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5445 teaching in rc schools elementary short

  1. 1. Faculty of Education The University of Western Ontario B.Ed./Dip.Ed. Course Outline Teaching in Roman Catholic Elementary Schools #5445 Wednesday: 4:30-6:30 Thursday: 10:30-12:30, 12:30-2:30, 4:30-6:30 Room 1162Instructor: Helen M. Reid Office: Room 1081 E-mail: hreid5@uwo.ca Office Hours: Wed. 3:30-4:30 Telephone: 519-485-5480Course Coordinator: TBDCourse Description:This course engages the teacher education candidate in an introductory study of the OntarioCatholic School System. Teacher education candidates will have the opportunity to develop ateaching perspective contextualized by the historical, ecclesiastical, constitutional, and catecheticalcontext of the Ontario Catholic School System, in particular the elementary Catholic School.Emphasis will be placed on teacher candidates developing a curricular perspective informed bypedagogical knowledge, skills and practices relevant to teaching the Religious Education and FamilyLife curriculum and to integrating the Catholic worldview across the Ontario curriculum. Thevocation of teacher as scholar-practitioner and reflective practitioner shapes course content andassessment.Course Goals:  to become aware of and conversant with the historical, ecclesiastical and constitutional context of the Ontario Catholic Education system.  to develop an understanding of and engage in self-reflection on the Catholic Church’s documents regarding the vocation of a teacher in a Catholic school.  to develop a curricular perspective appreciative of how the Catholic worldview can be integrated across the Ontario curriculum and be evident in all aspects of the teaching and learning culture of the Catholic elementary school.  to design a unit and/or lesson using Catholic curriculum resources.  be familiar with the contemporary context of Catholic education and how this context impacts on the delivery of Catholic curriculum. Teaching in Roman Catholic Elementary Schools 5445
  2. 2. Expectations:The design of this course has integrated the Standards of Practice for the Teaching Profession.By the end of this pre-service course, teacher candidates are expected to have acquired anunderstanding and appreciation of these standards of practice in the Catholic school context. 1. Commitment to Students and Student Learning With reference to Gospel values, Church tradition and teachings, teacher candidates are able to identify and appreciate ways to create an inclusive learning environment that respects cultural, gender, and learning differences. In addition, teacher candidates are expected to be able to identify and appreciate the learning environment as one in which academic, social, spiritual and religious development are integrated in a holistic manner. In doing so, teacher candidates will develop a professional foundation from which their commitment to students and student learning grows and develops. 2. Professional Knowledge Teacher candidates are expected to become conversant with the historical, constitutional, ecclesiastical and social context of the Ontario Catholic education system. This course assists teacher candidates in learning about the role of and resources of professional associations in the support of teachers teaching in the Ontario Catholic School System. In particular, teacher candidates will develop a curricular perspective that will enable them to integrate the Catholic worldview across the Ontario curriculum and into all dimensions of the learning and teaching environment. 3. Professional Practice Teaching in Ontario Catholic Elementary Schools assists the teacher candidate in developing pedagogical perspective, skills, strategies and resources to deliver the religious education and family life curriculum and to integrate the Catholic worldview across the Ontario curriculum. Teacher candidates will engage in reflection on practice and in doing so will develop an appreciation for differentiated instruction, multiple-intelligences, age-appropriate teaching and learning strategies, and the logic of backward design. 4. Leadership and Community Teacher candidates will be provided a model, in the delivery of this elective, for professional collaborative learning. Teacher candidates will work together on the different learning modules. In doing so, teacher candidates will have the opportunity to see the practice of teaching in the Catholic elementary school as a practice of partnerships, especially the partnership with parish and family. Teacher candidates are encouraged to create and sustain learning communities within their own classrooms and convey concern for the common good in both their instructional practices and in their relationship with the wider community. 5. Ongoing Professional Learning Through this elective, teacher candidates learn that teachers are scholar-practitioners. The teacher candidate will learn that professional growth as a teacher practitioner requires the professional teacher to engage in reflective practice, to embrace the principle of life-long learning, and thus seek new knowledge and methodologies that will contribute to their being effective teacher practitioners the Ontario Catholic elementary school context. Teacher candidates will reflect on their practice of teaching with reference to the contemporary context impacting on the learning and teaching context of the Catholic elementary school. Teaching in Roman Catholic Elementary Schools 5445
