your part A2 (teaching philosophy). ’Reference: McGregor, S. (2004). Transformative Teaching. We Teach Who We Are, in: Kan — Forum, Vol. 14, no, 2 Part A2: Teaching Philosophy Jsing your work from your relational geography, and considering your beliefs about teaching and Jeaming along with your growing understanding of development, you will write a 2-page double-spaced teaching philosophy—in other words your personal theory of teaching and learning. Your philosophy should focus on the kind of teacher you intend to be and why. This Philosophy should be both personal and formal, and include theories covered in this class, but be written in a way that anyone could understand, It can also include an image or reference to your artifact from part 1 of this assignment (i.e., your relational geography). While you will submit your teaching philosophy on the due date, expect that you will add and change this as we move through the course and, indeed, throughout your teaching career. ‘An updated version will also be submitted with your final assignment, so it is expected that you will include some of the theory from later topics covered in the course (especially your growing ideas of howyou will create a positive environment for leaning in your classroom). Note that this philosophy can also bbe used as a part of your application for teaching jobs. B. All About My Teaching: Integrating Theory into Classroom Practice We will be exploring theories of learning and development (e.g., intelligence, cognitive and academic competencies), and applying these to your classroom practice. The purpose of this is to be able to understand these theories in a deep way, so that you are able to create a safe and caring classroom for your students (and thereby increase academic learning time, improve student understanding and have a fun and positive space for all to work and learn). This plan must fit within your teaching philosophy, so you need to carefully consider how the different theories interact with what you believe and how you will implement them. For this assignment you will come up with a plan for creating and maintaining positive classroom environments that fit with your teaching philosophy. You will: + Describe HOW you plan to create positive classroom environments. Include details (with examples) of how you ideally plan to: 1. Avoid coercive methods of managing your class (i.e., behaviour modification) 2. Create supportive and safe environments 3. Build positive, respectful relationships 4, Foster Socio-Emotional Learning (SEL) 5. Be sure to consider the theoretical and developmental lenses that we have discussed (diversity/culture, Indigenous perspectives/pedagogies, cognition, motivation, etc.) + Note: Be sure that your plan fits with your teaching philosophy (as stated in your previous assignment) and that you include/integrate the readings from this class (with citations). Be sure to include at least one citation for each of 1-4 (5 can be integrated throughout your plan). + This submission may be written (4 pages double spaced maximum), a video (5-8 minutes max) that you create, an illustration of some sort, etc. Please verify with your instructor to check if what you are thinking will fit the assignment. Regardless of the type of submission, you need to clearly identify the research included from the class in some way (so it is grounded in research and NOT JUST your opinion) C. Solving a Difficult Situation Here you will consider what you might do should a difficult situation arise in your practicum or at some point during your teaching career. It is helpful to have a plan of how you might solve a problem that occurs before it actually takes place. Because there is always more than one effective means of solving a problem (and what works in one situation might not in another) you will plan two ways to address the issue. One should be preventative and one reactive (though each solution might have a bit of both). You will: + Write up/illustrate/video, etc. a short case of a difficult situation you have witnessed in a classroom (or one that you haven’t seen but are worried about, o one from your “everything went wrong” class writing from earlier in the term). + Come up with two ways that you would attempt to deal with that difficult situation if it should happen in your upcoming practicum + Specifically, this portion of the assignment should include: 1. A clear example case of difficult situation/behaviour (that specifies the actors involved in the situation and the context surrounding/leading to the problem—a simple way to do this is to write it out like a script—though a script is a suggestion not a requirement) 5The key point is to make sure you are writing it in a way that clarifies the full situation, what the teacher does, what the student/s do/es, the class environment and the context that will help situate (and clarify) your case. 2. A first possible solution of how you might successfully PREVENT (or reduce the severity of) the situation/bebaviour. 3. A second possible solution of how you might address the situation/behavior (i.e., how you might react in the moment). + Note: Be sure that your solutions fit with how you stated that you would set up your classroom environment and with your teaching philosophy (and that they are two different solutions that you might actually use). Include/integrate the readings from this class (with citations) into your solutions and be sure that you are using a different perspective for each solution (i.e. not the same research). + There is no page maximum for your case (part C1) however, your solutions (parts C2, and C3) should be a maximum of 4 pages total, double spaced for both solutions (if you are writing), however, you have the freedom to make this your own by submitting in an alternative way (e.g. video/illustration/lesson plans/etc.), but all components must be included. **Note: Please note that this assignment is not a self-reflection or opinion piece. You need to describe your plan and make the connections to theory. In other words, you are expected to demonstrate your depth of understanding of the theories by applying them to learning and development in the specific scenario you are trying to problem-solve. Your answers should clearly show how the developmental and other theories inform your understanding of quality classroom practice. Note that this entire assignment may be beneficial for you to use to show your teaching skills and online facility