Inquiry Course Descriptions

Spring/Summer PBDE Inquiry Courses

EDUC-5001-050 ST: Project Based Learning - Applied

Instructor: J. Magnus
Dates and Times: May 6th, 2024 to July 3, 2024; Tuesdays; 4:30 p.m. to 9:00 p.m.
Location: This course takes place off campus at BZERC 375 Jefferson Ave

This course will consider three frameworks for Project-based Learning application. First, a framework for integrating curriculum; second, examples of project-based learning in action; third, a focus on assessment more broadly and its applications to the project-based learning classroom. Weekly meetings will task students with reading a selection of articles, discussing readings in class and submitting an ongoing learning log of reflections on reading, peer conversations, linked to implications for practice. Learners will be provided with a selection of assignment options that together will form a portfolio of learning for the course.

This course is part of the Seven Oaks School Division PBDE in Inquiry Cohort. Only students who are part of the Seven Oaks Cohort will be able to register for this course, unless special permission has been given by the Faculty of Education.

This course counts as an elective in the General stream.

EDUC-5001-051 ST: Global Citizenship

Instructor: M. Kuly
Dates and Times: May 6th, 2024 to July 3, 2024; Tuesdays; 4:30 p.m. to 9:00 p.m.
Location: This course takes place off campus at Edmund Partridge Community School 1874 Main Street.

Global citizenship education has become a pressing pedagogical concern throughout Canada and around the world. Schools and universities are tasked with sharing concepts of world citizenship with students and nurturing perspectives and dispositions of global citizenship. Indeed, educating for global citizenship or citizenship in global contexts is an overarching theme for K-12 social studies courses in Manitoba. However, because of its ubiquitous usage, the term, global citizenship, has come to mean different things for different people, and to serve a variety of purposes. This course examines the historic and philosophic background of the term, current contentions around its meanings and interpretations. Additionally, it explores several of its most affecting and challenging pedagogies and questions: How do teachers teach for global citizenship or citizenship in global contexts? How do teachers help students understand and navigate the tensions at the heart of world citizenship between universalism and pluralism; between local and global identities and responsibilities? And amidst these tensions, how might teachers best cultivate bearings of inclusion and agency, so that students are able and willing to engage the world thoughtfully, helpfully, and hopefully—a bearing that scholars of global citizenship education contend is critical to global citizenship?

This course counts as an elective in the General stream.

EDUC-5001-006 ST: Land Based Learning

Instructor: N. Ferland
Dates and Times: July 15, 2024 to July 19, 2024; MTWThF; 8:30 a.m. to 4:30 p.m.
Location: This course takes place off campus at the Aki Centre 1985-A Grassmere Road

This introductory course provides an experiential study of land-based learning (learning on and from the land). Through interactive lectures and discussions, group work, presentations and performances, guest speakers, experiential land-based learning, and assignments, learners will gain foundational knowledge about land and its relationships with Indigenous knowledges and educational practice. Learners will explore and engage with related topics, including urban land-based education, Indigenous pedagogies, queering pedagogy, and more. Learners will develop and articulate their own theory and practice of land-based education, and consider implications for facilitating land-based learning in their own diverse classrooms (virtual and in-person learning contexts will be considered)

This course counts as an elective in the General stream.

EDUC-5001-007 ST: Historical Thinking

Instructor: TBA
Dates and Times: July 22, 2024 to July 26, 2024; MTWThF; 8:30 a.m. to 4:30 p.m.
Location: University of Winnipeg in 1L08

Since the 1970s, history education researchers have increasingly focused on conceptualizing and fostering historical thinking with the aim of having students actively construct and understand the past, rather than be passive recipients of predetermined versions of it. These scholars have identified “second-order concepts” that structure historical thinking, concepts such as historical significance, cause and consequence, and evidence, that are used in tandem with substantive content during historical inquiries to increase students understanding of the past and present, and guide ethical thinking in the future.

In 2006 the Historical Thinking Project led by Dr. Peter Seixas introduced the Framework for Historical Thinking in Canada. The Framework defined historical thinking using six interrelated second order concepts. Since its introduction, the historical thinking framework has had tremendous success in Canada and has been included as learning goals and inquiry frameworks in curricula across Canada. It is also featured in textbooks and resources from every major publisher in Canada, and numerous history and heritage organizations have created student and teacher resources that feature historical thinking. The overall purpose of this course is to deepen teachers’ understanding of historical thinking so they can teach and assess it in varied contexts. It is my hope that this will be a collaborative process, with each of us contributing to each other’s learning.

This course counts as an elective in the General stream.