  3. 3. Instructional Modules I. The Context of the Ontario Catholic Education System This module considers the historical, ecclesiastical, political and constitutional context of the Ontario Catholic education system. Specific focus is given to the vocational self- understanding of the Ontario Catholic teacher. II. The Catholic Curricular Vision This module looks at the Catholic Graduate Expectations, spirituality and children, classroom design and core Catholic curriculum map resources and design. III. Ontario Catholic Religious Education and Family Life Curriculum This module looks at the Religious Education and Family Life Curriculum program. Attention will be given to pedagogical strategies, skills, and resources. IV. Contemporary Context of Ontario Catholic Education This module is issue based. Teacher candidates will have the opportunity to explore the challenges to faith-based education in contemporary Canadian society.Course Materials:  In keeping with both sound and responsible principles governing the distribution and use of ‘consumable resources,’ most of the materials for this elective will be accessed from websites. Teacher candidates will be able to choose whether to make printed copies of these course materials.  A bibliography of web resources is available on the course website.  Teacher manuals for the Canadian Catechism, Born of the Spirit and We are Strong Together series are available in the Education Library. Titles are listed below: Early Years: In God’s Image (kit) Gr. May We Be One (1990) Gr. 1 We Belong to God (1994) Gr. 6 You Shall be My Witnesses (1999) Gr. 2 We Belong to the Lord Jesus (1995) Gr. 7 Believe in Me (1995) Gr. 3 In the Spirit We Belong (1996) Gr. 8 Stand By Me (1996) Gr. 4 Come and See (1997) Gr. 9 Be With Me (1997)  Teacher’s manuals for the Family Life Education Program, Fully Alive, grades 1-8, sponsored by the Ontario Conference of Catholic Bishops are available in the Education Library.  A Bible (Recommended: New Revised Standard, New American editions.)  The Catechism of the Catholic Church – available online Teaching in Roman Catholic Elementary Schools 5445
  4. 4.  Encyclopaedia of Catholicism – reference Online lecture notes will be provided for the following texts. Texts are available in the Education Library.  The Spirit of the Child, revised edition, David Hay with Rebecca Nye, Jessica Kingsley, 2006.  History’s Golden Thread – The History of Salvation, Sofia Cavaletti, Archdiocese of Chicago: Liturgy Training Publications, 1999.  The Religious Potential of the Child, Sofia Cavaletti, Liturgy Training Publications1992.  Living Liturgy, Elementary Reflections, Sofia Cavaletti, Liturgy Training Publications, 1998.Assignments and Other Course Requirements:Assignment Due Date Assessment ValueJournal of Operative Beliefs – Part One 2nd Week of Term 1 10 %Journal of Operative Beliefs – Part Two 1st Week of Term 2 10 %Reflection Paper on Children and Spirituality 7th Week of Term 1 20 %Prayer Centre Kit 9th Week of Term 1 15 % 5th Week of Term 2 15 %Integration of a Catholic Theme into a Unit of 7th Week of Term 2 30 %StudyAssignment DescriptionJournal of Operative Beliefs – 20%Reflection Paper on Children and Spirituality – 20%Prayer Centre Kit – 30%Integration of a Catholic theme into Unit of Study- 30%Policy Statements:Accessibility: Teaching in Roman Catholic Elementary Schools 5445
  5. 5. The University of Western Ontario is committed to recognizing the dignity and independence of allstudents and seeks to ensure that persons with disabilities have genuine, open and unhindered accessto academic services. Please contact me if you require course materials in an alternative format or ifany other arrangements can make this course more accessible to you. You may also wish to contactServices for Students with Disabilities (SSD) at 661-2111 x 82147 for information about requestingacademic accommodation, or go to the following website:http://www.westerncalendar.uwo.ca/2009/pg118.htmlAttendance:The B.Ed. and Dip.Ed. programs are intense and demanding programs of professional preparationin which teacher candidates are expected to demonstrate high levels of both academic andprofessional integrity. Such integrity is demonstrated in part by commitment to and attendance at allclasses, workshops, tutorials, and practicum activities. Read more about the Faculty’s attendancepolicy at http://www.edu.uwo.ca/preservice/downloads/Attendance.pdf Excused Absences: If you are ill, require compassionate leave, or must miss classes for religious observance, your absence is excused; you will not be penalized but you are responsible for work missed. Unexcused Absences: If you wish to be absent for a reason other than illness, compassionate leave, or religious observance, or feel you must be absent for another reason, your absence is unexcused. You are responsible for the work you missed, and for any make-up work deemed necessary. You may also pay a penalty for non-participation. Ongoing irregular attendance and multiple unexcused absences will result in referral to the Associate Dean and a change in registration status to conditional. Chronic absenteeism for any reason may provides grounds