EDUCATION 423-4/845
    Teaching and Teacher Effectiveness
    Summer Semester, 1985 ?
    INSTRUCTOR: Dr. Phil Winne
    Tuesdays, 5:30 - 9:20
    ?
    LOCATION: MPX 9511/12
    This course will review and integrate findings from contemporary research
    on teaching to provide students with a basis for systematically studying teaching
    effectiveness. Specifically, the course has two objectives (1) to supply
    students with a broad repertory of knowledge about teaching, the roles of
    teachers and issues that bear on improving teaching; and (2) to equip students
    with a basic level
    01
    skill for applying this knowledge The course is designed
    to serve
    students of teaching, and for presevice and inservice teachers
    Students are assumed to have taken a prior course in educational psychology.
    FORMAT
    Classes will consist of discussions of readings, lectures delivered by me,
    seminars presented by students, and analyses of students' homework
    assignments. Lectures will supplement the readings and provide a basis for
    discussion. Students will take a major responsibility for addressing individual
    concerns about teaching effectiveness by researching the literature on a topic
    of their choice and presenting their findings to the class. Class time also will
    be spent examining students' work on assignments (see Syllabus). These
    assignments will create a lesson plan in increments. Increment can be handed
    in several times for comment. A grade for the entire lesson design will be
    assigned at the end of the course. Several special seminars based on additional
    readings are scheduled primarily for graduate students, although
    undergraduates are strongly encouraged to participate.
    REQUOREMEMIrS
    Grades for the course will be based on two papers and an in-class
    presentation. The major paper will be a design for a lesson that is thoroughly
    annotated to describe and justify its components on the basis of material
    examined throughout the course. This paper counts 65 points toward the mark.
    The second paper, assigned for the last week of class, will answer the
    question, "Can Teaching Really Be Made More Effective?" and justify the answer.
    It counts for 15 points in the mark. The in-class presentation plus on annotated
    outline supporting it (to be handed in) accounts for the remaining 20 points of
    the mark. Grades will be based on point totals as follows.
    ,
    88-100 = A range,
    78-87 = B range, 68-77 = C range, 60-67 = 0, (60 F.
    READOOGS
    Readings for the course occupy three categories. Category I is a set of
    zeroxed chapters from a book I am preparing , The first installment of these
    chapters can be purchased in the Learning Resources Center after May 1. Other
    installments will be available during the course. Category 2 is a paperback
    book noted below. It is on sale in the bookstore. Category 3 is material on
    reserve in the library. Graduate students will have extra readings assigned
    from this category. (Undergraduates are encouraged to read them, too. )
    Gage, N. L. (1978). The Scientific Basis of the Art of Teaching,
    New York: Teachers College Press,

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