for future interviews/hiring Referring to and citing from the readings is a requirement to pass this assignment. Note that you do not need a reference page unless you are including works from outside of our reading list. You do, however, need to cite within the body of your assignments. No particular citation style is needed (i.e. APA or MLA), as long it is clear that itis another's work. How you indicate that isn’t important. Final Assignment:_ Putting it all together So far in this class you have completed 3 components based on the research and theory regarding, development, diversity, and the importance of creating safe, caring, and respectful leaming environments. These focused on linking that theory to practice so that you created a detailed description of how you will ideally structure your classroom context to optimize your students’ academic and social and emotional leaming. Now your job is to present updated versions of the three components in some way: 1. Your teaching philosophy: your personal theory of teaching and learning backed up with research in this course. Articulating your teaching philosophy is not only important in helping you to adhere to your principles while caught in the messiness of the classroom, it is also an important part of your preparation for teaching interview: 2. Theory to Practice: using the theory to describe how you can create a positive classroom climate that fits with your teaching philosophy. This will include some examples of how, within the guidelines of your stated teaching philosophy, you plan to design your classroom so as to prevent problems and create a positive space for learning. This should help you put the theories that you are learning into the planning and practice of your teaching. Solving a difficult situation: your plan for two solutions to anticipated classroom issues that could occur in your practicum (or future teaching). The point here is to recognize that there can be many “right” and theoretically grounded solutions to classtoom problems. What works for one student or one classroom may not work for another, thus having more solutions in your teaching toolkit isalways useful. This will also help you pre-plan for these issues so that you may feel more confident as you enter into the teacher role. Final Assignment Due on Canvas: By midnight BEFORE the final class—December 16th midnight {at the latest) Assignment Important Notes/Reminde + Please note the page maximums set for each section (we will not read beyond these maximums, the only parts without page maximums are the teaching philosophy and your case). + Formal submissions must be double spaced, use Times New Roman or Arial, and be 12-point font (this is not the case for the reading activities). + You do not need to do outside research for this course (the class readings are sufficient) though ‘you may use other research sources if you like. + Please cite when using others research (any format for citations is fine, that is, APA style is not required—as long as it is clear that the ideas/research belongs to someone else it is fine). A reference page is also not needed unless you are bringing in articles not read in this course; if that is the case, please put these outside sources on a reference page and make sure when you cite them in your assignment it is clear whose work you are referring to. + We highly suggest that you use the criteria of each assignment as titles/subtitles for your paper to make sure that you are including all the necessary items. + Submit your assignment to Canvas the night BEFORE the final EPSE 308 last class. IMPORTANT POLICIES Please be aware of the following UBC, ECPS, and Teacher Education Policies: RESPONSIBILITIES, POLICIES & SUPPORT AVAILABLE Attendance, & Participation Your attendance and active participation in all BEd Courses is essential. This course will be conducted in a lecture and seminar fashion and your role as a participant in both is vital to this process. Please keep in mind that this is a professional program, and attendance is important just as it will be in your future educational workplaces. Thus, as you must as a teacher, please be sure you are on time for class and stay for the full class time. Note that we do pay attention to attendance and follow the TEO rules for monitoring this and submitting interim reports for excessive tardiness, lack of preparation, or lack of active attention. This report will include: the amount of time missed, any missing assignments, and any extra assignments needed to make up for missed class time, The purpose of an interim report is to support students who have missed class to be able to successfully achieve the criteria needed to pass the course. Ifyou are sick and need to be absent (either lecture/seminar or both) please refer to the “Attendance Policy” section of the BEd program policies, and submit an absence report form hittps://teach.educ.ubc.ca/students/forms/absence/, a copy of which should be forwarded to the instructor and your TA. We can then discuss how you may need to make up for the missed time. If you need to be absent more than one class, please discuss this with a program manager/coordinator from TEO. ‘© B.Ed. Program Policies and Guidelines: https://teach.educ,ube.ca/students/policies-and- guides/teacher-education-program/ © TEO policy on absen; Student Health and WellnessCOVID-19 Safety: You are required to wear a non-medical mask during our class meetings, for your own protection and the safety and comfort of everyone else in the class. For our in-person meetings in this class, it is important that all of us feel as comfortable as possible engaging in class activities while sharing an indoor space. Nonmedical masks that cover our noses and mouths are a primary tool for combating the spread of COVID-19. Further, according to the provincial mandate, masks are required in all indoor public spaces including lobbies, hallways, stairwells, elevators, classrooms and labs. Please eat or drink between classes. There may be students who have medical accommodations for not wearing a mask. Students who wish to request an exemption to the indoor mask mandate must do so based on one of the ‘grounds for exemption detailed in the PHO Order on Face Coverings (COVID-19). Such requests must be made through the Center for Accessibility (Vancouver campus). Please maintain a respectful environment, UBC Respectful Environment Statement. Mental health and wellness are important parts of your