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Advance Course Information


Fall 2003

This information effective for Fall 2003. Check with instructor the first day of class for any changes.

Education

[EDUC-092A] [EDUC-203-01] [EDUC-203-02] [EDUC-203-03] [EDUC-203-04] [EDUC-203-05] [EDUC-203-06] [EDUC-203-07] [EDUC-203-08] [EDUC-213B] [EDUC-261]

92A. The Evolution of Education

Note: This prospectus from fall 2002

Instructor: David Swanger

Prospectus

I. What kinds of questions and issues will be pursued in the course?

  • how and why formal, public education developed in Western societies;
  • the relationship between public education and the state;
  • the history, purpose, and controversial nature of compulsory public education in America;
  • the status of children in American society;
  • the role and status of teachers in American education;
  • what is considered worth knowing; how curriculum is established;
  • education and democracy in a pluralistic society;
  • forces for and against change in education;
  • moral education in schools;
  • the arts in schools;
  • the relationship between religious and secular, private and public education.

II. How does the course work?

This course provides a survey of these and other major topics in educational philosophy and practice. The lectures and readings are chronologically comprehensive, beginning with Plato and culminating in the work of contemporary thinkers; at the same time, the lectures and readings are issue oriented and mildly idiosyncratic. That is, they reflect the professor's intellectual priorities, rather than a strict historical progression in the study of educational thought.

Furthermore, given the number of questions and authors considered in the course, both the lectures and the readings are introductory; it will be up to students to pursue in greater depth topics they find of particular interest.

The lectures, for the most part, do not interpret the readings, but provide a conceptual framework within which they may be explored. Occasionally, and, in particular, when a given author is especially difficult, the lecture will offer a gloss on the reading; but otherwise, it is your responsibility to understand and analyze the readings, bringing questions to section meetings, if you wish.

III. What are the course requirements?

The course meets twice a week in lecture and once a week in section. Additionally, there may be optional exam review sessions.

There will be a midterm and a final exam: everything that transpires in the course—lectures, section discussion, reading—will be covered in the exams. Also, there will be one brief three- to five-page term paper required.

To do well on the exams, lecture attendance is essential; and section attendance is required. Your narrative evaluation and grade, if appropriate, will be based on exam performance, the quality of the essay you write, and section particpation.

Generally, the course requires that student commute, conceptually, across centuries of educational thought, analyzing current thought and practice in terms of their history.

IV. What are the course readings?

All required readings are in the anthology The Evolution of Education, available at the Bay Tree Bookstore.

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203. Applied Classroom Analysis and Methods: Beginning Student Teaching for Multiple Subject Student Teachers

 

Section Instructor Phone E-mail Office
203-01 Judy Bilardello 459-1527 jabilard@ucsc.edu Merrill 105
203-02 Jill Madden 459-1527 jmadden@ucsc.edu Merrill 105
203-03 Vickie Ebert 459-1526 vebert@ucsc.edu Merrill 105
203-04 Stephanie Siddens 459-1529 ssiddens@ucsc.edu Merrill 105
203-07 Kerrin Murphy 459-1526 kerrin_murphy@pvusd.net Merrill 105

Note: This syllabus is from fall 2002. It is provided to give prospective students a sense of course content and is subject to change for fall 2003.

Instructors will meet with students at seminars and by appointment.

Course Description:

EDUC 203 is the first course in the student teaching series. This course will focus on meeting the California Standards for the Teaching Profession and the Teaching Performance Expectations. The course begins with an examination of strategies utilized to create and maintain effective environments for student learning as you observe the first days of school. Classroom practice, lesson planning, instructional strategies, anti-bias curriculum, and analysis will be emphasized. Assignments and tasks that are increasingly complex, challenging, and address the Teaching Performance Expectations will be completed throughout the quarter.

Placements in two different public school classrooms are used to examine and apply teaching methods while developing classroom management skills. Class meetings will be used to synthesize theory and methods with classroom practice.

Required Texts:

  • Lee, Enid et al. Beyond Heroes and Holidays.
  • Rethinking Schools. Rethinking our Classrooms, 1st edition.
  • Saphier, J. and Gower, R. The Skillful Teacher.
  • Content Standards for California Public Schools: http://www.cde.ca.gov/standards/ for your subject area.
  • California Standards for the Teaching Profession. State of California.

Overarching Question:

How do we as teachers use the California Standards for the Teaching Profession and the Teaching Performance Expectations to guide our practice?

Essential Questions:

  • How do we teach effectively and responsibly to all students?
  • How do we address the diverse needs of our students?
  • How do we give all students opportunities for success?
  • How do we build classroom communities?
  • How do we reflect and grow as teachers?

Course Requirements:

1. Field Placement

Student teaching is required 10 hours per week in public school classrooms. Students must be in the classroom a minimum of 4 days per week. Students will meet with their cooperating teacher weekly for planning.

2. Seminar

Participation in weekly meetings with your supervisor and peers is required.

3. Reflective/Interactive Journal

Reflection on your work is an essential step in professional growth. Students will be asked to respond to prompts and each other in their journal.

4. Observation Booklet

You will observe classrooms during the first days and weeks of school, focusing on the creation of the social environment and the establishment of procedures and routines to maximize instructional time. Record your observations in the observation booklet.

