CI 512: Teaching and Learning

1. Teaching is much more complex than simply walking into a classroom and doing what you remember worked well for you when you were a student. • - Grant and Sleeter CI 512: Teaching and Learning Summer 2011

2. Class Outline • Introductions (9:00-9:30) • Community Standards • Small Group (9:30-9:45) • Whole Class (9:45-10:00) • Theory Reading and Break (10:00-10:20) • Theory Discussion (10:20-11:00) • Teaching Style Self-Evaluation or Syllabus (11-11:30) • Wrap-up (11:30-11:50)

3. Note-taker: • One note-taker each class • Create a written record of class activity, including important written and verbal class contributions • Useful for both absent students and as a record of class activity • Notes should be posted to the class wiki no later than 24 hours after class • Observer: • One observer each class • Observer should pay attention to elements of the class environment of the observer’s choosing • Observer provides respectful, extrospetive comments at the conclusion of each class

4. Introductions • Name • Area of study • Positive memory of a learning or teaching experience

5. Community Standards • Brainstorm a list for the following: (a) Goals of classroom discourse (b) Ways to promote productive discourse

6. bell hooks • American author, feminist, educator and social activist. • Writing focuses on the interconnectivity of race, class, and gender and their ability to produce and perpetuate systems of oppression and domination. • Primarily through a postmodern perspective, hooks has addressed race, class, and gender in education, art, history, sexuality, mass media and feminism.

7. “Engaged pedagogy emphasizes mutual participation because it is the movement of ideas, exchange by everyone, that forges a meaningful working relationship between everyone in the classroom… Engaged pedagogy makes the classroom a place where wholeness is welcomed and students can be honest, even radically open. They can name their fears, voice their resistance to thinking, speak out, and they can also fully celebrate the moments where everything clicks and collective learning is taking place.”

8. “In an engaged classroom students learn the value of speaking and dialogue, and they also learn to speak when they have something meaningful to contribute. Understanding every student has a valuable contribution to offer to a learning community means that we honor all capabilities, not solely the ability to speak. Students who excel in active listening also contribute much to the formation of community. This is also true of students who may not speak often but when they speak (sometimes only when reading required writing) the significance of what they have to say far exceeds those of other students who may always openly discuss their ideas. And of course there are times when an active silence, one that includes pausing to think before one speaks, adds much to classroom dynamics.” -bell hooks. (2010). Teaching Critical Thinking: Practical Wisdom. New York: Routledge

9. Reading Questions • Why are there multiple theories on learning? • Why do we study theory?

10. Theory Definition: A theory is an idea or concept that is proposed based upon previous knowledge

11. Why Study Theory? • Gain a broad foundation of knowledge built by “distant colleagues” who have devoted their lives to the improvement of teaching and learning • Thorndike (Behaviorism) • Brownell (Anti-behaviorism) • Dewey (Progressive/Pragmatist) • Piaget (Constructivism) • Vygotsky (Social Learning)

12. Why Study Theory? • Identify your personal learning theory • Choose instructional methods with intentionality • Defend instructional methods with informed rationale

13. Conclusions • ClassWiki http://ci512-summer2011.wikispaces.com/ • Syllabus • First Assignment