This document provides an overview of the course EDUC 8P15/EDBE 8P15 Teaching and Learning: Schools and Communities. It introduces the course coordinator, instructor, and class agenda. It outlines the course topics, learning objectives, readings, assignments including an oral presentation, narrative essay, literacy narratives, and field placement reflection. Expectations of learners are also outlined regarding attendance, participation, academic integrity, and professionalism. The document discusses John Dewey's philosophy of experiential education and emphasizes experience and interest in learning.

1. WELCOME
to
EDUC 8P15

2. EDBE 8P15
TEACHING AND LEARNING: SCHOOLS AND COMMUNITIES PJI
Course Co-ordinator/Professor:
Dr. Darlene Ciuffetelli Parker/Nancy Gallacher
Instructor: Eileen Elizabeth Carey (Beth)
E-mail: ecarey@brocku.ca

3. Class Agenda
• Welcome
• Introductions
• Outline course expectations, assignments,
etc
• What shapes us as teacher candidates?
• Model Oral chronicle
• Assignment Sign Up

4. Getting to Know You
NAME
FAMILY
EDUCATION & CAREER
SPORTS/CRAFTS/
LEISURE ACTIVITIES
SOMETHING NOT
MANY PEOPLE KNOW
ABOUT YOU!

5. Course Outline
• Course Topics
• Expectations
• Evaluations
• Assignments

6. Course Description

7. Learning Objectives/Outcomes

8. Readings
• Assigned readings – Sakai*
• Ontario College of Teachers – Foundations of
Professional Practice (www.oct.ca)
• Experience and Education- John Dewey
• Connelly & Clandinin (2006)
• Visual Texts and Picture Storybooks in Class
* it is the student’s responsibility to access
readings and come prepared with readings
completed for each class

9. Expectations of Learners

10. Evaluation
Evaluation % Due Date
Oral Chronicle Presentation 20% Sign up basis
Narrative of Education 15% 2 weeks after Oral Presentation
Related Literacy Narratives 20% Session 8 (weekly on SAKAI)
Field Placement Reflection 35% By session 9
Professionalism 10% Ongoing
See Rubrics in Syllabus

11. Expectations
• Attend class regularly and actively
participate. (Makeup assignments are
required for missed classes)
• Adhere to punctuality for class sessions
and submission of assignments
• Respect views of others as they pertain to
the qualities of teaching
• Participate in a learning community of care
with positive professional thinking

12. Academic Integrity

13. Oral Chronicle 20%
• Oral presentation of your educational life as it
relates to both family stories (educational
experiences of family and community) and
school stories (educational school stories).
• Following the 15-20 minute presentation, 5
minutes will be devoted to oral feedback and
discussion. Peers will provide written feedback
at the conclusion to the presenter.
• Presentations can take various formats.
• Please be accurate in your time allotment; have
a peer keep time and advise you for cut off 
•

14. Narrative of Education 15%
• Final essay (written 5-8 pages double
spaced). References must be APA
• A detailed narrative which represents your
personal professional educative
experience as it relates to course
discussions, readings, theories etc and
the significance to your future goals as a
teacher/educator.
• Due 2 weeks post Oral Chronicle

15. Related Literacy Narratives 20%

16. Related Literacy Narratives cont’d
• A group hard copy in chronological order
is due Session 7
• Each letter should be a minimum of 2-3
pages double spaced
• Refer to rubric for evaluation
• You may use any reading from Session 1
through Session 10- find something of
interest to you to write about!

17. Dates for letter exchange submission to instructor on
SAKAI:
• Letter 1 – posted on SAKAI prior to Session 2
• Letter 2 – posted on SAKAI prior to Session 3
• Letter 3 – posted on SAKAI prior to Session 4
• Letter 4 – posted on SAKAI prior to Session 5
• Letter 5 – posted on SAKAI prior to Session 6
• Letter 6 – posted on SAKAI prior to Session 7

