IMON FRASER UNIVERSITY .)

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IMON FRASER UNIVERSITY .)

Education 4

•

PROMOTING THINKING THROUGH

CLASSROOM

INTERACTIONS

Spring Semester, 440A ?

Instructor: ?

hrn 11 1

Locution

Times: ?

92-2

PREREQUISITES:

Education 401/402 or special permission of instructor. This course

duplicates the second half of the calendar course, Education 43-8 1-'re-requisiles are Educadon

489 (94-1) or Education 386 (94-2).

COURSE DESCRIPTION'

This course builds upon participants'

5!udie5

in a prerequisite olThiing. Proimni,ig T/iinkiii,,' in tiu?

Curriculum.

Whercas the prerequisite. course focused primarily on understanding theoretical

concepts and examining approaches to integrating thinking throughout the curriculum, Ithis

course.

en)phasizes the role of classroom clirnare, interactions

and

evaluation practices in the deve oprncnt

of pupils' higher

Ord -

hinking proces. , ;es,

COUHSE OBJECTIVES:

Students in this course will:

identify the characteristics of learning environments and experiences (hat provide a supportive

Ornate for thinking:

demonstrate ability to plan learning experiences in which students are actively engaged and in

which big ideac are being examined;

identify the essential characteristics of interactive processcs that sustain and extend students'

thinking:

understand the effects of respectful and disrespectful interactions on pupil thinking and

self

confidence;

demonstrate competence in using interactions that promote 6uarnin4

aion of ideas;

analyze, critically and non-defensively, their reaching for thinking interactions,

discern the effects of less effective responses on

students' thinking, and torrnulatc more

cffr-clivc

alternatives;

identify key principles of evaluation that is enabling:

deñionstrate evaluation practices that are congruent with the above principles.

COURSE REQUIRF.MENTS;

Expectations

* full attendance and paiiicipation

• completion of all required readings and a selection of j'ecorrirnended readings

• clernonstrai.ion of supportive interactions

with

colleagues in class discussions and learning

casks

Assignments

a. Weekly reflective tasks focused tin crirical examination of professional beliefs and practices.

b, Critically thoughtful analysis of readings. using a responsejournal.

Oil dine for three teaching/learning epcnences that dLmnnshatc understLlndmng of the

relationship among big ideas, well

-designed investigative play,

kind

focus quesIion

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d: .

- Analyses of three videotaped and transcribed learning experiences that demonstrate growing

understanding of and skill in using interactions that sustain and extend students thinking.

e. A portfolio illustrating features of a classroom cnvironment that encourages thoughtful student-

student interaction,

EVALUATION:

Students are expected to demonstrate growth in understanding and skills across the durLLdon of [his

course. They will he provided with ongoing constructive feedback on assignments I and 1

Performance criteria and standards for assignments 3-5 will

developed with the class, and

global

rating

scales will he used to identify strengths and areas needing further practice. Final

grades

will

be determined on the basis of drntmcrated growth and performance, using SFIJ

grading guidclints

REQUIRED READINGS;

BarcIl. J. (1991). Rcflcctive teaching For thoughtfulness. In A.

Costa (Ed.). Developing minds: A

resource hook

for leaching

thinking (Vol. 1, pp.

207-210). Alexandria,

VA: ASCD.

Christensen,

Bateman, W.

(1990),

R. (1991)

Open

Every

Er'

Que'./ion,

studenr teachers

San

Francisco:

and every

Jossey-Bass.

teacher learns

1990.

- The reciprocal gift of

s ?

discussion teaching. In Christensen. Garvin and

Sweet (Eds.), Eth

c'ar/ou fo,

.II(/L'I,efl(.

Cambridge, MA: Harvard Business

School

Press.

Costa,

A. (1991). Teacher behaviors that enable student thinking. In A. Costa (Ed.),

Developing

minds: A resource /701)kfi)r fror.'hing

thinking (Vol

1, pp. 194-206). Alexandria, VA: ASCD.

Feynman,

R. (19$5). Surely You're inking, Mr. Fevnmtm. New York:

13,miram.

Johnson, D W,, & Johnson, R T. (1991). Collaboration and cognition. In A. Costa (Ed.),

Developing minds: A resource buok/r

reaching thinking (Vol. 1, pp. 298-301 ).

Alexandria,

VA: ASM

Wassermann,

S. (1992). Asking the Right Question.

Bloomington, IN: Phi Delia Kappa

Educational Foundation.

Wusscrnmnn, S. (1990).

Serious Players: smpowering ChiIdre,, in

the Pr1,nar Grudes. New

York: Teachers College Press,