| Course Number: | EDU 5515 C74 |
| Instructor: | Andrew Jones |
| Location: | Online. Synchronous using Zoom videoconferencing/Google Classroom and Asynchronous using Google. |
| Dates and Times: | June 22 - August 16, 2020 |
| Credits: |
3 graduate |
| Tuition: | $1,000 |
Note: TUITION FOR THIS COURSE IS PAYABLE TO Southern Vermont Supervisory Union (SVSU). Please register directly with Lisa Poplaski, SVSU. Lisa will then give you the online link to Castleton's registration form.
What is deeper learning? What strategies and structures currently exist in schools that promote this kind of learning? What steps can educators take to allow all students to access instruction like this? During this course, participants will evaluate the traditional, industrial-era education model of education practiced in many middle and high schools by considering case studies of schools working to build a deeper learning culture. By engaging in the literature and in conversations with colleagues, participants will leave with an understanding of what defines a culture of deeper learning and how we can move towards this model of schooling to better support student engagement, motivation, and learning.
(required texts not included in cost of course)
Mehta, J. and Fine, S. (2019). In search of deeper learning: The quest to remake the American high school. Cambridge, MA: Harvard University Press.
Face-to-Face Meetings (20%)
There are two synchronous meeting dates, with the rest of the course occuring online (asynchronous). It is imperative that participants are present and engaged during both the synchronous time and asynchronous online elements meeting sessions.
Online Discussions (20%)
Each Monday morning a new discussion prompt will be posted on Google Classroom. It is expected that you submit your response by Thursday and respond to TWO (2) other responses by Sunday night. Try to read others’ responses and engage in a discussion as best you can.
Weekly Reading Reflections (20%)
Each week there is a chapter to read. In addition to reading the chapter, each individual will write a 1-2 page reflection, detailing their thoughts on the chapter. Participants can use the following prompts as a way to guide their reflections: What assumptions do the authors hold? What did you agree with? What is something you want to argue with? What do you aspire to? Reading reflections are due the Sunday evening of each week. Further details will be provided.
Planning for Collaboration Paper (20%)
By nature of the structure of schools, teachers generally work in isolation as “private practitioners”. The authors emphasize that this “untrammeled teacher autonomy” is one of the reasons why there hasn’t been a broader uptake of deeper learning practices. Is this privacy of practice an issue? How might classroom teachers collaborate in meaningful ways that could help achieve increased consistency across classrooms?
*Further details will be provided.
Lesson Plan Audit (20%)
Using the MIC Evaluation Tool, each participant will “audit” one of their own lessons to determine where it falls with regard to the characteristics of Mastery, Identity, and Creativity. In addition to writing a reflection on the lesson audit, each individual will also craft a set of actions to make the lesson more in line with the philosophy of deeper learning. *Further details will be provided.