5. Personal Philosophy of Education

Write a 2-3 page typed paper that synthesizes learning theory with practice. Reference summer coursework, classroom experience, learning style, personal cultural history, and course readings.

6. Observations, Lesson Plans, and Analyses

In your first placement, you will be observed at least once by your supervisor, cooperating teacher, and by a peer. In addition, you will need to videotape a lesson you teach. A portion of that tape will be viewed by a small group of your peers. You must submit a lesson plan— due at the time of the observation—and a written analysis of the lessons—due within a week of the observation—for all 4 lessons. Both the supervisor and cooperating teacher must receive a copy of the lesson.

The analysis of each lesson observed should be 1-2 pages typed. The prompts for this analysis are as follows:

  • What went well?
  • What surprised you?
  • What specific changes would you make if you were to teach the lesson again?
  • How will you incorporate these changes into your next lesson?

7. Observation of school support structures

Attend a meeting with a group of teachers. This may include but is not limited to a faculty meeting, grade level meeting, site council, or district inservice. Submit a typed summary of the proceedings using prompts from the Posner article.

8. Individual Learning Plan (ILP)

Your ILP is a 3–5 page typed reflection of your development as a teacher. You will revisit this plan throughout the year. After your first 203 placement, you will reflect on the impact of your experiences thus far. Your ILP should include responses to the following questions:

Reviewing your experiences in your placements,

  • What have you learned about teaching?
  • What do you see as your areas of strength?
  • What do you see as your areas for growth?
  • What questions do you have about any area of teaching?
  • What is your plan of action in order to continue learning and growing as a teacher?

9. Developmental Continuum of Student Teacher Abilities

At the end of the quarter, you will use the continuum to reflect on your understanding of and growth in Standards 1, 2, and 4. Individual conferences will be held to discuss progress.

10. Course Binder

A binder of the work you have done for 203 will be due at the continuum conference scheduled with your supervisor, the week of December 3–6. Organize your work in a three ring binder, and separate each section with labeled dividers. Include:
  • Observation Booklet
  • Personal Philosophy of Education
  • Four (4) observations, lesson plans, and analyses—Each observation form should be followed by your lesson plan and written analysis.
  • Individual Learning Plan
  • Developmental Continuum of Student Teacher Abilities
  • Reflective Journal
  • Summary of a teacher meeting
  • Other work as assigned by instructor

Evaluation: (Narrative)

  • Participation, including punctuality and attendance, in seminars and placements
  • Growth in teaching practice over time
  • Quality of work included in your course binder—this includes spelling, punctuation, sentence and paragraph structure as well as neatness and creativity.
  • Late binders will not be accepted.

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203. Applied Classroom Analysis and Methods: Beginning Student Teaching

Section Instructor Phone E-mail Office
203-05 Kathy Anderson 459-1528 kanders@ucsc.edu Merrill 105
203-06 Richard Davis 459-1529 rdavis@ucsc.edu Merrill 105
203-08 Margo Kipps 459-1528 mkipps@ucsc.edu Merrill 105



Instructors will meet with students at seminars, by appointment, and during office hours.

Course Description:

This required course introduces students to the diverse cultural and linguistic settings of today's classrooms. It is the first course in the student teaching placement series. The focus will be on meeting the California Standards for the Teaching Profession, with emphasis placed on the development of methods to engage students in instruction, effective management skills, and analysis of classroom practices and instructional strategies. Class meetings include discussion and demonstration of teaching methods.

California Standards for the Teaching Profession:

  • Engaging and Supporting all Students in Learning
  • Creating and Maintaining Effective Environments for Student Learning
  • Understanding and Organizing Subject Matter for Student Learning
  • Planning Instruction and Designing Learning Experiences for all Students
  • Assessing Student Learning
  • Developing as a Professional Educator

Overarching Question:

Using the California Standards for the Teaching Profession to guide our practice, how do we reflect and grow as teachers?

Essential Questions:

  • How do we address the diverse needs of our students?
  • How do we build effective environments for student learning?
  • What planning strategies and skills are needed for designing learning experiences for all students?
  • How do we teach effectively and responsibly for all students?

Required Textbooks:

Borich, Gary D., Effective Teaching Methods 2000
Wiggins, Grant and McTighe, Jay, Understanding by Design 1998
Bigelow, Bill et al., Rethinking Our Classrooms 2000
Lee, Enid et al., Beyond Heroes and Holidays 1998
California Standards for the Teaching Profession
California State Framework for Mathematics, English, or Science
California Social Studies Content Standards

Requirements:

1. Field Placement

As a student teacher, you are required to work daily in public school classes. You will follow your placement school calendar in observing and teaching when your assigned classes meet. You are expected to write lesson plans for each lesson you teach.

2. Seminar Meetings

You are required to participate in twice weekly discussion groups with your supervisor and student teacher colleagues, focusing on the practice of teaching.

3. Reflective Journal

Reflection on your work is an essential step in your professional growth. This is an ongoing assignment throughout the year.

4. Observations, Lesson Plans, and Analyses

You will be observed by your supervisor, your cooperating teachers, and by a peer who will video tape a lesson. For each of these observations, you must submit a written lesson plan (due at the time of observation) and a written analysis (due within one week of the observation).

Follow the UCSC Lesson Plan format for each lesson.

