A Student in my College Classroom

This week I am inviting you to be a student in my classroom. I have edited a copy of the syllabus that I used with your graduate level class - most, if not all of the students, were teachers and coaches working on their masters degrees.

My teaching/learning method was similar to that of Dr. Margaret Caroll described in the previous blog. My students, including you, and I sat in a circle - my chair was the same as your chair. As usual, I used my version of the Socratic Method of teaching/learning - I asked a lot of questions and my students did a lot of talking; we all did a lot of listening and thinking.   

Course Syllabus

University of Oklahoma

Department of Instructional Leadership

EDUC 5003 - Models of Teaching  -  Summer, 1997                               

            Peter S. Pierro, Ed.D., Instructor

Text

Joyce, Bruce and Marsha Weil.  Models of Teaching, Allyn & Bacon, 1996.

During this course you will analyze and sharpen your own personal teaching philosophy and the actualization of that philosophy in your classroom operation. Included is the introduction of a variety of teaching/learning models from which you will choose those which are congruent to your beliefs about yourself, about learning, about knowledge, and about children. You will be engaged in the study of teaching strategies and models in order to improve your ability to analyze and create a variety of effective teaching/learning interactions.       

Course Objectives      

You will:

Develop and actualize a personal philosophy of teaching/learning.

Develop and actualize a personal psychological system of teaching/learning.

Examine and then select classroom learning/teaching models that are congruent with your philosophical and psychological beliefs.

Examine and then select school systems that are congruent with your philosophic and psychological beliefs.

Instruction will focus upon strategies/models which will enhance your abilities to direct and influence the thinking processes of children in positive ways.

Creativity and Individual Learning will be emphasized.

Expectations and Requirements

The text will be read intensely - cover to cover - everyone is involved.

Socratic Dialogue will be used extensively by the Instructor.

An Individual Research Project will be completed. (See "Possible Projects")

A Contracted Project will be chosen and completed by the student.

There will be no midterm or final exam - and absolutely no “pop-quizzes”. The grading criteria are to be determined by each student and contracted with the instructor. 

This course will require a high energy level. Time is also a crucial element.  The instructor will be present for every class and will be on time.  The same is expected of all students.

As the instructor of this course, I expect us to share an enjoyable, profitable  personal and professional learning experience.

Tentative Calendar

Session 1 Introduction -- Course Overview  -- Bases of Education -- Models

Session 2 Chapters 1 and 2 -- Learning Styles and Models – Taxonomies Systems – British Infant School – Ungraded Primary

Session 3 Chapters 3, 4, and 5 – Systems -- American Rural School – Winnetka and Dalton Plans

Session 4 Chapter 6, 7, 8 - The Traditional School – Learning from Simulations – Clinic Topics Chosen -- Student Research Projects Selected 

Session 5 Chapters 9,10 - Thinking Inductively – Chapter 11 - Attaining Concepts – Inductive Processes  -- Film - Common Miracles

Session 6 Chapters 12,13 - Jurisprudential Inquiry -- Chapters 14,15,16 - Individual Differences – Individualized Learning

Session 7 Chapter 17 - Nondirective Teaching -- Chapter 18 -- Concepts of Self Session 8 Concept of Self Readings; Carl Rogers, Abraham Maslow, Arthur Combs, et al.

Session 9 Ch. 19 and 20 - Mastery Learning and Direct InstructionSession 10 Chapter 21 - Learning Styles and Models of Teaching – Film - Why Do These Children Love School?

Session 11 The Harmin Processes

Session 12  Oral presentation of Students’ Contracted Work

Session 13 Oral presentation of Students’ Contracted Work

Sessions 14 and 15 -- Student/Instructor Meetings

Next week’s blog will be on the Research Project section of the course.

Comments

In 1997, we had a really good session. I had 16 students, all teachers working on various levels of their Masters Degrees. For the newer ones, the section that we will cover next week on the Research Project was meaningful because they learned something that will help them with their Masters’ thesis.

For everyone it was a new experience - they didn’t have to take notes and listen to long lectures - they talked to and listened to me and to their fellow learners. Some liked to have their opinions and ideas heard. Some stated that there was less stress without the tests. One comment that seemed to get the most agreement was that they enjoyed working together as a team, including the Professor.

Sports Connection

Can coaches use the same technique - get their players involved in the learning? Of course they can if they listen to their players as well as talking at them.

Coach Salvino and his junior high basketball team, The Little Giants, are sitting around the north free throw circle in the school gym discussing their upcoming game next week - for the county title and a trip to the state tournament. They will be playing the Princeton Tigers, last year's champs.

Coach: Well, we have gotten this far so I guess we have been doing pretty well. So what are we doing okay and what do we need to work on? Okay, what did we do well in the game last week with the Spartans Team?

Captain Ron: I think we’re playing pretty well.. We made fewer turnovers last game, for one thing.

David: Yeah, good passing from the wings. What bothers me is how tall they are. I’m the tallest player on our team and they have five guys as tall as me.

Coach: Our outside shooting was really good and you really worked on getting position for rebounds.

Chuey: I don’t think we should change too much. Monty is really helping Dave on the rebounds.

Ron: And Chuey is shooting well - especially that shot that broke the tie in the last quarter. The rest of the players were listening and nodding.

Coach Salvino looks at his assistant, Coach Glen, who adds his observation.

Coach Glen: Luis did a great  job bringing the ball up and then setting up the plays.

Coach: Anything else?

Kim: Yeah, and Ron was terrific - shooting and passing. This comment got a lot of smiles and thumbs up,  

Coach, seeing no one ready to make a comment:: What do we need to prepare for the Tigers?

Coach Glen: I have some notes on my scouting the Tigers and the only thing I would suggest is we do some scrimmaging and keep an eye on passing around those taller guys - and meeting the passes.

Coach: And then we’ll do more free throws. There was a lot of smiling and okays - scrimmage is fun and having little contests with the free throws was good, too.

Next week’s blog will be on the Research Project section of the course.