This project is an attempt to design a new English curriculum to fit a major organizational and philosophical change planned for Westmount Secondary School in the year 1990.
Chapter 1 describes the context in which the innovation will take place, the nature of the innovation itself and the primary objective the changes is intended to fulfil; namely, the development of students who are self-directed problem-solvers.
Chapter 2 attempts to clarify this objective by examining the origins of problem-solving in education and describing some recent accounts of its use, most notably in problem-based learning. Chapter 3 explores the philosophy of self-directed learning and differentiates among the many similar related terms. Autonomy is identified as the key feature of self-directed learning.
Chapter 4 outlines the constraints on curriculum design imposed by the new English Guideline recently published by the Ministry of Education. Finally, in chapter 5 an attempt is made to identify the features common to both self-direction and problem-solving and adapt these to the requirements of "Westmount 1990" and the English Guideline. The result is a proposal for a problem-based independent Grade 12 course outlined in Chapter 6. / Thesis / Master of Arts (MA)
| Identifer | oai:union.ndltd.org:mcmaster.ca/oai:macsphere.mcmaster.ca:11375/15925 |
| Date | 23 September 2014 |
| Creators | Wood, Sheelagh Clelland |
| Contributors | Ferns, J., Woodhouse, H.R., Teaching |
| Source Sets | McMaster University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis |
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