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    S
    EDUC. 423-4 ANALYSIS OF TEACHING
    INTERSESSION 1981
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    INSTRUCTOR: David Hopkins
    LOCATION: Kelowna
    Prince George
    the outstanding characteristics of the extended professional
    (teacher) is a capacity for autonomous professional self-development
    through systematic self-study, through the study of the work of other
    teachers and through the testing of ideas by classroom research techniques.
    Stenhouse 1975 p.44
    GOALS:
    - ?
    to extend the student' repertoire of her/his own teaching skills
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    to enable the student to analyse her/his own teaching and that
    of her/his peers
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    to familiarize the student with the literature on the analysis
    of teaching
    REQUIREMENTS: ?
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    - ?
    video tapes demonstrating the acquisition of a new teaching
    skill, modelling and coaching rest of class in the skill, and
    a log book documenting the process of acquiring the skill.
    - a research r
    '
    eport which (i) analyses another teacher's teaching
    and uses a classroom research methodology and (ii) demonstrates
    the students ability to analyse her/his own teaching
    - ?
    a critical review and annotated bibliography on an aspect
    of the analysis of teaching literature
    PROCEDURES:
    - ?
    The course is practitioner based and will be largely self-directed:
    the instructor's role will be that of facilitator and resource person. Students
    will be encouraged to work in dyads or triads particularly for the research/
    analysis component of the course.
    After an initial meeting with the instructo'P_(Sessjon 1), students
    will review the literature and identify a teaching skill they wish to develop
    that is appropriate to their teaching style. After video-taping their baseline
    skill in that particular technique students will collaboratively begin to
    internalize and implement their chosen skill. During Session 2, students will
    report to the class on their progress in mastering the new skill. Session 3
    will constitute a workshop on classroom research/observation skills, as a
    prelude to the research/analysis component of the course. Session 4 will be a
    4
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    2
    progress report meeting, and during Session 5 students will demonstrate the model
    of teaching they have internalized. The final session (Session 6) will include
    the presentation of research reports.
    CALENDAR: (tentative)
    Session 1
    Session 2
    Session 3
    Session 4
    Session 5
    Session 6
    April 7 (Prince George)
    June 3 or 4
    week beginning June 8
    week beginning June 15
    week beginning June 22
    week beginning June 29
    April 9 (Kelowna)
    The calendar is tenatative and may be changed at a later date in con-
    sultation with prospective students. Because of the small number of meetings
    students must be prepared to have some of these sessions on Saturday, and to
    spend more time in those sessions than is usual.
    It may be
    p ossibl-e to arrange the session on a more ad hoc basis,
    e.g. into July.
    TEXTS:
    Bruce Joyce and Marsha Well
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    Models of Teaching
    2nd edition Prentice Hall 1980
    Good and Brophy
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    Looking in Classrooms
    or
    Keith Acheson and Meredith Gall ?
    Clinical Supervision of Teachers
    Longmans 1980

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