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,