18. The Wright Family
• A story…..

19. Field Placement Reflection 35%
• 12-15 hours (minimum) of observation time
• Observational only not a volunteer or instructional
placement!!!
• Valid Police Check Required!!!!!
• Location needs to be in place by Session 2
• Placement is student responsibility
• 8 page double spaced field placement paper about your
field placement outlining what you observed, using
Schwab’s 4 Curriculum Commonplaces. what you learned
about teaching and how it relates to the course’s theory.
Due Session 9 (with grace period if necessary).
• Evaluate how theory works in practice and the outcomes
for students and teachers ☺

20. Professionalism
• Respect is Key!
• Co-operative generation of criteria…..
• Personal self evaluation will be a
component
• Final assignment of grade will be the
instructor’s discretion

21. BREAK

22. Who has helped to shape your
story?
Think-Pair-Share – Who have been some of your
favourite or most impactful teachers, in life? What was
it about them that made them stand out?

23. Understanding Ourselves, as
Educators, through Narrative
Inquiry
Narrative Inquiry is a way of
understanding experiences as
lived,
and as told through stories.
Experience is told as story.
Education is experience. (Dewey)

24. Understanding Ourselves, as
Educators, through Narrative
Inquiry
Narrative Inquiry is a way of
understanding experiences as lived,
and as told through stories.
Experience is told as story.
Education is experience. (Dewey)

25. John Dewey, father of
educational philosophy (1859-
1952)
• “Education is life itself .”
• - John Dewey
“Arguably the
most influential
thinker on
education in the
twentieth century.”
–(Smith, 1997)

26. Dewey was ahead of his time.
• Dewey believed…
• Curriculum should be based on students’ interests and
should involve them in active experiences (Brewer, 42).
• Active curriculum should be integrated, rather than
divided into subject-matter segments (Brewer, 43).
• Teachers are responsible for achieving
the goals of the school, but the specific
topics to be studied to meet those goals,
cannot be determined in advance
because they should be of the interest of
the children (Brewer, 43).

27. A Little History…
• Dewey believed that learning was active and schooling was
unnecessarily long and restrictive (Neill, 2005).
• He believed that students should be actively involved in real-life
tasks and challenges.
• “Dewey's education philosophy helped forward the progressive
education movement, and spawned the development of experiential
education programs and experiments” (Neill, 2005).
• Dewey: interaction + reflection and experience + interest in
community and democracy= a highly suggestive educative form-
Informal education (Smith, 1997).
• Dewey embraced the Progressive Education movement, and
shared the belief that education is based on the idea that humans
learn best in real-life activities with people (wikipedia.org).
• The Progressive education movement was unpopular with
Traditionalists because it “rejects methods involving memorization
and recitation and provides more active and engaging experiences
for learners” (Brewer, 513).

28. The Progressive Education Association, inspired by
Dewey’s ideas, later organized his doctrines as follows:
• 1. The conduct of the pupils shall be governed by themselves,
according to the social needs of the community.
• 2. Interest shall be the motive for all work.
• 3. Teachers will inspire a desire for knowledge, and will serve as
guides in the investigations undertaken, rather than as task-
masters.
• 4. Scientific study of each pupil’s development, physical, mental,
social and spiritual, is absolutely essential to the intelligent direction
of his development.
• 5. Greater attention is paid to the child’s physical needs, with
greater use of out-of-doors.
• 6. Cooperation between school and home will fill all needs of the
child’s development such as music, dancing, play and other extra-
curricular activities.
• 7. All progressive schools will look upon their work as the laboratory
type, giving freely to the sum of educational knowledge the results
of their experiments in child culture.
(Novack, 2005)

29. Memorable Dewey Quotes
• “Education is a social process. Education is growth.
Education is, not a preparation for life; education is life itself.”
Think-Pair-Share – What do you think Dewey means by this?
• “The belief that all genuine education comes about through
experiences does not mean that all experiences are genuinely
or equally educative.”
• What kinds of experiences might not be educative, or might
be mis-educative?
• Mis-educative – arresting or distorting the growth of further
experience
• Non-educative – watching re-runs
• Mis-educative – getting lost