academic success and everything you do. When you take care of yourself, it's easier to achieve your goals and feel good in life. UBC has a number of resources for you to take advantage of including self-help, peer support, medical services, and mental th support through UBC Counselling Services. htips://students.ube.ca/health/wellness-centre In case any concerns arise, please speak with your GTA, however, if you are not satisfied or do not feel comfortable, please speak with your instructor and/or course coordinator for EPSE 308. Grading This course is graded pass/fail using a criterion-referenced system. Explicit criteria will be given to you at the outset of each activity/assignment, The final grading scheme for the course will be dichotomous, ‘meaning that your standing will be submitted in the UBC system as either Pass or Fail. The standard for high quality work, and thus a pass in this course, is equivalent to at least a B+ (76%). Students are expected to meet all criteria at this level to receive a passing mark, In a professional faculty, passing a course entails both good academic performance as well as active participation in learning activities. If an assignment does not meet expected standards you will have ONE opportunity to revise and resubmit an assignment. If you are concerned about passing the course, please discuss your concerns early with your instructor. For further information see UBC and TEO policies under “Expectations” and “Accountability for Learning” at: http://www.calendar.ube.ca/vancouver/index.cfm?tree=12,202,320,160 http://teach educ.ube.ca/students/policies-and-guides/teacher-education-program/ Academic Integrity The integrity of academic work depends on the honesty of all those who work in this environment and the observance of accepted conventions concerning such practices as acknowledging the work of others. You are expected to complete your own work, giving credit to others for works (by citing and referencing), adhering to copyright and submitting work that you have prepared for this class only. Students need to become familiar with the many different forms that plagiarism can take, including accidental and intentional plagiarism. Any form of academic misconduct, accidental or intentional, will be taken very seriously, and will be reported to the TEO and will most likely result in a failure in the course. You should be aware of sections of the University Calendar that address academic misconduct + Academic Misconduct: httpv/www.calendar.ube.ca/vancouver/?tree=3,54,111,959 + Dicipline for Academic Misconduct: htto:/Awww.calendar.ubc.ca/vancouver/index.cfm?tree=3,54,111,960 While we recognize that only a very small number of students engage in academic misconduct, it is important for you to recognize that academic honesty is very important in your development as a student 8and future professional. We understand that sometimes university studies are stressful and, at times, students feel they don’t have time or resources to produce the quality work that they would like. Many factors lead students to take steps that they would not normally take, for example sharing content on ‘websites with the intention of taking part in dishonest practices, or paying someone else to do cours: work for you. Please understand that course materials (e.g., pptx slides, quizzes, assignment rubrics) are the property of the designers (e.g., faculty and course instructors) and using them for purposes other than those for which you have permission is an infringement of copyright. Consequences for such behaviour range from failing an assignment to failing a course to removal from a program and the university. It is, not worth the risk! Plan your schedule well and take care of yourself to reduce stress and feelings of being overwhelmed. Ifyou need assistance with academic work or help to manage stress, please access the UBC resources: + UBC Learning Commons for help on writing, citing, academic honesty guidance, information on how to write papers, etc. https://learningcommons.ube.ca/, + UBC Counselling Services if you are feeling stressed and overwhelmed https://students.ubc.ca/health/counselling-services. + Here2talk, 24/7 counselling support for post-secondary students https://here?talk.ca/home + Academic honesty tips https://students.ube.ca/ubelife/academic-integrity ‘As well, you should be aware that any assignment submitted for this class can be checked with Tum-ItIn (in Canvas), so as to help you learn about plagiarism and to verify that the assignment is truly your own. Be sure to act with integrity and reach out to get help if/when you need it. Late Submissions You are expected to submit all course work by the due date and time specified, unless arranged with the instructor at least 72 hours in advance. Any late submissions that have not been previously discussed with ‘your instructor will result in the requirement for a make-up assignment (special circumstances will be considered). Professional Conduct ‘Teacher candidates in the Faculty of Education are expected to adhere to principles of professional conduct while on campus and in schools. They are also expected to adhere to the policy of the university regarding respectful learning environments. Participants in this course are expected to demonstrate all of the qualities of professionalism, arriving at each class fully prepared, engaging actively in the teaching and leaning process, and interacting ethically with your peers and your instructor. Classes will be conducted within an atmosphere of respect, both for each other and for the ideas expressed by participants in class discussions and debates. Our responsibility in this class is to model professional conduct and to ‘guide your understanding of professionalism when you are on campus, and when you are on practicum in schools. Please see UBC’s statement on respectful environments: htip://www.hr.ube.ca/respectful- environment! Statement of Respect and Inclusion Education is a multidisciplinary field, which brings together faculty, teacher candidates, and students from diverse academic and personal backgrounds, ways of learning, communicating, and responding to assignments. This diversity is an intellectual asset that can benefit from common principles of critical thinking and academic guidelines in evaluation procedures across all Education courses. Instructors will adapt these general principles and guidelines where necessary in their own courses. Non-sexist, non-racist, 9