Winter 2018

ED 6108: Teaching and Learning in Multilingual Contexts

Online

Course Description: 
This course would provide both theoretical and practical information related to the teaching of students learning English is an additional language (EAL). It will examine core principles and established practices related to the education of students of diverse linguistic and cultural backgrounds in mainstream English schools.  Topics will include linguistic and cultural support, differentiated instruction within an inclusive learning context, cultural awareness and sensitivity. The course will also promote a balanced literacy approach that incorporates and values the learner’s first language in the acquisition of EAL.

ED 6108: Globalization and Education

Face to Face- Thursdays, 5:00PM to 8:00PM

Course description:  This course will examine the impact of the many facets of globalization on education systems and educators around the world. It is designed to help educators situate policy and practice in their jurisdictions in the context of global trends and debates.


ED 6108: School District Administration and Leadership

Online

Course description: This course focuses on the work of school district leaders, including the superintendent. Major course modules include school district governance, organizational leadership, pedagogical leadership, and stakeholder relationships. Specific topics include strategic planning, policy-making, financial management, instructional leadership, leading change, and relationships with government, labour groups, the public, and the media.

ED 6108: Introduction to Indigenous Research Methodologies

Blended course  3 face-to-face courses Saturday, 9AM to 4PM on January 27th, February 24th and March 24th.  The rest of the course will be online.

Couse description: As an introductory research course, this course guides students towards understanding why methods matter.  Rather than insisting upon an Indigenous approach to research, this course creates space to discuss how research has conventionally been conducted and why this has been problematic in Indigenous contexts; what it means to decolonize research; and how we can engage with and validate Indigenous ways of knowing and being within the context of academic research and educational practice.

Fall 2017

ED 6115: Deconstructing Cultural Diversity in the School
China Cohort - Beijing, China

Blended Course

Nov 24 Friday eve. – 4PM to 7PM
Saturday and Sunday (all day) 9Am to 4PM – November 25, 26
Wednesday evening (Nov 29) 3PM to 6PM
Friday evening (December 1) 4PM to 7PM
Saturday and Sunday (December 2,3) all day 9AM to 4PM

May also require some online work.

Course Description: This course will examine cultural diversity, in its various forms, as part of the formal educational process. The course would begin with discussions on the traditional understanding of cultural diversity. Students would then have the opportunity to either explore other forms of cultural diversity, (for example the cultures of poverty, politics and sexual orientation), or delve further into the more conventional notions of the concept.

ED 6108: Foundations of Bilingual and Multilingual Education
Online

Couse description: This course will examine core issues related to bilingual and multilingual education including:  theories of language development, cultural awareness and sensitivity,  Global English,  language death and genocide, language revitalization, language rights, language as a resource, identity, and empowerment. It will also explore strong and weak forms of bilingual and multilingual programming and assessment, including second and foreign language immersion.

ED 6108: Selected Topics in Educational Leadership: Preparation, Mentorship and Induction of Beginning Teachers
Face to Face
Wednesdays 5:00PM to 8:00PM

Course Description:

This course will help educators increase their knowledge regarding the preparation, mentorship and induction of both pre-service and in-service beginning teachers.  The course includes an examination of: current research on teacher development; Canadian teacher preparation programs; initiatives in beginning teacher mentorship; and, teacher induction programs from New Brunswick, Canada and Internationally.



Summer 2017


ED 6108 Creativity, Design Thinking and Innovation in Educational Practice
(Face to Face)
July 10 to 14 (9:00 to 4:00)
Monday to Friday

Course Description:
This transformative course will explore the concept of creativity and its applications to educational practice through design thinking, innovation and invention. Creativity and innovation have become educational imperatives in 21st century learning. This unique course will enhance learning experience design and assessment design for the implementation of creative design practice within daily teaching and learning.

ED 6108 Inclusive Second Language Education
(Face To Face)
July 4 - 8 (9:00 - 4:00)
This course runs Tues to  Saturday since Monday is Canada Day.

Course Description: This course will examine the theoretical constructs of universal design (ADL) and second language learning.  In particular, students will explore foundational principles related to inclusive second language teaching, learning and assessment.


 ED 6109 Oral Language as a Foundation for Learning in a Second Language
(Face To Face)
July 10 - 14 (9:00 - 4:00)
This course runs Monday to Friday.

Course Description:  This course will examine the critical role of oral language in second language classrooms.   This analysis will be guided by theories and principles of school-based second language acquisition and communicative competence.