Your analysis for each lesson should address the following questions:
  • What went well?
  • What surprised you?
  • What would you change about this lesson if you were to teach it again?

5. Field Observation Assignments

You will observe teachers and students in your placement. Written observations and analyses are required.

6. Observation of School Support Structures

This assignment is to further acquaint you with a variety of support structures within the school. Attend a full staff meeting and attend either a grade level or department meeting at your site. Prepare a one-page, typed paper describing the focus and context of the meetings and your reactions (due with your Course Binder).

7. Individual Learning Plan (ILP)

Your ILP is a record of your development as a teacher. You will revisit this plan at the end of the quarter and throughout the program.

The plan begins with a self-assessment and written goals that will guide your work. Your first ILP will be a 2-3 page typed narrative response due September 26. Include your responses to the following questions:
  • Why do you want to be a teacher?
  • What life experiences have prepared you for teaching?
  • What do you see as your strengths as you enter beginning student teaching?
  • What areas would you identify for growth at this stage of you development?
  • What are your goals this quarter?
  • What strategies will you use to attain your goals?

Another ILP will be a 2-3 page typed narrative, due with your Course Binder. Include your responses to the following questions:

  • What have you learned about teaching?
  • After your experience this quarter, what do you see as your areas of strength?
  • After your experience this quarter, what do you see as your areas for growth?
  • What questions do you still have about any area of teaching?
  • What is your plan of action in order to continue learning and growing as a teacher?

8. California Standards for the Teaching Profession Self-Assessment:

At the end of the quarter, you will reflect on your understanding and growth in Standards 1, 2, and 4.

9. Course Binder:

A Course Binder of your written work is due at a conference with your supervisor in December. Organize your work in a three-ring binder and separate each section with labeled dividers. Include:

  • Exploring the Educational Setting
  • Educational History
  • Individual Learning Plans
  • Observations, Lesson Plans, and Analyses
  • Field Observation Assignments
  • Observation of School Support Structures
  • California Standards for the Teaching Profession Self-Assessment
  • Reflective Journal
  • Other work, as specified by your supervisor

Evaluation:

  • Participation, including punctuality and attendance, in seminars and placements
  • Growth in teaching practice over time
  • Quality of written work included in your Course Binder. Late binders will not be accepted.

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213B. Research and Practice in Mathematics Education

Instructor: Judit Moschkovich
Office: Crown 232
Phone: 459-2004
E-mail: jmoschko@ucsc.edu

Course Description

The course focuses on understanding how students learn mathematics. The course provides an introduction to theoretical approaches to learning mathematics in secondary classrooms and to the research that is the basis for national and state mathematics teaching standards. We examine current theories of learning mathematics and current research on student learning for two secondary topics—proportional reasoning and algebraic thinking. In their research papers students can also explore other topics such as geometry and spatial reasoning, probability and statistics, or advanced mathematical thinking (functions, limits, infinity, and proof). Students apply these theories and research by writing essays, conducting and analyzing interviews with students, and writing a research paper.

[This course is required for the single-subject secondary mathematics MA/credential program and is part of a two-quarter sequence required for MA students. The second quarter (EDUC 231C) focuses on approaches and methods for teaching secondary mathematics]. Graduate students outside of the Education Department are welcome to register for this course.

The course will address the following topics:

Week 1 Introduction to research and theory in mathematics education
Weeks 2-3 Behaviorist, constructivist, and sociocultural theories in mathematics education
Weeks 4-5 Mathematical problem solving, understanding mathematics, proportional reasoning
Weeks 6-8 Algebra: algebraic thinking, variables, symbol sense, and functions
Wees 9-10 Instruction and diversity in mathematics classrooms

Course Requirements and Evaluation

Classwork will include discussions of readings, analysis and discussion of interviews, and presentations. Homework is central to the course and includes written summaries of readings, 3 interviews with a student, 3 essays, and a research paper.

Attendance is required. No more than 3 absences. No late work accepted.
Passing (P) is equivalent to a B grade for graduate courses (70-80% of all points)

Evaluation will be on the basis of participation, presentations, and written work:

Participation in class, presenting one reading summary
10%
Written summaries for readings (5 total, 4 points each)
20%
Written Assignments (5 essays or interviews, 10 points each)
50%
Research paper (10-15 pages), annotated bibliography, & presentation
20%

Required Readings

1. Reader is available at Slug Books and on eres.
2. Required text after10/23:

Required text:

Fostering Algebraic Thinking: A Guide for Teachers Grades 6-10. Mark Driscoll (1999). Portsmouth, NH: Heinemann. (Available at UCSC Bookstore).
*Please make sure that you buy this book at the beginning of the quarter or the bookstore will return all copies still on the shelf after the 4th week.