30. Dewey’s Experience &
Education
• Intro/Chapter One – Contrast between traditional and progressive education
• Traditional – education as preparation for life; students as docile, receptive,
obedient; teacher as agents for conveying knowledge and skills; imposes
learning adult standards, subject matter and methods on developing minds
and bodies
• Progressive, or ‘new’ education – based on learners’ impulses and current
issues; cultivation of individuality; learning through experience; involvement
with community and the changing world
• “Each is mis-educative because neither of them applies the principles of a
carefully developed philosophy of experience.” ( John Dewey, p.3)
• Education as scientific inquiry to further extend an existing and well-
researched foundation of learning and understanding – education builds on,
and connects to, other learning
• Experiences are considered to be educative only if they affect the learner,
modifying or ‘modulating’ his outlook, attitude and skill. (Editorial Foreword,
Alfred L Hall-Quest)

31. Dewey’s Experience & Education
• Chapter two – Experience does not equal education
– Mis-educative experiences can generate callousness or a lack of sensitivity,
negatively influencing future experiences
– Disconnected experiences – not linked, cumulatively, to one another; not
purposeful or directed; pleasant, but pointless; “Energy is then dissipated and a
person becomes scatter-brained.” (Dewey, p.8)
– The consequence of habitually having disconnected experiences is an inability
to control future experiences, living a reactive, instead of a proactive way of life
– Traditional education offers students the ‘wrong kind’ of experiences, ultimately
having a negative effect on learners – limiting their power of judgement and
self-reliance; creating a sense of drudgery or ennui; conditioned responses
– Quality of an experience has 2 aspects:
• 1. Immediate – it’s either agreeable or disagreeable
• 2. Its influence on later experiences – every experience lives on in future
experiences
– Experiential continuum – the continuity of experience
– Philosophy of Educative experience– “The more definitely and sincerely it is
held that education is a development within, by and for experience, the more
important it is that there shall be clear conceptions of what experience is.”
(Dewey, p.9)

32. Dewey, Chapter 2 (con’t)
• The traditional system could rely on customs and established
routines to inform its philosophy of education, using abstract
words like culture, discipline and cultural heritage to guide its
principles.
• Progressive education requires a philosophy of education
based on experience; very challenging to work out the kinds
of materials, methods and social relationships appropriate to
the new education.
• The new education system is simpler in principle than the old;
– Traditional system is artificial and unnecessarily complex
– New system is in harmony with principles of growth
• Simpler doesn’t mean easier
• “Organization” – because the term has a familiar connotation,
it’s often rejected, but empirical sciences offer intellectual
organization, so a conception of organization on the empirical
and experimental basis is possible.

33. WHAT DOES IT MEAN
TO BE A TEACHER IN
ONTARIO TODAY? IN THE
WORLD AS WE KNOW IT?

34. Narrative Inquiry
• Narrative is a way of understanding experiences as
lived and as told through stories
• The life of teaching is a process…always with new
learning ☺
• How will the study of personal experiences in
education benefit you? Consider both your informal
(outside of school) and formal (inside school)
experiences
• The 3 R’s which we will be studying form a part of all
assignments (reflect, reveal,reform)
Experience is told as story. Education is
experience (Dewey)

35. Who am I?
Retired
Classroom
Teacher
Retired Itinerant
for Gifted
Education
Board Member
Masters
Swimming
Artist
Mother, Partner, Friend
My Personal Professional Life:
Images of Teaching
Retired Social Justice Elementary Chair
Athlete
Clerk of Session
8P15 and 8P20
Instructor

36. Life is an opportunity

37. Family

38. Use your experences

39. Inspire

40. Challenge yourself

41. Experience Life

43. ...always new learning
Dean James Ryan's 5 Essential
Questions In Life
• https://youtu.be/bW0NguMGIbE

44. Who are you…as a beginning teacher?
RECAP: Do you understand the course content?
NEXT CLASS:
1.Complete first letter
2.Read Dewey Chapters 1 and 2
3.Read Connelly & Clandinin Narrative Inquiry
4.Bring notepaper for chronicle feedback
5.Bring a sentence from Chapter 1 or 2 that
intrigued, puzzled., confused, or affirmed a belief
you have held.
6.Get your Placement Organized!
7.Take time for yourself!!!!!!!