Ed 60 M2 notes

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Your (analytical) love letterED 60 Section. 11/5/10

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What is your message?What is your message?The difference with Paper 2

Get narrative: Let this paper give you someroom to breathe and reflect.

Yes, feel free to use I, me, my statements allthroughout.

Get analytical: Make sure your story is a

reflection of a learning theory, but moreimportantly

Make meaning out of it all. How is thisimportant?

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Where is the love?Where is the love? EX: scaffolding

Link it up to a theorist

dont worry about defining it word for word, per se

focus more on WHY this worked foryou, exactlyhow

this worked for you, to show if it was effective or

ineffective. Why is this meaningful? Take me there with

you.

Remember how youre all lawyers? Take me to the

scene of the crime. Evoke the feelings and images

you need me to see to be on your side!

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CC: Hook it Up!CC: Hook it Up! A supportable,concisethesisincludes:

At least one learningtheory(one ofthe isms, see grid)

Your chosen topic:

for/againstlargelecture format

learningenvironment orteaching

method Yourstance love it or not? Do you

recommend it or not? Does it helplearning or not? Take me with you!

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Hook it up!Hook it up! Remember to apply the learning theory to

the environment or method toproveyour

argument.

Illustrate how a theoretical framework

does ordoes NOT matchwith your

educational experience, concretely!

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Melissas love letterMelissas love letterLet me take you with me!

Simpsons on PhDs & GradStudentshttp://www.youtube.com/watch?v=XViCO

Au6UC0

My concept map: Being a TA

Against large lecture format

Removes me from you; superficial engagement

For me to do real sociocultural, dialogical, Deweyan,

Vygotskian work which argues we must make meaning

from and through our lives (citation), etc

Aint happening because we dont get that time

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Thesis StatementThesis StatementMelissas Example:

As a teachingassistantand aproponentofsociocultural theory, I do not feel a 300-student largelecture formatis conducive toteaching a course like ED 60 (Intro toEducation) becauseit: (1) does not truly

engage with the learning process; (2) isdevoid of individualized attention and; (3)does not provide an interactive socialsetting.

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Submitting your papersSubmitting your papers To get full credit, be sure to follow the step-by-step

directions Ive uploaded to e-Commons for you!

e-Commons > Resources > Paper Resources >

ED60_Melissa Nievera_EssayGuidelines

Downloadby: 11/8/10 before lecture!

E-Commons > Assignments > Paper 2 > AddAttachments.

*Iwill not accept a hard copy of your paper.

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Exam Review: Matching GameExam Review: Matching Game

The exam is pretty much a matching game!

If you did yourGRID, filled it in with some basicideas in EACH AND EVERY BOX thumbs up!

Study: flash cards & guessing games

Match theorist to

learning theory to

views of learning, teaching, assessment, classroomdesign

Remember that Doris slides are HECKA repetitive

Go through them; they loop.

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Exam Review: Learning theoristsExam Review: Learning theorists

Dewey: My Pedagogic Creed, creating democratic

citizens (Labarees democratic equality purpose),

engaging in activity that is relevant to learners lives

Associated learning theories: some people associate

Dewey with constructivism

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Watsonand Skinner: Stimulus-response, childs mind is

tabula rasa (as opposed to a variety of early

competencies and prior knowledge as put forth byPiaget, HPL), conditioning, external motivation

Associated learning theories:behaviorism

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Piaget:Genetic epistemology (the study of where

knowledge comes from), Stages of development

(development precedes learning), assimilation (ofnew knowledge into schema) and accommodation

(changing existing schema), equilibrium (learning as

causing internal conflict and fixing it)

Associated learning theories: cognitivism,

constructivism

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Bruner: Spiral curriculum (returning to a core concept

throughout development and building on it),

scaffolding (using tools, people, devices to supportlearning until the scaffolds can be removed

Associated learning theories: Constructivism, and then

socioculturaltheory

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Vygotsky: Zone of Proximal Development (ZPD, space

between actual and potential performance), learner

and learning embedded in social and historicalcontext, internalization (learning is a process of

taking external, social activity and internalizing it)

Associated learning theories: socioculturaltheory

(knowledge constructed socially hence social

constructivism- and externally in the space betweenpeople before being internalized)

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Laveand Wenger:Learning is active participation and

membership in a group with shared interests,

resources, practices and language

Associated learning theories: Communities of practice

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Exam Review:Exam Review:

OtherOther iimportant concepts to reviewmportant concepts to review

Metacognition associated with cognitivism,

monitoring ones own learning

Assessment: Formative (used to inform learning and

teaching) versus summative

Reciprocal teaching

clarifying

questioning

summarizing

predicting

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Dude, what else?!Dude, what else?!

Learning environments (from HPL): knowledge-centered, learner-centered, assessment-centered,embedded in community-centered

What is the gist of:

Maxine Greenes piece?

Grossmans piece?

Villegas and Lucas piece?

TIP: create a bumperstickersummary of each.

Ex: For the Grossman piece, What is apprenticeship ofobservation? (See A Tale of Two Hamlets in the TheMaking of a Teacher.)

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Your time: Make it count!Your time: Make it count! Meet up with a buddy (2 choices):

1. Pull out yourconcept map and share whats missing: The narrative piece?

The analytical piece?

Yourstance?

2. Pull out yourgrid:

Help each other fill in blank boxes Add to your boxes

***Lastly REMEMBER TOCHECKYOUR EMAIL TOSEE A COPY OF THIS POWERPOINT!

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