Course description for Summer Courses


Winter 2017

ED 6109 TEACHERS AS WRITERS

(Face to Face)

Dates to Remember: Jan. 19, Feb. 16, Mar. 2, Mar. 30, and April 8th

All Thursday evening meetings will be from 4:30 to 8:30 and Sat. April 8th will go from 9:00 am to 3:00 pm. A light dinner will be provided on Thursday and a light lunch on Sat.

All meetings will take place in Marshall d’Avray Hall room TBA.                

COURSE DESCRIPTION

This course is an examination of the process of teaching writing from a teacher-writer perspective. The course will help you explore the reasons why we write ourselves, and how best to enable the writing process amongst students.  We will explore a variety of strategies including writers’ notebooks and the components of a writers’ workshop. We will examine the frameworks that underpin writing methods used by educators while exploring the practical and ethical issues involved in conducting writing with our students. We will discuss what constitutes sound writing practices and explore ways educators can support these practices.

This course is a dynamic opportunity to learn through and about writing and explore writing's impact on learning. Research has shown that learning outcomes can be raised if writing is understood and developed appropriately in classrooms, especially when educators are also writers themselves. Through experiencing and experimenting with a range of writing activities, you can gain a personal and deep level of learning about the process of writing. 

Learning processes within the course include dialogue and reflection on writing and the learning involved in writing, as well as in-depth and critical writing and the connection to reading. You will have the opportunity to develop a heightened awareness of writing issues, especially as they relate to the promotion of learning and teachers’ professional growth through the development of your own writer’s notebook. You may be encouraged to approach the writing you deal with in your own professional life in new ways.

Of special note is that you will be asked to bring your own writer’s notebook to each face to face meeting and you will be asked to share some of the writing within it.  We will work to create a safe environment where everyone can share their work and receive supportive feedback.

COURSE OBJECTIVES
In this course you will explore:

Issues to be addressed include:

1. what we mean by writing

2. the purposes of writing

3. the impact of writing on learning

4. how we approach and use feedback to improve writing

5. different types of writing

6. whose standards count in writing

7. writing for empowerment



ED 6109 Learning for Teaching: Behavioural Tools for Teaching Learners with ASD
(Face to Face)
Contact: Patti Peterson
EECD Contact: Isabelle Cowan

This course involves a collaboration between UNB and the NB Department of Education and Early Childhood Development.

This course focuses on the development and the application of advanced skills in assessing and responding to the need and strength profiles of students with Autism Spectrum Disorder in three components: 1) communication social skills, and learn to learn skills 2) functional skills, and 3) behaviour. Review of best practices in on-line modules and workshops, practical skills development through on-site coaching, targeted skill development evaluations, and presentation of a case example will be undertaken as part of core learning activities.

This course involves a collaboration between UNB and the NB Department of Education and Early Childhood Development.

 Students will have the opportunity to: 

  • Conduct curriculum-based, descriptive, and functional behaviour assessments to assess student strengths and needs 
  • Develop an intervention plan based upon appropriate assessment and consultation with parents, and professionals 
  • Coach team members to implement interventions using a Behavioural Skills Training approach 
  • Evaluate the efficacy of the intervention and make modifications accordingly
 

Following completion of the Learning for Teaching modules and on-site coaching, students will have the opportunity to present a case study from one of the 3 components of the training.

 Pre-requisites:

 Successful completion of ASD and Behavioural Intervention: Introduction for School Personnel (Modules 1-10) presented online through NB Department of Education and Early Childhood Development, or the equivalent training provided by University of New Brunswick- College of Extended Learning (UNB-CEL).

 Course Requirements and Evaluation:         

Learning for Teaching : Behavioural Tools for Teaching Learners with ASD (50%)

Successful completion of all three components of the Department of EECD’s Learning for Teaching program (written/video assignments, on-site coaching, and participation in workshops). Students must complete all learning activities and obtain a minimum of 80% mastery on all assigned tasks. Additional teaching and coaching is provided to all students until mastery is attained.

Back-up copies of all written work and evaluation rubrics should be retained



Fall 2016

ED 6108 Learning to Lead

(Face to Face and Online)Blended course

This special topics course offering is available in Fall 2016 to participants in the collaboration project between Faculty of Education, UNB and Anglophone School District West, EECD/GNB. While course credit will be offered in Fall 2016, registrants will be required to participate in all scheduled sessions and activities including those held in Winter 2017.