for withdrawal from the program.Language Proficiency:In accordance with regulations established by the Senate of the University, all teacher candidatesmust demonstrate the ability to write clearly and correctly. Work which shows a lack of proficiencyin the language of instruction is unacceptable for academic credit, and will either be failed or, at thediscretion of the instructor, returned to the teacher candidate for revision to a literate level.Late Penalties:Normally, the only acceptable reasons for late or missed assignments are illness (for which a doctor’sstatement may be required) or extreme compassionate circumstances. Unexcused late assignmentswill be penalized at a rate of 5% per day, and will not be accepted more than 10 days after the duedate unless prior arrangements have been made with the instructor.Statement on Academic Offences: Scholastic offences are taken particularly seriously in thisprofessional faculty. Teacher candidates should read about what constitutes a Scholastic Offence atthe following Web site: http://www.uwo.ca/univsec/handbook/appeals/scholoff.pdfPlagiarism: Plagiarism means presenting someone else’s words or ideas as one’s own. The conceptapplies to all assignments, including lesson and unit plans, laboratory reports, diagrams, andcomputer projects. For further information, teacher candidates may consult their instructors, theAssociate Dean’s Office, and current style manuals. Advice about plagiarism and how to avoid itcan also be found on the Preservice website:http://www.edu.uwo.ca/preservice/downloads/Plagiarism%20Policy.pdf Teaching in Roman Catholic Elementary Schools 5445
  6. 6. Plagiarism-Checking:All required papers may be subject to submission for textual similarity review to the commercialplagiarism detection software under license to the University for the detection of plagiarism. Allpapers submitted for such checking will be included as source documents in the reference databasefor the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of theservice is subject to the licensing agreement, currently between The University of Western Ontarioand Turnitin.com (http://www.turnitin.com)Additional Information:Electronic Devices:As a courtesy to members of the class, please put your cell phone on ‘vibrate’ or turn it off duringclass. Laptops and other electronic devices may be used in a professional manner to facilitate youractivities in the course, but out of courtesy to colleagues and the instructor, please engage inpersonal networking and non-course communication only outside class time—before or after class,or at the break.References: Articles and Resources are available at the following web sites.Catholic Organizations Religious Organizations, Official Documents, Curriculum MaterialsCanadian Conference of Catholic Bishops (Statements, publications, links)http://www.cccb.ca/Home.htm?NL=1Catechism of the Catholic Churchhttp://www.scborromeo.org/ccc.htmCatholic Information Center Onlinehttp://www.catholic.net/Catholic Association of Religious and Family Life Educators of Ontario CARFLEOhttp://www.carfleo.org/Institute for Catholic Education (ICE) Torontohttp://www.iceont.ca/Source for Curriculum and Curriculum Writing DocumentsCurriculum Mattershttp://www.iceont.ca/Writing Curriculum for Catholic Schoolshttp://www.iceont.ca/Religious Education Course Profiles Teaching in Roman Catholic Elementary Schools 5445
  7. 7. http://www.carfleo.org/courseprofiles.htmOntario Conference of Catholic Bishops:http://www.occb.on.ca/englishweb/publications.htmThis Moment of Promise,1985http://www.occb.on.ca/englishweb/publications/promise.htmTheologyTheology Libraryhttp://www.shc.edu/theolibrary/Social Justice WebsitesThe Canadian Catholic Organization for Development and Peacehttp://www.devp.org/Catholic Social Teaching documents (Theology Library site)http://www.shc.edu/theolibrary/cst.htmThe Centre for Social Justice in Torontohttp://www.socialjustice.org/Citizens for Public Justice, Canadian initiativeshttp://www.cpj.ca/Columbian Missionaries web magazinehttp://www.columban.com/Ecology and ReligionA variety of informative articles about the environment, water crisis, agribusiness, seed patenting,etc, from a faith perspectivehttp://www.columban.com/maecotheo.htmSocial Justice and Peace.Various Church documentshttp://www.silk.net/RelEd/justice.htmScripture ResourcesCatholic Update Articles on the Biblehttp://www.americancatholic.org/Newsletters/CU.aspInterpretation of the Bible in the Church by the Pontifical Biblical Commission, 1993http://catholic-resources.org/ChurchDocs/PBC_Interp.htm Teaching in Roman Catholic Elementary Schools 5445
  8. 8. Lectionary of Readings for Sunday and Solemnities (Canadian edition, 1992)http://catholic-resources.org/Lectionary/Sacred Spacehttp://www.jesuit.ie/prayerWorld ReligionsCatholic Church in Canadahttp://www.catholicanada.com/Nostra Aetate. Declaration on the Relation of the Church to Non-Christian Religions (Vatican II),1965) http://www.vatican.va/archive/hist_councils/ii_vatican_council/documents/vat-ii_decl_19651028_nostra-aetate_en.htmlReligion, Religions, Religious Studies (information about various faith traditions)http://web.archive.org/web/20070627101627/www.religiousworlds.com/index.htmlVirtual Religions Indexhttp://virtualreligion.net/vri/ Teaching in Roman Catholic Elementary Schools 5445