3. Readings for research paper are on reserve at the Science Library.

EDUC 213B. Research and Practice in Mathematics Education
Fall 2003 Reader
  1. Schoenfeld, A. (2000) Purposes and methods of research in mathematics education. Notices of the American Mathematical Society, June/July 2000, pages 641-649.
  2. Battista, M. (1999). The mathematical mis-education of America's youth: Ignoring research and scientific study in education.
  3. Schoenfeld, A. (1987) Cognitive science and mathematics education: An overview. In A. Schoenfeld (Ed.) Cognitive science and mathematics education. Hillsdale, NJ: Erlbaum.
  4. Erlwanger, S. (1973). Benny's conception of rules and answers in IPI mathematics. JCMB, Vol. 1, No. 2,Autumm 1973.
  5. Hughes, M. (1986). Piaget under attack. Chapter 2 in Children and Number: Difficulties in learning mathematics, pages 12-23.
  6. Confrey, J. (1990). What constructivism implies for teaching. In R. Davis, C. Maher, and N. Noddings (Eds.) Constructivist views on the teaching and learning of mathematics. Reston, VA: NCTM. Pages 108-122.
  7. Forman, E. (1996). Learning mathematics as participation in classroom practice: Implications of Sociocultural theory. In Steffe, Nesher, Cobb, Goldin, and Gree (Eds.) Theories of mathematical learning, pages 115-130.
  8. Yackel, E., Cobb, P., Wood, T., Wheatly, G, and Merkel, G. (1990). The importance of social interaction in children's construction of mathematical knowledge. In Cooney, T. and Hirsch, C. (1990). Teaching and Learning Mathematics in the 1990s. Reston, VA: NCTM. Pages 12-21.
  9. Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27 (1), 29-64.
  10. Schoenfeld, A. (1992). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. In D. Grouws (Ed.), Handbook of Research in Mathematics Teaching and Learning. New York: Macmillan, pp. 334-370.
  11. Hiebert, J. and Carpenter, T. (1992). Learning and teaching with understanding. In D. Grouws (Ed.), Handbook of Research in Mathematics Teaching and Learning. New York: Macmillan, pp. 65-97.
  12. Hiebert, J. (1990). The role of routine procedures in the development of mathematical competence. In Cooney, T. and Hirsch, C. (1990). Teaching and Learning Mathematics in the 1990's. Reston, VA: NCTM. Pages 31-40.
  13. Behr, M., Harel, G., Post, T., and Lesh, R. (1992). Rational number, ratio, and proportion. In D. Grouws (Ed.), Handbook of Research in Mathematics Teaching and Learning. New York: Macmillan. Pages 296-333.
  14. Lamon, S. (1999). Teaching fractions and ratios for understanding, Chapter 1 pages 1-9 and Chapter 2 pages 11-14.
  15. Kieran, C. (1992). The learning and teaching of school algebra. In D. Grouws (Ed.), Handbook of Research in Mathematics Teaching and Learning. New York: Macmillan, pages 390-419.
  16. Chazan, D (2000). Beyond formulas in mathematics and teaching. Chapter 3: Towards a "conceptual understanding" of school algebra, pages 59-110. NY: Teachers College Press.
  17. Arcavi, A. (1994). Symbol sense: Informal sense-making in formal mathematics. For the Learning of mathematics 14 (3): 24-35.
  18. Schoenfeld, A. H. & Arcavi, A. (1988). On the meaning of variable. Mathematics Teacher, 81, 420-427.
  19. Usiskin, Z. (1988). Conceptions of school algebra and uses of variables. In A. F. Coxford & A. P. Schulte (Eds.), The ideas of algebra. Reston, VA: National Council of Teachers of Mathematics. Pages 8-19.
  20. Moschkovich, J.N, Schoenfeld, A., and Arcavi, A. (1993). Aspects of understanding: On multiple perspectives and representations of linear relations, and connections among them. In T.A. Romberg, E. Fennema and T.P. Carpenter (Eds.), Integrating Research on the Graphical Representation of Function. Hillsdale, NJ: Erlbaum. Pages 69-100.
  21. Moschkovich, J.N. (2000) Learning mathematics in two languages: Moving from obstacles to resources. In W. Secada (Ed.), Changing Faces of Mathematics (Vol. 1): Perspectives on multiculturalism and gender equity. Reston, VA: NCTM. Pages 85-93.
  22. Moschkovich, J.N. (1999) Supporting the participation of English language learners in mathematical discussions. For the Learning of Mathematics 19(1), 11-19.
  23. Brenner, M. (1994). A communication framework for mathematics classrooms: Exemplary instruction for culturally and linguistically diverse students. In Language and Learning: Educating linguistically diverse students, B. McLeod (Ed.), pages 233-268. Albany: SUNY.

Readings for Interviews

  1. Lowery, L. (1974). Proportional reasoning. In Lowery, Learning About Learning Series. Berkeley, CA: Univ. of California. Pages 17-20 and 37-38.
  2. Cramer, K., Post, T., Currier, S. (1993). Learning and teaching ratio and proportion: Research implications. In D. Owens (Ed.), Research ideas for the classroom: Middle grades mathematics. NY, NY: Macmillan Publishing Company.
  3. Understanding ratio and proportion. Chapter 13 in G. Cathcart, Y. Pothier, J. Vance, and N. Bezuk (Eds.), Learning mathematics in elementary and middle schools.

Readings for research paper

As part of the course requirements you will write a 10-to15-page research paper.

