Instructor: John Nkemnji Office: 140 N Doudna Hall Phone: 342-1244 -- 342-1522 E-Mail: NKEMNJI@UWPLATT.EDU Web: www.uwplatt.edu/~Nkemnji
Lecture: Mondays 7-9:50 PM Location (Lec/Lab): Karrmann B7 Office Hours: M-W. 10-11 AM, MWF 2-4 PM. and by appointment Credit Hours: 3
Hunter, M. (1982) Mastery Teaching. El Segundo, CA. Tip Publications. Joyce, B et al. (1992) Models of Teaching. 4th. ed. Princeton, NJ: Prentice-Hall. Course Intent: Student will apply the principles of learning theories associated with various approaches to effective schooling. Specific Objectives: The student will: 1. identify and describe the components of the total teaching act as a science and an art. 2. describe how teaching is a process of conscious decision making. 3. apply task analyze to the content when selecting objectives at the correct level for learners. 4. identify and describe teaching skills and learning principles. 5. discuss teaching strategies associated with maintaining "time-or task." 6. identify the elements of lesson design and the importance of each element and objective. 7. identify various methods of "checking for understanding" and when each can be used most effectively.8. explain how to monitor and when to adjust a lesson.9. analyze lessons in light of the lesson design framework.10. describe how interest, feeling tone, level of difficulty, knowledge or results, extrinsic and intrinsic rewards, and success are important to the motivation theory and illustrate those with examples. 11. distinguish the effect of various reinforcement schedules upon behavior. 12. explain how practice schedules, meaning, and feeling tone are important to retention theory. 13. analyze a teaching lesson using the knowledge base studied in this course.
Course Themes: 1. The Effective Schools Movement 2. Teachers as Decision Makers 3. Schools as Organizations for Nurturing and Caring 4. Theory and Practice - Theorists that have influenced critical and creative thinking 5. Toward Implementation of Effective School Practices - peer coaching 6. Restructuring in Education
Evaluation 1. Development and presentation of a sample lesson from one of the course themes. Lesson plan and resources from the textbooks will be available prior to lesson presentation: e.g.: a. Hunter type lesson b. Cooperative learning lesson c. Critical and creative thinking lesson d. Two connected learning lessons (one from each of the text book) e. One lesson from models of your choice and approved by instructor 2. Reaction paper following group presentation 3. Group Research paper suitable for publication 4. Class attendance and participation Grading Guide Quiz/Tests A Participant demonstrates knowledge base requirement at a 90% or better level B Participant demonstrates knowledge base requirement at a 80% or better level Group Presentation of Lesson A Lesson is useful and reflects mastery of concepts and appropriate delivery B Lesson is useful and reflects mastery of concepts and appropriate delivery but there are some slips Reaction Paper A The reactions are responsive to evaluation of ideas, effectiveness of course instruction, and participant self-evaluation B The reactions tend to tell what was done rather than the items noted in A Research Paper A Significant topic is selected and paper is carefully researched, well written and suitable for publication in an educational journal. B Significant topic is selected and paper is carefully researched, well written but needs editing and revisions for publication in an educational journal.