The focus of this course will be an examination of EECD's Revised School Improvement Indicators (2016) with a particular emphasis on school leadership, organizational culture, change processes and sustainable school improvement strategies. Participants will be challenged to demonstrate their learning through implementation and documentation of school improvement projects in their local schools. These projects will be highly self-directed by lead teams from individual schools. As normal, scholarly readings and written academic reports will part of course requirements. Face/Face Oct 21st, Dec. 2nd, Feb. 11 and May 13th plus online work and assignments.

Fall 2016 

Face to Face in Beijing, China
ED 6109 Leadership in a Changing World

Dates: Dec 2nd, 3:00-6:00, Dec 3rd, 9:00-4:00, Dec 4th, 9:00-12:00, Dec 7th, 6:00-9:00, Dec 9th, 3:00-6:00, Dec 10th, 9:00-4:00, Dec 11th 9:00-4:00 (Times may vary slightly in conversation among the class and instructor).

The internationalizing of education, school accountability and politically driven reform have had a profound impact on school leadership as various interests look for ways to improve schools. Participants will look at some of the history of how we got where we are today and the implications for educational leadership in a world dominated by technology, the environment, globalization and demographic change.

Summer 2016

ED 6108 Learn2Learn Conference followed by online course work. (The Language of Learning)

Blended Course

Mandatory attendance at Learn2Learn Conference - Rothesay Netherwood School in St. John, N.B

The course components are:   a) full attendance at the Learn2 Learn conference - Tuesday, June 28th (evening), all day Wednesday, Thursday 29th and 30th.  b) completion of two major assignments based on the face to face conference components, and the readings of Peter Johnston's books. Course will start on the first day of the conference, Tuesday, June 28th and will end Friday, August 5th.

To register for conference (as well as booking accommodations for the days of the conference) go to the following link:

http://www.learn2learn.ca/

We will use a variety of materials in the course this summer as we discuss the use of language in classrooms. Two of the books that we will use are :

Choice Words: How Our Language Affects Children's Learning

by Peter H. Johnston

Opening Minds: Using Language to Change Lives 

by Peter Johnston

 These books are available at very reasonable prices on line and are very accessible reading.

We want to suggest that you purchase and read these prior to the conference.  The author is one of the keynote speakers at the conference and we will use his work to explore ideas around language usage, the tone of what we say, the questions we use, the ways we model discussion and disagreements.  How we understand the language of teaching is extremely important as we think about the way we interact and relate to students in the classroom.  The way we teach is intricately linked to the way we used language in the classroom.

SUMMER 2016

ED 6109  Education and Teaching in International Contexts
April 2016 - July 2016

Location:                    Canadian International School of Beijing

 Face to Face Dates:    Friday, April 22/2016 - 2:15pm-4:00pm
                                    Saturday, April 23/16 – 9:00am-4:00pm
                                    Sunday, April 24/16 – 9:00am-12:00pm
                                    Wednesday, April 27/16 (Optional student attendance) – 6:00pm-8:00pm
                                    Saturday, April 30/16 – 9:00am-4:00pm
                                    Sunday, May 01/16 – 9:00am-4:00pm
                                    Monday, May 02/16 – 9:00am-12:00pm
                              Total Contact Hours: 35 hours

 Online Dates:                    April-July, 2016

This special topics course offering is available in Summer 2016 to participants in the collaboration project between Faculty of Education, UNB and Canadian International School of Bejing.

This course examines the nature of education in a range of international contexts with a particular focus on the intersection of globalization, culture and world views. Students will identify and compare issues encountered by teachers in such contexts. The course is designed for international teachers to develop a global perspective on the education profession.

WINTER 2016

ED 6108 Learning to Lead

(Face to Face)

This special topics course offering is available in Winter 2016 to participants in the collaboration project between Faculty of Education, UNB and Anglophone School District West, EECD/GNB. While course credit will be offered in Winter 2016, registrants will be required to participate in all scheduled sessions and activities including those held in Fall 2015.

The focus of this course will be an examination of EECD's Revised School Improvement Indicators (2015) with a particular emphasis on school leadership, organizational culture, change processes and sustainable school improvement strategies. Participants will be challenged to demonstrate their learning through implementation and documentation of school improvement projects in their local schools. These projects will be highly self-directed by lead teams from individual schools. As normal, scholarly readings and written academic reports will part of course requirements.