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EDUC. 423-4 THE ANALYSIS OF TEACHING

SPRING, 1982

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INSTRUCTOR: Dr. Phil Winne

Tuesday, 4:30 - 8:20

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LOCATION: On campus

The overarching goal of this course is to provide students with a variety of

lensepieces for looking at teaching. Teaching is an activity that blends

instructional design, procedures for delivering instruction, an under-

standing of the information processing and motivational characteristics

of learners, and evaluation. Each of these foci for analyzing teaching

will be used to dissect and re-assemble contemporary models of teaching.

At the end of the course, students will command two kinds of skills:

1) the ability to analyze models of teaching, and 2) the ability to

generate systematic instructional procedures.

OUTLINE OF TOPICS

Instructional design:

1.

goal analysis and performance objectives

2.

task analysis and assessment (pre-instructional, embedded, post-

instructional)

DELIVERING INSTRUCTION

1. Models of teaching

2. Research on teaching

a.

teaching skills: structuring, soliciting, responding,

and reacting

b.

classroom environments: task structures, goal structures,

management

3. Methods for observing teaching and clinical supervision

TI-IF T.PAPNFR

1.

information processing characteristics:; knowledge,. skills, and

strategies ?

.

2. motivational.characteristics: incentives., expectations, attributions

EVALUATION 0F PERFORMANCE

1.

teacher effects: learning and motivational outcomes of students

2.

assessing teaching

REQUIREMENTS

1.

approximately 10 hours of reading and other homework per week

2.

a paper

3. midterm exam

4. final exam

ELIGIBILITY

Pre-requisites: Education 220 or Psychology 101. Education 320 is recommended.

TEXTBOOKS

Dick, W.

?

Carey, L. The Systematic Design of Instruction. Glenview, Ill.:

Scott, Foresman and Co.., 1978.

Joyce B. E Weil, M. Models of Teaching, 2nd edition. Englewood Cliffs,

N.J.: Prentice-Hall, 1980 (NOTE: The 1st edition is NOT an

acceptable substitute.)

Other materials will be placed on reserve in the library.

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Selected bibliography for Educ. 88

Bellack, A. A., Kliebard, H. M., Hyman, R. T., & Smith, F. L. The language of

the classroom. New York: Teachers College Press, 1966.

Bennett, N. Teaching styles and pupil progress. open Books, 1976.

V Bloom, B. S. Human characteristics and school learning. New York: McGraw-

Hill, 1976.

v Borich, G. D. & Madden, S. K. Evaluating classroom instruction: A sourcebook

of instruments. Reading, Mass.: Addison-Wesley, 1977.

V

Bossert, S. T. Tasks and social relationships: A study of instructional

organization and its consequences. New York: Cambridge University Press,

1979.

V

Brophy, J. E. & Evertson, C. M. Learning from teaching: A developmental

approach. Boston: Allyn and Bacon, 1976.

Bruner, J. S. Toward a theory of instruction. Cambridge, MA: Harvard

University Press, 1966.

V Cohen, L. et. al. Class size and instruction: A field study. New York:

Longman, 1983.

Cooper, H. & Good, T. Pygmalion grows up: Studies in the expectation

communication process. New York: Longman, 1982.

Cooper, J. M. (Ed.) Classroom teaching skills: A handbook. Lexington,

Mass.: D. C. Heath, 1977.

/ Dunkin, M. 3., & Biddle, B. J. The study of teaching. Holt, Rinehart, &

Winston, 1974.

Englemann, S. & Carnine, D. Theory of instruction: Principles and

:Dplications. New York: Irvington, 1982.

' Flanders, N. A. Analyzinc teaching behaviors. Reading, Mass.: Addison-

Wesley Publishing Co., 1970,

Gage, N.

L. (Ed.)

The psycho1ogyfteaching methods. Chicago: University

of Chicago Press, 1976.

Gaqe, N. L.

_4

?

ig.Lth

art of teaching. New York: Teachers

College Fs; iv

Gage N;

f

L: ?

Ihr education. Palo Alto,

li ?

!ifiBook

jyjg

Gage, N. L. (Ed.) Handbook of research on teaching. Chicago, Ill

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Rand-

McNally, 1963.

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Gagne, R. M. The conditions of Learning, 3 ed. New York: Holt, Rinehart, and

Winston, 1977.

