PowerPoint Presentation
CI 512: Teaching and LearningThursday, 8/11/2011: Week 4
Critiques of reform educationTools for reform educationClass
Outline: Critiques and Tools of Reform TeachingNote Taker: Laura
WhiteObserver: Mike McClellanLogistics (9:00-9:05) Critiques of
Reform Teaching Small Group Discussion (9:05-9:35)Whole Class
(9:35-10:05)Break (10:05-10:15)Tools for reform teaching
(10:15-10:30)Video Viewing (10:30-11:10)Discussion
(11:10-11:40)Observer Observations (11:40-11:45)Conclusions and
Exit Cards (11:45-11:50)Synthesis Draft CommentsCiting a
lectureInternal citation: (McCaffrey, 2011)End reference:Last, F.
(July 5, 2011). Name of Talk. Title of Event. Lecture conducted
from Location, City, State.Ex.McCaffrey, C. (July 5, 2011).
Constructivism. CI 512 Teaching and Learning Theories. Lecture
conducted from Portland State University, Portland, OR.Synthesis
Draft CommentsAvoid using contractionsAvoid starting sentences with
conjunctions (so, and, but, )Be sure to include age-appropriate
application of teaching and learning theory within a cultural and
community context.Critiques of ConstructivismOgborn, J. (1997).
Constructivism metaphors for science learning. Science &
Education. 6, p. 131.
QuestionsWhat are Kirschners primary critiques of reform
teaching? Which of his critiques are focused on constructivism?
Which are focused on discovery learning?Do you agree with
Kirschners critiques? How might Brooks & Brooks respond to his
criticisms? What implications does the case of Mrs. Oublier have
for reform teaching?Pick out 2 strengths and 2 critiques from
Ogborns evaluation of constructivism. Do you agree or disagree with
his points? What might you add to his list that is currently
missing?Tools for Reform TeachingHow do you honor the mathematical
contributions of students while still moving the mathematical
agenda forward?
Tools of Reform Teaching: The importance of a teaching goalThe
Case of Noelle (Hill et.al, 2008)3rd grade teacherStrong use of
mathematical languageProvided rich opportunities for students to
engage in mathematicsSupported student thinking through in-depth
investigations
Tools of Reform Teaching: The importance of a teaching goalThe
Case of Noelle (Hill et.al, 2008)Complete lack of telos: an end and
a purposeCube arrangement taskSoma cube taskNet cube taskStudents
were given a series of rich, engaging tasks that allowed for
exploration with no explicit learning goal.
Hypothetical Learning TrajectorySimon (1995)Three components:The
learning goalThe learning activitiesThe hypothetical learning
process: a prediction of how the students understanding will
evolveHypothetical Learning TrajectorySimon (1995)Teachers
KnowledgeAssessment of students knowledgeHypothetical Learning
TrajectoryTeachers learning goalTeachers plan for learning
activitiesTeachers hypothesis of learning processInteractive
constitution of classroom activitiesTools for Reform
TeachingSequencingTransformational Records*Counter
examplesSelective revoicingScaffolding student discourse
* Pedagogical Content Tools (Rassmussen & Marrongelle,
2006)SequencingIntentionally sequence student contributions in a
logical order that builds toward the learning
objective.SequencingBill: And I want to go ahead and start with you
guys because I know that you are kind of still in the middle- more
in the process of being formed, but you have some of the idea.
Transformational RecordsTransformational records are defined as
notations, diagrams, or other graphical representions that are
initially used to record student thinking and that are later used
by students to solve new problems (Rasmussen & Marrongelle,
2006, p. 389)
Teachers can intentionally select which written artifacts are
preserved for the class recordCounter-examplesTeachers can
indirectly challenge student thinking or assumptions through
judicious counter-examplesCounter-examples can help redirect
students away from misconceptions and toward mathematical
goalsBill: If a rectangle is my figure, is that a rigid motion?
[Bill rotates the rectangular eraser 90.]Class: Yes.Bill: And what
makes that a rigid motion?S1: It has a pivot point.Bill: It has a
pivot point. What else?Ellie: Its not changing the object
itself.Bill: Its not changing the object itself. Is this a rigid
motion? [Bill moves the eraser 12 inches up and to the left.]Class:
Yes.Bill: Does it have a pivot point?Class: No.Bill: Ok, so a lot
of the rigid motions we have been dealing with have pivot points,
it doesnt seem to be a requirement of a rigid motion.
Selective RevoicingNot all student contributions move the
mathematical agenda forwardRevoicing is a tool to highlight which
student contributions are particularly valuable.Revoicing can be
done by the teacher or a studentRevoicing allows the teacher the
opportunity to impart emphasis on the students original
contribution or to engage other learnersSelective RevoicingBill:
And so, Ellie, what again, was your way of expressing that, what a
rigid motion is? I did this [moves eraser 12 inches up and to the
left], and you had a great explanation just now.Ellie: Something
that does not affect the object itself, from changing.
Scaffolding Student DiscourseAssigning roles to group
membersDictating speaking orderProviding sentence starters
Video ViewingLP is a 7th grade math teacher at an Oregon middle
schoolHomogeneous groupingLP has been teaching for 15
yearsParticipated in extensive professional developmentVideo
ViewingTask: Students have been given a previous class period to
work on the following question: How do you think perimeter, area
and volume are affected when a figure is scaled?*
Students begin by examining the effects of scaling on the
perimeter of a square. Scaling a figure means multiplying each
dimension of the figure by a scale factor.Questions for Video
ViewingWhat pedagogical tools does LP use in this lesson? How were
they used? Did you notice other tools?SequencingTransformational
RecordsCounter examplesSelective revoicingScaffolding student
discourse2. What might LPs hypothetical learning trajectory be? Is
there evidence that LP diverts from this learning trajectory?3. How
might Brooks & Brooks analyze LPs teaching?4. Did LP provide
evidence of telos (a directed learning goal)?
PresentationsPresent Tues. 8/16Present Thurs. 8/18Group 1Group
2Group 3Group 4Group 5Mike P.Mike
T.GregWestieCarlosNickMichaelCaseySeanKyleColinArielleChadMike
M.ChaiTealeImanKarenMartinLauraDerekPresentation Write-up1. A
description of how the lesson relates to teaching/learning theories
(1-2 pages)2. A personal reflection on what you learned and how
this project will impact your future teaching (1-2 pages)
ObservationsExit Card ReflectionsRate your level of
participation today (0-3)Name one thing that you learned today/
positive commentName one thing you are struggling with or would
like to know more about/less positive comment