  1. The first step in planning the research paper is to pick a topic from the five topics below.
  2. The second step in planning the research paper is to read one of the chapters listed below. These readings are not in the reader. They are available at Science Library Reserves.
  • Rational number and ratio
    Behr, M., Harel, G., Post, T., and Lesh, R. (1992) Rational number, ratio, and proportion. In D. Grouws (Ed.), Handbook of Research in Mathematics Teaching and Learning. New York: Macmillan. Pages 296-333.
  • Geometry
    Clements, D. and Battista, M (1992). Geometry and spatial reasoning. In D. Grouws (Ed.), Handbook of Research in Mathematics Teaching and Learning. New York: Macmillan, pages 420-464.
  • Probability and statistics
    Shaughnessy, M. (1992). Research on Probability and statistics: Reflections and directions. In D. Grouws (Ed.), Handbook of Research in Mathematics Teaching and Learning. New York: Macmillan, pages 465-494.
  • Functions
    Tall, D. (1992). The transition to advanced mathematical thinking: Functions, limits, infinity and proof. In D. Grouws (Ed.), Handbook of Research in Mathematics Teaching and Learning. New York: Macmillan, pages 495-511.
  • Advanced Mathematics
    Tall, D. (1992). The transition to advanced mathematical thinking: Functions, limits, infinity and proof. In D. Grouws (Ed.), Handbook of Research in Mathematics Teaching and Learning. New York: Macmillan, pages 495-511.

EDUC 213B—Fall 2002 Schedule

Week 1: Introduction to Research in Math Education
Thursday, September 25

Overview of the course, assignments, readings, questions.
Introduction to research in math education, history of research in math education

Week 2: Research and Theory in Math Education
Tuesday, September 30

Read Schoenfeld (2000)
Read Battista (1999)
Summary due: Pick one

Thursday, October 2

Read Schoenfeld (1987)
Read Erlwanger (1973)
Summary due: Schoenfeld 1987
Read Assessing Proportional Reasoning Interview materials (see assignment packet and pages 390-398 in the reader)

Week 3: Constructivist and Sociocultural Theories
Tuesday, October 7

Read Hughes (1986)
Read Confrey (1990)
Summary due: Pick one
Assignment 1 due: Interview—Assessing Proportional Reasoning

Thursday, October 9

Read Forman (1996)
Read Yackel et al (1990)
Read Lampert (1990)
Summary due: pick one
Read Brenner (1994), pages 236-239 for an overview of theories (pages 372-375 in the reader)

Week 4: Mathematical Understanding and Problem Solving
Tuesday, October 14

Read Hiebert & Carpenter (1992)
Read Schoenfeld (1992)
Summary due: Pick one, Hiebert & Carpenter (1992) or Schoenfeld (1992)
Read Hiebert (1990)

Thursday, October 16

Assignment 2 due: Essay—Views of Learning Math

Week 5, Understanding Proportions
Tuesday, October 21

Read Behr, Harel, Post, and Lesh (1992)
Summary due: Behr et al (1992)

Thursday, October 23

Read Lamon (1999)
Read Cramer, K., Post, T., Currier (1993) (pages 398-409 in the reader)
Summary due: Pick one

Week 6: School Algebra
Tuesday, October 28

Read Kieran (1992)
Summary due: Kieran
Assignment 3 due:

Interview—Teaching Proportional Reasoning
or
Essay—Understanding Proportions

Thursday, October 30

  • Read Fostering Algebraic Thinking (FAT) Chapter 1: Developing Algebraic Habits of Mind (pages 1-19) and Chapter 2: Smoothing the Transition to Algebra through Algorithmic Thinking (pages 20-46)
  • Solve one of these problems: Sum of Consecutive Numbers (page 37), Sneaking up the Line (page 35), read What's my Formula (page 41)
  • Read Algebraic Thinking Interview materials (see Assignment packet)

Week 7: Algebraic Thinking
Tuesday, November 4

Read Chazan (2000)
Summary due: Chazan
Topic for research paper due

Thursday, November 6

  • Read FAT Chapter 4: Expressing Generalizations about Structure (pages 64-72 and pages 79-82) and Chapter 5: Expressing Generalizations about Functional Relations (pages 90-114)
  • Solve one of these problems: Weighing Meat (page 75), Hay-baler Problem (page 81), Painted Cubes (page 108), or Triangles (page 110)
  • Read Assessing Algebraic Thinking Interview materials (see Assignment packet)

Week 8: Understanding Variables and Symbol Sense
Tuesday, November 11

Read Arcavi (1994)
Read Schoenfeld & Arcavi (1988)
Read Moschkovich, Schoenfeld and Arcavi (1993)
Summary due: Pick one

Thursday, November 13

Read Usiskin (1988)
Summary due: Usiskin
Read FAT Chapter 6: Fostering Symbol Sense (pages 115-140)
Solve one problem: Rectangle Dimensions (page 132), Binomials (page 132), or Tiling Garden Beds (pages 135-136)
Assignment 4 due: Interview—Assessing Algebraic Thinking

Week 9: Instruction And Diversity
Tuesday, November 18

Read Brenner (1994)
Re-read Lampert (1990)
Summary due: Brenner
Outline and bibliography for research paper due

Thursday, November 20

Read FAT Chapter 7: Linking Multiple Representations (pages 141-156)
Solve one problem: J and M go walking (page 153), Matching (page 154), or Translations (page 155)

Week 10: Instruction And Diversity
Tuesday, November 25

Read Moschkovich (2000) and Moschkovich (1999)
Summary due: Pick one
Assignment 5 due:

Interview—Teaching Algebraic Thinking
or
Essay—Understanding Algebra

Thursday, November 27: Holiday

Week 11: Presentations
Tuesday, December 2

Catch up, review.

