�Leslie Owen Wilson 2004, restrictions on usage |
|||
|
Course Components & Links
|
If you learn only methods, you'll be tied to your methods, but if you learn principles you can devise your own methods. - Ralph Waldo Emerson
Facilitator: Dr. Leslie Owen Wilson Office: 452 CPS Bldg. Office: (715) 346-4350 (leave audix message) E-mail addresses: Work: lwilson@uwsp.edu Home page: http://www.uwsp.edu/education/lwilson. There are numerous pages and interesting links to related curriculum materials. You will be given a variety of on-line resources and closed links that can only be accessed with your course password. Please see your cyber-instruction packet for details. Required text: Joyce, Bruce, Weil, Marsha, and Calhoun, Emily (7th edition, 2003) Models of teaching , Allyn and Bacon. As of 9/05 it was around $85.00 on Amazon (I know, OUCH!) but you may find one that is used on-line or share expense with another classmate. As a testament to the book we keep asking former students if they want to sell their copies and none do as they say it is a valuable resource. Note: The book required for this course was chosen because it is and has been one of the definitive classics concerning models of teaching. By comparison, this is a very expensive text. The 7th edition is the latest and differs from previous editions, so please make sure you have gotten the correct edition.
Course
Description:
Simply
put models of teaching deal with constructing learning environments. Models
may provide frameworks, patterns, or examples for any number of educational
components -- curricula, instructional techniques, instructional groupings,
classroom management plans, the development of support materials,
presentation methods, combined strategies, etc.. Thus, this course focuses
on understanding varied aspects of instructional environments. It also deals
with developing instructional repertoires, understanding curricular foci,
gaining clearer perspectives as to what works with different types of
learners, as well as developing an awareness as to the reasons why some
methods work and others do not. Traditionally, models of teaching are represented by a broad array of teaching systems, each system containing a distinctive philosophical basis and related pedagogical methodologies. Most models can be generally fitted into one of four distinct families:
Models falling into these categories have strong histories of research, development, and usage as most have been both refined and tested in the field. In this course participants will explore selected teaching models that are representative of all four divisions and curricular orientations behind these models. Personalization:
One
of the nice things about e-courses is that they can be easily altered to fit
individual backgrounds and needs. If you have taken my version of ED 721,
have considerable knowledge of curriculum history and design, or are
employed as a curriculum director with an advanced degree already, we can
personalize the assignments and projects so that they are tailored to more
advanced levels or personalized explorations. Generally, during this course we will examine some of the following issues concerning the development and implementation of different types of teaching models:
As
with all of my graduate courses, the Models course emphasizes the following
components:
Specific
Course Goals: The major goals for this course are that: 1. Students will examine and become familiar with a variety of models, especially as these relate to curricular planning and instructional design -- again this can differ according to personal selection and need. 2. Students will be able to recognize the components that create effective teaching models. 3. Students will be able to critically analyze models and methods of teaching. 4. Students will be able to identify models and categorize them into the appropriate categories. 5. Personal Mastery Level students will be able to construct usable and effective personal models of teaching and bring these into the curriculum.
The
material emphases, assignments, and projects are to act as a framework so
that you can have some input and choice in the selection of models you wish
to study in depth. Your input and clarification of your own academic,
scholarly, professional, and personal needs is an imperative portion of this
course. In this context, you should be prepared to determine
personal directions and assignments. Therefore, it is, extremely
important for you to articulate your ideas and needs concerning the content
and processes of this course. You should do this in conjunction with the
goals stated in the course description, the content of the text, and the
instructor's assumptions, and the overriding contexts provided.
Instructor's
assumptions about graduate students:
Grades: While you will be given rubrics for all of the major components of this course indicating differentiated gradient behaviors and expectations, general expectations for a graduate student who is �A� quality - he/she: Is an intrinsic learner, one self-motivated, curious, and willing to set his/her own goals and objectives. Raises new questions, has insightful observations and discusses these on-line with frequency and intelligence. Provides evidence of having perused the assigned readings and readily shares interpretations of that information with other on-line participants. Regularly attends to tasks at hand and meets set deadlines. Willingly cooperates with the instructor and with fellow cyber classmates. Produces assignments, and on-line investigations that are professional, and that demonstrate evidence of original thought and the ability to synthesize, analyze and evaluate, and create materials. Is responsible for initiating personal requests for help or assistance, and for devising alternative assignments that may be more personally meaningful. It is not the events that shape our lives, it is our responses to those events. Dawna Markova |
||
Back
Contact
Leslie