OTL101- Post 3

Hi Everyone,

Here are my answers to the following questions:

  1. What are the intended learning outcomes of the course? Do the learning outcomes reflect high-level cognitive skills or low-level skills (pay attention to the verbs)?

Yes, in my course since it was pre-constructed and I am strictly teaching it as an instructor, I believe the intended learning outcomes are based in critical thinking, practical understanding education based legal cases and promoting discussion of the educational law in the current context of teaching in public/private schools within Canada.

Here are the list of specify LOs:

  • Write in a concise and defensible administrative style, suitable for formal reports, letters, and other administrative communications.
  • Show evidence of graduate-level research skills.
  • Discuss the background and historical perspective of education law in Canada and other countries.
  • Outline the implications of the Canadian Charter of Rights and Freedoms on public education.
  • Discuss the changing legal framework for public education in Canada and other countries.
  • Outline the structure of school governance in B.C., Canada, and internationally.
  • Describe the legal and policy-making context of schools in B.C. (School Act, Child & Family law, Labour law).
  • Discuss educator responsibilities regarding child protection.
  • Compare and contrast the legal rights of students, teachers, administrators and parents.
  • Describe the legal processes involved in labour relations, collective agreements, and the collective bargaining process in the public education sector.
  • Compare and contrast the legal roles of unionized, nonunionized, and excluded staff.
  • Analyze legal and arbitration documents within an educational context.

2.How is student learning assessed in the course (essays, quizzes, journals, machine-gradable tests, portfolios)?

There are 6 assignments that are graded and they align with the aforementioned LOs.

  1. Individual presentation
  2. Mini Reflection Paper #1
  3. Mini Reflection Paper #2
  4. Group presentation
  5. Journal Reflections/Discussion Forum Evidence
  6. Final Paper

3. In what ways are the intended learning outcomes and the assessments aligned or not?

They are aligned because the LOs are embedded in what the assignment entails, and upon the completion of the assignment the LOs are met.

4. Identify 2-3 items or assessments that are worded in such a way that they limit students to a unistructural or multistructural response at best and re-write them so that they require a relational response at worst and include the results in your post.

Eg.

**REVISED: Reflect and discuss the legal and policy-making context of schools in B.C. from any preferred perspective (administrator, teacher, counsellor etc.) and be sure to respond to 2 peers’ posts.

Eg.

**REVISED: How do you understand the responsibility of  your professional role as a teacher with respect to child protection? Can you share an example of when would be appropriate for a teacher to intervene for child protection? Be sure to support your example with legal references. And comment on a peer’s example as well.

5. Once you have published your post, search for posts from others who have completed this activity and leave a comment or two.

I have responded to

 

Best,

Manu

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