Thursday, December 4

Last class meeting
Research Paper Presentations

Finals Week
Tuesday, December 9

Research paper due by 11 a.m. in instructor's mailbox

* * * * * * * * * *

Mid Quarter Self-Assessment

Name:_________________________________________ Date:__________________

 
Points
Excellent/outstanding work
9-10
Good work
7-8
Satisfactory but could use more work
5-6
Needs revision
below 5

Attendance is required. No more than 3 absences. No late work accepted.
Passing (P) is equivalent to a B grade for graduate courses (70-80% of all points)·

Participation in class, presenting one reading summary
10%
Written summaries for readings (5 total, 4 points each)
20%
Written Assignments (5 essays or interviews, 10 points each)
50%
Research paper (8-10 pages), annotated bibliography, & presentation
20%

 

Summary 1

 

Summary 2

 

Summary 3

 

Summary 4

 

Summary 5

 

Assignment 1

 

Assignment 2

 

Assignment 3

 

Assignment 4

 

Assignment 5

 

Research paper

 

Outline

 

Annotated bibliography

Presentation

 

 Participation

* * * * * * * * *

Narrative Evaluation Format

Overall, this student's participation and written assignments indicated

  • impressive
  • well-developed
  • a good working
  • satisfactory
  • uneven
  • minimal
  • understanding of the ideas in the course.

Class participation:

  • made strong contributions to class meetings
  • was clearly engaged during class meetings
  • contributed insightful ideas and supported other students' learning
  • listened actively and contributed to the classroom dynamics
  • attended class regularly
  • was usually present
  • attended irregularly
  • was often absent

Written assignments

The required written assignments (5 essays or interview reports) were usually:

  • extraordinary, with coherent analysis that integrated ideas and evidence in well-developed and eloquent reflections
  • very well developed, with clear connections between ideas and evidence to support the arguments
  • of good sound quality, reflecting active engagement with the topic, though in places the work would have benefited from being pushed further
  • satisfactory though somewhat uneven times sketchy and not sufficiently grounded in the course materials or not addressing the topic fully
  • not satisfactory, either showing a lack of adequate engagement with the topic or not turned in at all.

The required (5) written summaries of a reading showed:

  • extremely thoughtful engagement with the ideas
  • thoughtful engagement with the ideas
  • uneven engagement with the ideas

The required presentations (2) showed:

  • extremely thoughtful engagement with the ideas
  • thoughtful engagement with the ideas
  • uneven engagement with the ideas

The required research paper (1) showed

  • extremely thoughtful engagement with the ideas
  • thoughtful engagement with the ideas
  • uneven engagement with the ideas

Items below apply to only some students:

  • I observed impressive progress in ____________ understanding of the course material, as evidenced by improvements in understanding of the readings and class material, or depth of analysis of ideas and evidence, or coherence and organization of ideas expressed.
  • ___________ went beyond the assigned work in class by _____________ (extra presentation, optional rewrite, optional reading annotation).
  • This was clearly honors quality work.
  • Of the 9 writing assignments, __________ were late or missing.

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261. Thinking, Learning, and Teaching

Instructors: Judit Moschkovich and Gordon Wells

Syllabus

Course Description:

This course critically examines multiple theoretical perspectives on thinking, learning, and teaching. We consider the development of the whole person as it occurs in a variety of cultural contexts (including home, school, and community), the roles that thinking, learning, and teaching play in that development, and how researchers' and educators' conceptions of thinking, learning, and teaching shape instruction.

Purpose

One purpose of this course is to examine how researchers' and educators' conceptions of cognition shape instruction in educational settings (both formal and informal). However, the course does not presuppose that a study of cognition is a sufficient basis for educational research or instructional design; a second purpose, therefore, is to consider the development of the whole person and the roles that learning and teaching play in that development as it occurs in a variety of cultural contexts, including home, school, and community.

The course is designed to involve participants in open and critical discussion of a range of theoretical perspectives on the central topics. While the persons teaching the course have their own positions on these topics, the participants will not be required to embrace them; rather, the aim is to help them to develop and be able to defend their own positions. To this end, the basic format will be that of a seminar rather than a course of lectures; weekly meetings will include student presentations, small group discussion, and whole class discussion; participants will also be expected to contribute to out-of-class discussion via a web-based Knowledge Forum.

Central Topics

We will address the following questions:
  • What is the relationship among the actions referred to by the terms "learning," "thinking," "remembering," "knowing," "understanding," "doing," etc.?
  • What traditional and current theories are concerned with these concepts and the relationships among them?
  • Why is so much emphasis given to "cognition"?
  • What functions do "meaning" and "communicating" play in the development of integrated persons and their communities?
  • What is the function of teaching?
  • Do "subject matter" or "domain" and the (in)formality of the setting influence thinking, learning, and teaching and, if so, in what ways?

Assignments

In addition to reading the papers set for each meeting and engaging in discussion of them, participants will carry out three written assignments:

  1. A developmental autobiography. This will be started in the first week, but will be extended and revised as the course proceeds.
  2. Drawing on the readings and class discussions, a position paper/essay on the relationship between thinking, learning, and teaching. Guiding question: What ideas encountered in the course (readings and class discussions) have been influential, provocative, annoying, and/or illuminating for considering thinking, learning, and teaching and the relationship between them?
  3. A critical review of the literature on a self-chosen topic arising from the course. Students will present a draft of this assignment in the last meeting for review, comments, and suggestions. Final version will be due a week later.

