S ?
I
EDUC. 423-4: ANALYSIS OF TEACHING
sinimni. 1001
?
Dr. David Hopkins
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
?
-
?
to enable the student to analyse her/his own teaching and that
of her/his peers
?
-
?
to familiarize the student with the literature on the analysis
of teaching
REQUIREMENTS:
?
• -
?
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 report 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 andresource 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 lnstructot-.'_
_'(Session 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'
16
?
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 Z (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 possible to arrange the session on a more ad hoc basis,
e.g. into July.
TEXTS:
Bruce Joyce and Marsha Weil
?
Models of Teaching
2nd edition Prentice Hall 1980
Good and Brophy
?
Looking in Classrooms
or
Keith Acheson and Meredith Gall
?
Clinical Supervision of Teachers
Longmans 1980
N.B. It may be possible for students enrolled in this course to substitute
it for a Directed Studies Course.
