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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.

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