Calendar

Week 1: Theorizing about thinking, learning, and teaching
Week 2: Theories of learning, teaching, and development
Week 3: Contrasting constructivist and sociocultural views: The case for collaborative learning
Week 4: Contributions and critiques of cognitive science approaches: Expert/novice paradigm, understanding, misconceptions, and metacognition
Week 5: Situated cognition
Week 6: Culture and development: Making meaning together
Week 7: Contrasting theories of teaching
Week 8: Educational settings: home, community, work, school, formal, and informal
Weeks 9 & 10: Negotiated topics

Course readings

In the following list, articles marked * are required reading. In addition, participants will select one of the unmarked articles and prepare to provide a brief exposition of it in class.

Week 1: Theorizing about thinking, learning & teaching

*Bruner, J. S. (1986). Actual mind, possible worlds. Cambridge, MA.: Harvard University Press. Chapter 2. Two modes of thought (pp. 11-43).
*Greeno, J. G., Collins, A. M. & Resnick, L. B (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 15-46). New York: MacMillan.

Week 2: Theories of learning, teaching, and development

Behaviorism

*Skinner (1968). The technology of teaching. Chapter 2, The science of learning and the art of teaching.
Bransford, J., Brown, A., Cocking, R. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. Chapter 1: Learning from speculation to science.

Constructivism

*Gallagher, J. and Reid, D. (1981). Genetic epistemology as a learning theory. In The learning theory of Piaget and Inhelder, Chapter 1, pp. 1-11. Austin, TX: Pro-Ed.
De Lisi, R. D. & Golbeck, S. L. (1999). Implications of Piagetian Theory for Peer Learning. In A. M. O'Donnell & A. King (Eds.) Cognitive perspectives on peer learning (pp. 3-37). Mahwah, New Jersey: Lawrence Erlbaum.

Social constructivism

*Vygotsky, L.S. (1978) Mind in Society: The development of higher psychological functions (Eds. M. Cole, V. John-Steiner, S. Scribner, and E. Souberman) Chapter 6, Interaction between learning and development (pp. 79-91). Cambridge, MA: Harvard University Press.
John-Steiner, V. & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31 (3/4), 191-206.

Week 3: Contrasting Constructivist and Sociocultural Approaches

*Bruner, J.S. (1996) Celebrating divergence: Piaget and Vygotsky. Paper presented at the IInd Conference for Sociocultural Research, and The Growing Mind, Geneva, 15 September, 1996. Human Development, 40: 63-73 (1997).
*Cobb, P. & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31 (3/4), 175-190.
Cole, M. & Wertsch, J.V. Beyond the Individual-Social Antimony in Discussions of
Piaget and Vygotsky. Human Development, 39: 250-256.
Brown, A. L., Metz, K. M. & Campione, J. C. (1996). Social interaction and individual understanding in a community of learners: The influence of Piaget and Vygotsky. In A. Tryphon & J. Vonèche (Eds.), Piaget-Vygotsky: The social genesis of thought (pp. 145-170). East Sussex, England. Mahwah, New Jersey: Lawrence Erlbaum.
Carraher, T. N., Carraher, D. W. (1981). Do Piagetian Stages Describe the Reasoning of Unschooled Adults? The Quarterly Newsletter of the Laboratory of Comparative Human Cognition 3(4), 61-68.

Collaborative Learning (select one reading from the list below)

*Salomon, G., & Perkins, D. (1998). Individual and social aspects of learning. In P. D. Pearson & A. Iran-Nejad (Eds.) Review of research in education, 23 (pp. 1-24). Washington, DC: American Educational Research Association.
Hogan, D. M. & Tudge, J. R. H. (1999). Implications of Vygotsky's theory for peer Learning. In A. M. O'Donnell & A. King (Eds.) Cognitive Perspectives on Peer learning (pp. 39-65). Mahwah, New Jersey: Lawrence Erlbaum.
Dillenbourg, P. (1999). Introduction: What do you mean by "Collaborative Learning"? In Dillenbourg, P. (Ed.) Collaborative learning: Cognitive and computational approaches (pp. 1-19). Amsterdam; Pergamon Elsevier Science.
Brown, A. L. & Palincsar, A. S. (1989). Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.) Knowing, learning, and instruction (pp. 393-451). Mahwah, New Jersey: Lawrence Erlbaum.
Hay, K. and Barab, S. (2001). Constructivism in practice: A comparison and contrast of apprenticeship and constructionist learning environments. The Journal of the Learning Science, 10(3), 281-323.

