Date |
Topic & Readings |
Written work due |
| September 27 |
Introduction to the Dilemmas of Teaching and Learning. |
|
October 2 |
Dilemma 1: Individual and group differences in what students bring to learning. Checkley, K. (2001). Algebra and activism: Removing the shackles of low expectations; Moses, R. P., & Cobb, C. E. (2001). Radical equations: Civil rights from mississippi to the algebra project. (Appendix); Cohen, et al. (1999) Complex instruction: Equity in cooperative learning classrooms. Guest: Sunshine Campbell. Reading notes |
|
| October 4 |
Dilemma 2: Individal and group differences in what students take from learning. Snow & Sweet (2003) Reading for comprehension; Alvermann & Eakle (2003) Comprehension instruction: Adolescents and their multiple literacies; Flores-Dueñas (2004) Reader response, culturally familiar literature, and reading comprehension: The case of four Latina/o students. Gallagher (2004) Deeper reading. Reading notes |
|
| October 9 |
Dealing with diverse understandings- Driver (1989) The construction of knowledge in science classrooms, Rose (1990) Lives on the boundary, Chs 1 - 5; Reading notes Guests: Carrie Tzou & Leah Bricker from the Everyday Science & Technology Group |
|
| October 11 |
Dilemma 3: You are your discipline: What do students learn about your subject from the way you teach it? Freedman (1990). A kind of grail; Wilson, Shulman & Richerts (1987) 150 Ways of knowing: Knowledge representation in teaching; Wineburg &
Wilson
(1989) Models of wisdom in the teaching of history.Reading notes |
STP1 |
| October 16 |
Jigsaw I: Representations of teaching in your disciplines (click for readings) |
|
| October 18 |
Jigsaw II |
STP2, LTP1 |
| October 22 - November 2 |
You are in the schools, collecting data for the Student Learning Project |
|
| November 6 |
Debrief the field, writer's workshop on SLP. |
STP 3 |
| November 8 |
Dilemma 4: How to foster productive, equitable engagement through classroom discourse? Excerpts from Bialystok & Hakuta: In other words; excerpts from C. Cazden: Classroom discourse; Video: Direct
instruction in English; Purdue Math. Reading notes |
|
| November 13 |
D. P. Wolf: The art of
questioning; Rose, Ch. 6 – Reclaiming the classroom; Collins, Brown, & Holum: Cognitive apprenticeship: Making thinking visible. Come with possible examples of cognitive apprenticeship in your field
(e.g., from jigsaw readings, observation, experience...). |
|
| November 15 |
C. D. Lee: A culturally-based cognitive apprenticeship: Teaching
African American high school students skills in literary interpretation;
Rose:
Ch.
7 – The politics of remediation. |
STP 4, LTP 2 |
| November 20 |
Informal sharing of SLPs |
SLP |
| November 22 |
Happy Thanksgiving! |
|
| November 27 |
Discourse, questioning, and
discussion. Review Cohen et al (1999) from Oct 2; NEW: R. K. Sawyer (2004) Creative teaching: Collaborative discussion as disciplined improvisation. |
STP 5 |
| November 29 |
Dilemma 5: Can motivation and assessment be friends? Discourse, critique, &
motivation. H. Kohl: I won't learn from you; Taylor & Nolen (2007) Ch. 3 Effects of classroom based assessments on students. |
|
| December 4 |
Motivation through
feedback. N. Sommers: Responding to students' writing; D. Wolf: Assessment
as an episode of learning |
LTP 3 |
| December 6 |
Final thoughts and reflections. |
STP 6 |
| December 7 |
Last day to hand in written work: Noon, Monday, December 10 |
LTP 4, STP 7 |
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Topical
Readings
for Jigsaw:
In the Jigsaw you will be
working on the concept ofrepresentation of
disciplines. Understanding this concept and how it relates to your
subject-matter area is essential for completing the Student Learning Project
(SLP). Therefore it is very important to attend during Jigsaw Week. To prepare for Jigsaw I, read about the jigsaw method at http://jigsaw.org/. Then read the readings that match your current
methods class (below)
When you come to class on the first jigsaw day (Jigsaw I), you will meet with your expert group (same-methods colleagues), to discuss the readings. Then you will collaboratively construct a lesson that teaches one or more big ideas from the readings to a small group of students (your peers in other methods groups). Important: You will attempt to develop one or more representations to teach your big idea(s). Then you will develop a short assessment to find out if your "students" have learned the big idea(s). On the second Jigsaw day (Jigsaw II), you will form mixed-methods groups and take turns teaching your lesson to your peers and assessing their learning. Finally, you will reconvene in your "expert" groups to compare notes and debrief.
Jigsaw Readings (read only those for your methods group):
World Languages: A. N. Smith: Designing a standards-based
thematic unit using the learning scenario as an organizing framework , J. Lalande: Teaching literature and culture in the foreign
language class.
Math: Schoenfeld: When good teaching
leads to bad results; M. Lampert, When the
problem is not the question and the solution is not the answer.
Sciences: di Sessa & Minstrell: Cultivating conceptual change
with benchmark lessons; J. Berger: A teacher and his creatures.
English: P. Grossman: excerpts from What are we talking
about anyway?; R. Mitchell: Write
where it belongs; D. P. Wolf: excerpts from
Reading
reconsidered.
Social Studies: S. Wineburg &
S. Wilson
: Models of wisdom in the teaching of history; T. Holt: excerpts from Thinking historically.
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