ED/EDFE 3200: Content into Practice, Section B

Fall 2023
Faculty of Education

ED/EDFE 3200: Content into Practice, Section B

Course calendar description:
In this course students will learn about topics, which include but not
limited to the following:
• The nature of curricular content as outlined by the Ontario Ministry of
• Education.
• Learning theories as they relate to teaching and working with students
• Indigenous knowledge and knowing.
• Strategies for the engagement of diverse students in meaningful and
educational experiences.
• Instructional strategies that work.

COURSE DIRECTOR: P.H. Darkhor (Ph.D.) pdarkhor@yorku.ca

Office Hours: This is an in-person course. To arrange a meeting time with your instructor,
please email me in advance. In-person appointments are possible with advance notice.

TIME AND LOCATION:

The instructional mode of the course is done in person in DBMC050A
3144 on Thursdays 8:30-11:30
as designated on the Office of the University Registrar’s Courses Website
Students are encouraged to log into their eClass on a regular basis for critical course updates
and assigned activities.

EXPANDED COURSE DESCRIPTION

In this course, we will discuss curriculum as a process, as a body of knowledge and a range of
educational experiences that are transmitted through the interaction of teachers, learners and
critical reasoning in the process of learning. We will look at this process and reflect on what is
to be learned and why. Curriculum planning and the selection of content are equally critical in
the practice of teaching. In this course students will take part in research-based inquiries.
Answering some critical questions that relate to teaching and learning is part of our class
activities in this class.
This course is devised for lectures, individual reading, group activities, responding to selected
texts/videos, group projects, class discussions, contributions to class weekly modules and
completion of assignments. Please refer to the schedule of readings and activities for more details.
In-class lectures will serve to deepen, explain, and exemplify critical points and issues from the
course readings and activities. Please log into the course on a regular basis for important updates
and assigned tasks. The lecture notes may be posted in eClass when needed.

Learning objectives and purpose of this course: This course will look at multiple ways to
support teacher-candidates in improving their teaching practice in a significant way that will focus on
student learning outcomes. When actively taking part in this course, students will see a bigger
picture of some teaching and learning theories as they relate to schooling and working with diverse
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 ED/EDFE 3200: Content into Practice, Section B
Fall 2023
Faculty of Education

groups of students. Knowing what we teach, how we teach it, why we teach it and where we teach is
an important step of linking content and practice in a shared understanding of how learning takes
place in a school and how students will put their learning into practice.
Learning Outcomes of the course
The learning outcomes of this course include but not limited to the following:
LO 1 Engage with school curricula as a set of educational experiences.
LO 2 Understand the importance of the interconnectedness between content and practice.
LO 3 Expand teaching practices that will focus on meaningful learning

COURSE TEXTS / READINGS

Required reading materials for this course will be posted in eClass on a weekly basis.
Students are not required to purchase a textbook for this course. Please check your eClass on
a regular basis for updates. Some of the course readings require you to use your York log in
Credentials to obtain them from the York Library System.

Required Readings
1) Orelus, P., Malott C., Pacheco, R. (2014). Colonized Schooling Exposed: Progressive Voices for
Transformative Educational and Social Change pp.1-31. Routledge. Online access (York
Library)
2) Mathews, J. (2019). CURRICULUM EXPOSED. Routledge. Chapters to be assigned. York online
access.
3) Deng, Z. (2020). Knowledge, content, curriculum and Didaktik : beyond social realism. Pp.69-85
Pedagogical content knowledge reconceived Bringing curriculum thinking into conversation on
teachers’ understanding of content.” York online access.
4) Ottmann, J. (2010). “ABORIGINAL PERSPECTIVES AND THE SOCIAL STUDIES
CURRICULUM.” First Nations Perspectives 3, 1 (2010): pp. 21-46.
Additional Readings
5) Ontario Ministry of Education, Curriculum documents - Elementary and Secondary
(K-12) – Subjects will be decided during class activities.
6) Enhancing Learning by Integrating Theory and Practice, pp.1-8
7) Focusing on How and Why We Teach. Pp.1-15
8) Social Context: An Ecological/ Interdependent Perspective (Holistic
Curriculum). pp.1-23.
9) Re-Thinking Learner-Teacher Relationships. pp. 1-21
10) Teacher pedagogical content knowledge, practice, and student
achievement, 2019, pp.1-21 (case study).
11) Learning For All: A Guide to Effective Assessment and Instruction for All
Students, K-12, An Ontario Publication, support every child, reach every
student, Ontario, 2013.
12) Miller, J. P. (2007). The Holistic Curriculum. “The Social Context: An ecological /
Interdependent Perspective. University of Toronto Press. Pp. 47-66.

