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FALL 1977
EDUCATION 423: Analysis of Teaching
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Dr. Philip H. Winne
Teaching can be analyzed from a host of differing perspectives, each
one of which sheds different light on the elements and interrelations of
elements which comprise teaching. In this course, three distinct but inter-
locking views of teaching will be comprehensively explored. The first view-
point for the analysis of teaching will be to examine the behaviors of
teachers, ranging from discrete teacher acts through behavior patterns
to holistic models of teaching. The objective of this kind of analysis
is to describe the structural features of teaching. The second perspective
taken will be a psychological view of the characteristics and intellectual
processes which students use to learn from teaching. In doing this kind
of analysis, presumed functional linkages between two psychological theories,
cognitive processing and operant learning, and structural aspects of teaching
will be examined. Finally, the third lense through which teaching will be
analyzed focuses on the question of teacher effectiveness as it has been
addressed in empirical research. This will be accomplished by review of
this body of research literature, noting especially its positive findings
and the major problems of doing this kind of research.
Requirements for this course are as follows: approximately 100 pages
of reading per week, a minor and a major paper requiring the application
of knowledge and skills from the course, three to four in-class tests, and
some out-of- class small group work. Readings will be drawn from three
required texts plus research articles and supplemental materials on reserve
in the library. Students should be prepared to spend about 10-12 hours per
week on out-of-class work for this course.
Texts:
Dunkin, M. J. & Biddle, B. J. The Study of Teaching
Gagne', R. M. Essentials of Learning for Instruction
Joyce, B. R. & Weil, M. Models of Teaching
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General Objectives for Education 423
Analysis of Teaching
Learning Theory
1.
Define terms and principles of cognitive processing theory and
operant theory.
2.
Analyze teaching events in terms of learning theory.
3.
Predict and justify the effectiveness of teaching events in reference
to learning theory.
Teaching and Teacher-Student Interaction
1.
Define terms for describing teacher behavior, patterns of teacher
behavior, and teaching models/strategies.
2.
Analyze molar teaching events into discrete teacher behaviors and
patterns of teacher behaviors.
3.
Define terms for describing student behavior in instructional
settings.
4.
Analyze teacher-student interactions into discrete behaviors and
behavior patterns.
5.
Describe properties of several systems for observing teaching events.
6.
Compare and contrast the utility of observational systems for various
purposes of observation.
Research on Teacher Effects (ROTE)
1.
Describe major variables commonly studied in ROTE.
2.
Evaluate teaching events in terms of ROTE.
3.
Describe major issues in ROTE for research and for practice.
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EDUCATION 423 : ANALYSIS OF TEACHING
Dr. Philip H. Winne
Three major topics in the analysis of teaching will be
examined in this course: discrete teacher and student behaviors,
including so-called "teacher skills;" patterns of behavioral
interactions in teaching, especially the more widely known
"teaching strategies" and "models of teaching;" and, global
characterizations of classroom interaction, including "teacher
styles" and classroom "climates." Items in each area will be
examined in terms of structural characteristics and their
supposed relations to psychological processes, and in terms
of research on teaching effectiveness. Special attention will
be given to the topic of teacher questioning techniques as
a focal example for the analysis of teaching behaviors and
patterns of interaction.
In addition to reading the required texts and several
journal articles, students will be expected to complete the
following assignments: (1) describe and analyze a model of
teaching in terms of discrete teacher and student behaviors, and
their patterning; (2) critically review a teaching method
described in a "methods" text in terms of its structure and
basis in research on teaching effectiveness; (3) develop and
justify a teaching observation system that could be used in
the supervision of oneself, and student or other practicing
teachers. Grades will be based on these three papers plus
several short tests.
Texts
Dunkin, M.J. E Biddle, B.J. The Study of Teaching.
Hunkins, F .P. QuestiOning 'Strãtégiés and Techniques.
Joyce, B.R.
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Weil, M. Models of Teaching.