Week 4: Cognitive science approaches

(Includes topics such as understanding, expert/novice paradigm, metacognition, misconceptions)
*Bransford, J., Brown, A., Cocking, R. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. Learning with understanding, pp.8-9, Chapter 2; How experts differ from novices ( pp. 19-38), Chapter 3: Learning and transfer, Chapter 4: How children learn.
*Brown, Bransford, Ferrara, and Campione (1983). Learning, remembering, and understanding. In P. Mussen (Ed.) Handbook of child psychology (Vol. 3). NY: Wiley.
[Metacognition in reading]
Schoenfeld, A. (1987). What's all the fuss about metacognition? In A. Schoenfeld (Ed.) Cognitive Science and Mathematics Education, pages 189-215. Hillsdale, NJ: LEA.
Smith, J. P., diSessa, A. A., & Roschelle, J. (1994). Misconceptions reconceived. Journal of the Learning Sciences, 3, 115-163.
Bruner, J. S. (1990). Acts of meaning. (Chapters 1 & 2 for a critique of information-processing)

Week 5: Situated Cognition

*Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-41.
*Lave, J. (1996). Teaching as learning, in practice. Mind, Culture & Activity, 3(3), 149-164.
Brown, A. L. & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229-270). Cambridge, MA: MIT Press/Bradford Books.
(The next three are a set:)
Anderson J. , Reder M. , & Simon H. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11.
Greeno, J. (1997). On claims that answer the wrong question. Educational Researcher, 26(1), 5-17.
Anderson J. , Reder M. , & Simon H. (1997). Situated versus cognitive perspective: From versus to substance. Educational Researcher, 26(1), 18-21.

Week 6: Culture and development: making meaning together

*D'Andrade. (1989), "Cultural Cognition," in M. Posner (ed.), Foundations of Cognitive Science (pp.795-830). Cambridge, MA: MIT Press.
*Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press. Chap. 1. Comparative studies of how people think.
*Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context, Chapter 1, Cognitive development in sociocultural context (pp. 3-22). New York: Oxford University Press.
*Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. Chapter 3. Discourse and knowing in the classroom (pp. 98-132). Cambridge: Cambridge University Press.
Scribner, S. (1977). Modes of thinking and ways of speaking: Culture and logic reconsidered. In P.N. Johnson-Laird and P.C. Wason (Eds.), Thinking. Cambridge, UK: Cambridge University Press.
LCHC (1986). Contributions of cross-cultural research to educational practice.
Saxe, G. B., Dawson, V., Fall, R., & Howard, S. (1996). Culture and children's mathematical thinking. In R. J. Sternberg & T. Ben-Zeev (Eds.) The nature of mathematical thinking (pp. 119-144). Mahwah, New Jersey: Lawrence Erlbaum.

Week 7: Teaching in Practice

*Tharp, R. G. & Gallimore, R. (1988). Rousing minds to life: Teaching, learning and schooling in social context. New York. Cambridge University Press. Read Chapter 1, The redefinition of teaching and schooling (pp. 13-26); Chapter 2, A theory of teaching as assisted performance (pp. 27-43); and Chapter 3, The means of assisting performance (pp. 44-70).
*Wells, G. (2002). Learning and teaching for understanding: The key role of collaborative
knowledge building. In J. Brophy (Ed.) Social constructivist teaching: Affordances
and constraints. Advances in Research on Teaching, Vol. 9 (pp. 1-41). Amsterdam: Elsevier/JAI.
Bransford, J. D., Brown, A. & Cocking, R. R. (2000). How People Learn. Chapter 8, "Teacher learning" (pp. 190-205).
Collins, A., Brown, J.S., and Newman, S. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. In L. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser, pp. 453-494. Hillsdale, NJ: Elrbaum.
Minstrell, J. (2001). The role of the teacher in making sense of classroom experiences and effecting better learning. In Carver, S. M. & Klahr, D. (Eds.), Cognition and instruction: Twenty-five years of progress (pp. ______ ). Mahwah, New Jersey: Lawrence Erlbaum.
Brown, A., & Palincsar, A.M. (1989). Guided, cooperative learning and individual knowledge acquisition. In L.B. Resnick (Ed.), Cognition and instruction: Issues and agendas (pp. 393-451). Hillsdale, NJ: Lawrence Erlbaum.
Lampert, M. (1986). Knowing, doing and teaching multiplication. Cognition and Instruction, 3 (4), 305-342. (or Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27 (1), 29-64.)

Week 8: Formal and informal educational settings: Home, community, work, and school

*Resnick, Lauren B. (1987). The 1987 Presidential Address: Learning in school and out. Educational Researcher, 16 (9), pp. 13-20.
*Moll, L. & Greenberg, J. (1990). Creating zones of possibilities: Combining social contexts for instruction. In L. Moll (Ed.) Vygotsky and education: Instructional implications and applications of sociohistorical psychology, pp. 319-348. New York, NY: Cambridge University Press.
Nunes, T., Schliemann, A., & Carraher, D. (1993). Street mathematics and school mathematics. New York: Cambridge University Press. (choose a chapter) or
Carraher, T.N., Carraher, D.W., and Schliemann, A.D. (1985). Mathematics in the streets and in schools. British Journal of Developmental Psychology, 3, 21-29.
Säljö, R., & Wyndhamn (1996). Solving everyday problems in the formal setting: An empirical study of the school as context for thought. In S. Chaiklin and J. Lave (Eds.) Understanding practice (pp. 327-342). New York: Cambridge University Press.
Scribner, S. (1984). Studying working intelligence. In B. Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context (pp. 9-40). Cambridge, MA: Harvard University Press.
Greenfield, P. (1984). A theory of the teacher in the learning activities of everyday life. In B. Rogoff and J. Lave (Eds.), Everyday cognition (pp. 117-138). Cambridge, MA: Harvard University Press.

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