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Fall 2023
Faculty of Education

Class schedule
Class One: Introduction to the course
Understanding your assignments
Read for next class: Colonized Schooling Exposed (2014). PP. 1-31

Class Two: Groups for group projects are to be decided.

Lecture: What is colonized Schooling?
Read for next class: Curriculum Exposed (2019). Chapter One

Class Three: What is a curriculum?

Read for next class: Curriculum exposed (2019) Chapters 2

Class Four: Intentions of a CURRICULUM

Read for next class: Curriculum exposed (2019) Chapter Three

Class Five: Curriculum Content (How is made and what is made of)
Read for next class: Curriculum exposed (2019) Chapter Four

Class 6: Curriculum process and delivery

Read for next class: Deng, Z. (2020), pp. 69-85

Class Seven: Teacher’s understanding of curriculum content

Read for next class: “ABORIGINAL PERSPECTIVES AND THE SOCIAL STUDIES
CURRICULUM.” First Nations Perspectives 3, 1 (2010): 21-46. To be posted in eClass.
Class Eight: Indigenous Knowledge and Curriculum
Read for next class: Teacher pedagogical content knowledge, practice, and student
achievement, 2019, pp.1-21. To be posted in eClass.

Class Nine: Case study based on our last reading.

Read for next class: Focusing on How and Why We Teach. Pp.1-15. To be posted in
eClass

Class Ten: What, how and why teach …

Read for next class: Miller, J. P., The Holistic Curriculum. To be posted in eClass.

Class Eleven: What is holistic curriculum?

Class activity

Class Twelve: Conclusion and Reflection

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 ED/EDFE 3200: Content into Practice, Section B
Fall 2023
Faculty of Education

EVALUATION
All work is to be deposited in eClass as per eClass instructions. Detailed written
instructions for each assignment along with a rubric for evaluation will be posted in
eClass in advance.
Format of Assignments/ Description Due Date Weight
Graded Tasks
1. Active Participation in On-going Weekly 25 points
the course,
completion of in-class
tasks and
contributions to
weekly class
discussions
2. Group presentation 30 minutes per Weeks 7 35 points
To be done in groups of group and 8
4’s or 5`s depending on
class size (number of
course participants)
3. Research paper 6 pages November 40 points
rd
to be done either (individually) or 23
individually (6 pages) or in 10 pages (in Midnight
small groups of 4’s (10 small groups of
pages) not including the 4’s).
cover page and Not including
bibliographical pages. the cover page
Double spaced, APA format and
bibliographical
pages

GRADING, ASSIGNMENT SUBMISSION, LATENESS PENALTIES AND MISSED COURSE

WORK

Grading
The grading scheme for the course conforms to the 9-point grading system used in
undergraduate programs at York (e.g., A+ = 9, A = 8, B+ - 7, C+ = 5, etc.). Assignments
and tests* will bear either a letter grade designation or a corresponding number grade (e.g.
A+ = 90 to 100, A = 80 to 90, B+ = 75 to 79, etc.) (For a full description of York grading
system see the York University Undergraduate Calendar -
http://calendars.registrar.yorku.ca/2010-2011/academic/index.htm .
Assignment Submission
Proper academic performance depends on students doing their work not only well, but on
time. Accordingly, assignments for this course must be received on the due date specified

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 ED/EDFE 3200: Content into Practice, Section B
Fall 2023
Faculty of Education

for the assignment. Assignments are to be deposited in eClass under Assignments

section.

Lateness Penalty
Assignments received later than the due date will be penalized (2 points) per day that
assignment is late). Exceptions to the lateness penalty for valid reasons such as illness,
compassionate grounds, etc., may be entertained at the discretion of the Course Instructor.

Missed Course Work

Students with a documented reason for missing a course work, such as illness,
compassionate grounds, etc., which is confirmed by supporting documentation (e.g.,
doctor’s letter) may request an accommodation from the Course Instructor. In such
instances, a written agreement will be made between the Course Director and the
student specifying a new dew date and any other information relevant to the
completion of the work. Further extensions or accommodation will require students to
submit a formal petition to the Faculty.
ADDITIONAL INFORMATION
A live chat feature will be used in eClass to respond to course related questions, concerns
and/or inquiries about the course required readings and assignments. To arrange a time for
a live chat session please email me in advance.

IMPORTANT COURSE INFORMATION FOR STUDENTS

All students are expected to familiarize themselves with the following information
• Senate Policy on Academic Honesty and the Academic Integrity Website
• Research Involving Human Participants
• Academic Accommodation for Students with Disabilities (Policy)
• Academic Accommodation for Students with Disabilities Guidelines procedures
and Definitions
• Code of Student Rights and Responsibilities
• Religious Observance Accommodation

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