V

Good, T., Grouws, D., & Ebmeier, H. Active mathematics teaching. New York:

Longman, 1983.

Henry, N. B. (Ed.) Learning and instruction. Chicago: University of Chicago

Press, 1950.

Hilgard, E. R. (Ed.) Theories of learning and instruction. Chicago:

University of Chicago Press, 1964.

Hunt, D. E. Matching models in education: The coordination of teaching

methods with student characteristics. (Monograph Series No. 10) Toronto,

Canada: Ontario Institute for Studies in Education, 1971.

Jackson, P. W. Life in classrooms. New York: Holt, Rinehart, and Winston,

1968.

Joyce, B. R., Brown, C. C., & Peck, L. (Eds.). Flexibility in teaching:

Excursions into the nature of teaching and training. New York: Longman,

1981.

"Joyce, B. B. & Well, M. Models of teaching, 2 ed. Englewood Cliffs, N. J.:

Prentice-Hall, 1980.

Lundgren, U. P. Frame factors and the teaching process. Stockholm: Almgvist

and Wicksell, 1972.

V Mehan, H. Learning lessons: Social organization in the classroom.

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Cambridge, Mass.: Harvard University Press, 1979.

/ Peterson, P. L. & Walberg, H. J. Research on teaching: Concepts, findings,

and implications. Berkeley, Ca.: McCutchan, 1974.

Rosenshine, B. Teaching behaviours and student achievement. London:

National Foundation for Educational Research, 1971.

Simon, A., & Boyer, E. G. (Eds.) Mirrors for behavior: An anthology of

classroom observation instruments. Supplementary Vols. A and B.

Philadelphia: Research for Better Schools, 1970.

Skinner, B. F. The technology of teaching. New York: Appleton, Century,

Crofts, 1968.

"Slavin, R. Cooperative learning. New York: Longman, 1983.

Travers, R. M. W. (ed.) Second handbook of research on teaching. Chicago:

Rand McNally, 1973.

'' Wittrock, M. (Ed.) Third

•

handbook of research on teaching. New York:

Macmillan, in press.

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MEMORANDUM

To..............

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Phil Winne

Subject..........

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423

From.....

Dr. Stan Shapson

...DiétOr......

Faculty of Education

Date ........

September

12, 1984

I am pleased to inform you that the Undergraduate Programs

Committee approved the changes to the title and calendar

description of EDUC.

423

as described on the attached form. You

will note only a minor change to the description that you

originally proposed. I trust that this meets with your approval.

If so, can I please ask you to prepare a model course outline

for the course for an on-campus offering, as this is usually

requested by SCUS?

Your earliest response to thismatter is appreciated as I've

placed this item on the agenda of the September Faculty Meeting.

Thank you for your efforts in revising this course.

SS: kg

End

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UPC

MEMO

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84-19

AUG -7 1984

TO Start Shapsoru

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h.v Ocr:,.,..

RE

Revision to Education 423

FROM Phi I I.J i nrc

DATE 1984.08.0?

As promised, I have produced a tentative outi Inc for a revised Education 423.

As you w I I

see,

the outi ir? is qui to ambitious. ?

I expect to spend a fair amount

of time in the Fall and some in the Spring writin

g

materials and collecting

readin g

s for the course. Also, I likely will need to produce some audio and,

perhaps., video supplements for expository purposes and for exercises. I

understand that the DISC budget will cover the expenses required to produce these

tapes (e.g.,

people to 'act on the tapes) and other costs attached to several

fugitive documents that I will have to obtain.

If you would look over this outl inc quickly and discuss potential revisions

iii th inc soon, I will prepare a final version fcur you to take to the September

meeting of UPC. This will at low uou to get the revised title arid out i ne for the

course into the mill for irlclu:7.iort irs the 1985 SFU Calendar.

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In the final

submission, I II append any official stuff required (e. g

., librar

y

holdings).

Also I II write a Calendar entry reflecting any changes we decide upon ir our

discussion. Here is a preliminary shot at a Calendar entry:

EDUC:FIT I ON 423-4 Teach i rig and Teacher Effect i veness

Findings front contemporary research on teaching are surveyed

to provide a found

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f;iTprov i ng teaching. lop i

r,c I ude: ?

research or teaching, gathering

data on teachin

g

effects, teacher thinking and decision making,

descriptions of classrooms and instructional systems, and

teaching skills and tactics.

