Syllabus: Teaching & Leadership 840

Instructional Strategies and Models

Spring, 2002

Wednesdays 4:10 - 7:00 pm

Instructor: Dr. Mary Lynn Hamilton

JRPearson 344

Phone: 864-9667

Office Hours: By appointment.

COURSE PURPOSE: This course will examine research findings related to effective teaching practices, analyze the instructional models and strategies of teaching, probe the theories and research evidence applicable to the various models, consider how students' diverse learning styles can be affected by various models, and explore the dichotomy between the research on teaching and the practice of teaching. We will investigate instructional models used and the choices made by teachers to build foundations for their classroom practice. Furthermore, we will identify the goals and purposes of each teaching model and how each model fosters student learning.

COURSE OBJECTIVES:

This course is offered to graduate students in the School of Education Department of Teaching and Leadership. Within this course, students strengthen their theoretical knowledge about teaching models and strategies and further develop their practical understanding through microteaching in the classroom. The student who successfully completes this course will be able to:

a) discuss research findings related to effective teaching practices;

b) analyze each selected instructional model and teaching strategy and probe the theories and research evidence applicable to the various models;

c) describe instructional models used and the choices made by teachers to build foundations for their classroom practice;

d) identify the goals and purposes of each teaching model, recognize how each model fosters student learning, and explore how students' diverse learning styles can be affected by various models;

e) outline how the use of the models presented in class might improve your teaching practice;

f) demonstrate chosen models of teaching and recognize their appropriate place in the classroom;

g) explore the dichotomy between the research on teaching and the practice of teaching;

h) develop an awareness of choices and decisions that effect a teacher's participation in the classroom; and

i) situate her/himself in response to the selected models, examine personal beliefs about strategies and models, and consider changes possible changes in practice as a result.

 

INSTRUCTIONAL METHODS: The framework of this course is student-centered to encourage active student

participation. Students will participate in whole class, small group, and individual activities such as presentations, demonstrations, research-reading, microteaching, and discussions.

EVALUATION CRITERIA:

  1. Attendance: You are expected to attend all classes and are responsible for all instructional activity that takes place during class time. The second and each subsequent absence will result in the loss of a grade. We look forward to your active participation in class.

2. Reading assignments and class participation: You are expected to complete reading assignments at the

assigned time and be ready to discuss them in class. Risk-taking is encouraged!

  1. Grading. Because I assume all students are capable of A work, they must work hard to achieve less than that in my

    2. class. Importantly, I have a high expectations for both you and I in this class, so A work means thoughtful, detailed work that addresses all aspects of each assignment given. If I find that you are falling below expectations in your work, I will notify you and provide feedback and clear suggestions about ways to improve your work. Please note that to receive full credit, all work must be submitted on-time.
  2. Written work: Well-organized, well-written, neat, and thoughtful work is expected. Failure to meet these

expectations may result in the return of your work without review or comment. In addition, work must be submitted on time to receive full credit.

5. Office Hours: Contact me via email (Hamilton@ku.edu) or by phone 864-9667 to arrange an appointment. I

would love to visit with you.

6. Learning activities:

Reading Assignments: will be given in class from the assigned text and other readings.

Class Participation: will be expected to participate in class discussions.

Reflective Journal: will involve a specific examination of the learning and teaching relationship. You will submit approximately 1 page per class meeting. Your inquiry assignments are due as indicated on the class schedule. Ask any questions you need to guarantee successful writing.

Comment each week about your growth as a teacher and a learner. Comments can be positive/negative/neutral but should be used to help you inquire into your understanding of the teaching and learning relationship.

Each week you will review your comments about the factors that influenced your learning. As you progress through class, see if you can collate them to develop a personal learning profile for yourself.

Then, for the final entry, reflect upon your personal learning profile and see if you can generate your personal theory to show the relationship between teaching and learning. First, see if you can draw a representation showing a relationship between factors that influenced your teaching and learning. Second, provide a written exploration of how the processes of teaching and learning interact in the representation.

Group Project and Presentation: will offer you the opportunity to practice the information and ideas learned about models and strategies. In small groups (that will be created from class members with same grade levels, subject areas, etc.) you will select a goal from any content area (social studies, language arts, science, etc.) Next, you will generate objectives that help reach that goal. For each objective, you will select a different instructional strategy or model and design lesson where the instructional model fosters the understanding of the content. A description of required materials (if not the materials themselves) must be included with each lesson.

In addition, each group member will do an individual reading exploration that examines a strategy or model or issue relevant to this work. The articles you use in this exploration should discuss issues or research findings related to your chosen model. (Please check with me for final approval on articles to be included in your final work because some articles are more conducive to a critical reading than others.) You will select three articles that explore your chosen model. For example, motivating students, working with a certain type of student, or approaching subject matter may be themes discussed regarding your model. Once you have carefully read the articles, you will write (5-10 pages, double-spaced, 12 point font) an examination of your model and provide a critical review of its value and usefulness in the classroom.

Some class time will be provided to help you prepare for this assignment. Your group will develop a written document for review. In addition, your group will present information about your goal and objectives and demonstrate the models/strategies selected to implement them (approx. 45 minutes). Please see the Web sheet for more information.

Individual Reading Exploration: See Web information.

The evaluation of student performance will include a review of the following:

--quality of class participation, including references to the reading assignments.

--quality of projects

--quality of other assignments.

Class participation: 20% Reading Reactions: 20% Group Project: 35% Expert Reading Project: 25%

TEXTS: Models of Teaching by Joyce & Weil * * required

The Courage to Teach by Palmer or Exploring the Moral Heart of Teaching* by Hansen

Grading Scale

100-92 A 89-88 B+ 79-78 C+

91-90 A- 87-82 B 77-72 C

81-80 B- 71-70 C-