I've copied this outline to Rcr, Marx because OPC

Wi

I I conz I der a proposal for

a graduate course about research on teaching early in the Fat I . I wanted hint to

be aware of this course as it rIates both to that proposal and to the DISC

version of ED 819. Also, since he is a likel

y

professor to teach this revision of

Feel

ED 423,

free

he

to

mi

pass

g

ht want

ft is

to

outl

suggest

ire around

some

to

changes/contributions

others who

in

i

q

t want

to what

to contribute

I've done.

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suggest i ons.

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cc flcn 1arx, rirectc,r CP

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SOON

FRASER

UN! VERFY

E*MORANDUM

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To .....

hi.

l. i1.

i

.o

n . e .............

AuG1o1984

...........

Undergrdu8te

Programs

Subject. . . ?

. 4?.3.. .PI

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py .

of .

Eoucnti on........

From ........

Ronar.

Director of Graduate programs

yç•p•n

Date ........ .Ag.ist 9th, 198.

Your outline is thorough and I have no suggestions for

substantive changes. However, I think that the course attempts

too much. As I count it, there will be about 38 readings (assuming

one for each sub-topic in each unit) plus the study guide. The

latter will have to be relatively substantial (on the order of a

short book) in order to integrate the diverse readings. As well,

with one exercise per unit (for 11 units) I can't imagine succeeding

at the course without a minimum of 20-25 hours per week (5-10 hours

of reading; about 10 hours for each exercise, plus remedial reading

where necessary).

Ron Marx.

RM/md

cc: Stan Shapson

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MEMORANDUM

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SEP 131984

Dr. SlnShapson

From........

Faculty ?

c.uI.ty. .of

Eoucatjon

Date

I am pleased to inform you that the Undergraduate Programs

Committee approved the changes to the title and calendar

description of EDUC. 423 as described on the attached form. You

will note only a minor change to the description that you

originally proposed. I trust that this meets with your approval.

If so, can I please ask you to prepare a model course outline

for the course for an on-campus offering, as this is usually

requested by SCUS?

Your earliest response to this matter is appreciated as I've

placed this item on the agenda of the September Faculty Meeting.

Thank you for your efforts in revising this course.

SS: kg

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EDUCATION 423-4

Proposed Changes to Title and Calendar Description Only

Current Title/Description:

EDUC. 423-4 Analysis of Teaching

Use of theories of learning to identify, classify, and interpret

teaching events; review of research on teacher behavior and models

of teaching; generating and evaluating methods of teaching using

theory and empirical research; observation methods.

Proposed Changes:

EDUC. 423-4 Teaching and Teacher Effectiveness

Findings from contemporary research on teaching are examined to

provide a foundation for improving teaching. Topics include:

gathering data on teaching effects, teacher thinking and decision

making, descriptions of classrooms and instructional systems, and

teaching skills and tactics.

---

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ubject

.............

To

?

Dr: Phil Winne

From

.......

.

DiétOr

Dr. Stan Shapson

Faculty of Education

Date

..........

MEMORANDUM

I am pleased to inform you that the Undergraduate Programs

Committee approved the changes to the title and calendar

description of EDUC. 423 as described on the attached form. You

will note only a minor change to the description that you

originally proposed. I trust that this meets with your approval.

If so, can I please ask you to prepare a model course outline

for the course for an on-campus offering, as this is usually

requested by SCUS?

Your earliest response to this matter is appreciated as I've

placed this item on the agenda of the September Faculty Meeting.

Thank you for your efforts in revising this course.

SS:kg

End

---

.

?

.

EDUCATION 423-4

Proposed Changes to Title and Calendar Description Only

Current Title/Description:

EDUC. 423-4 Analysis of Teaching

Use of theories of learning to identify, classify, and interpret

teaching events; review of research on teacher behavior and models

of teaching; generating and evaluating methods of teaching using

theory and empirical research; observation methods.

Proposed Changes:

EDUC. 423-4 Teaching and Teacher Effectiveness

Findings from contemporary research on teaching are examined to

provide a foundation for improving teaching. Topics include:

gathering data on teaching effects, teacher thinking and decision

making, descriptions of classrooms and instructional systems, and

teaching skills and tactics.