Knowles, L. (2009, January). Differentiated Instruction in Reading: Easier Than It Looks! School Library Media Activities Monthly, 25(5), 26-8.

 

The article discusses differentiated instruction applied to reading instruction, allowing teachers to work with students at their level and through their particular interests and styles in order to provide stimulating and appropriate titles and learning experiences. This form of personal teaching focuses on the learner which provides the learner with an exciting and more worthwhile learning environment relevant to their needs rather than fostering a boring or sometimes frustrating atmosphere that can be damaging to a the interest level of a learner’s reading potential. In addition to the differentiated discussion on reading instruction, details are provided on how library media specialists can be of help in the teaching/learning process.

 

Walker-Dalhouse, D. , Risko, V. , Esworthy, C. , Grasley, E. , Kaisler, G. , et al. (2009). Crossing Boundaries and Initiating Conversations About RTI: Understanding and Applying Differentiated Classroom Instruction. Reading Teacher, 63(1), 84-87.

 

Differentiated instruction’s three goals of Response to Intervention (RTI) included: providing systematic assessment of student performance, differentiated instruction, and high-quality professional development were acknowledged by the International Reading Association’s Commission on RTI.  The article discusses the model of RTI as a method for identifying students who will benefit from differentiated instruction in a classroom. The expectation is that differentiated instruction reduces the over-representation of multi-culturally diverse students who are experiencing difficulties due to inadequate instruction.

 

Little, C. , Hauser, S. , & Corbishley, J. (2009). Constructing Complexity for Differentiated Learning. Mathematics Teaching in the Middle School, 15(1), 34-42.

 

For the subject of mathematics, differentiated instruction is explored and strategies for streamlining lesson planning to incorporate differentiation into instructional practice is discussed in this article. The article begins the discussion with an overview of differentiated instruction, what it is, why it is practiced and how it is practiced –requiring teachers to pay close attention on the many difference among students and their learning needs.

 

Milam, P. (2004). Brain-Friendly Techniques for Teaching Information Literacy Skills. School Library Media Activities Monthly, 21(1), 26.

 

The article introduces a series comprised of research and studies that look at brain research as it connects to teaching information literacy skills in the school library media center. The article discusses the theory behind the research and exploration of connecting brain research with teaching information literacy, the process involved in creating the series, and identifies specific topics that will be covered in the series.

 

Meyer, R. (2002). Cognitive Theory and the Design of Multimedia Instruction: An Example of the Two-Way Street Between Cognition and Instruction. New Directions for Teaching & Learning, 55-71.

 

As it applies to college students, the article examines the relationship between cognition and instruction through a case study. Testing with multimedia instruction messages, the article discusses how cognitive theory contributes to suggestions for multimedia design principles, and cognitive design principles used in testing cognitive theory.

 

Tahni Holmes, posted 2009.

 

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Gordon, C. (2009). An emerging theory for evidence based information literacy instruction in

school libraries, part 1: Building a foundation. Evidence Based Library and Information

Practice, 4(2), p. 56-77.

 

Published abstract: This paper aims to create a framework for an emerging theory of evidence based information literacy instruction.  In order to ground this framework in existing theory, a holistic perspective views inquiry as a learning process that synthesizes information searching and knowledge building.  An interdisciplinary approach is taken to relate user-centric information behavior theory and constructivist learning theory that supports this synthesis. The substantive theories that emerge serve as a springboard for emerging theory. A second objective of this paper is to define evidence based information literacy instruction by assessing the suitability of performance based assessment and action research as tools of evidence based practice. 

 

Matthew Souza 11/12/09

 

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Dezhi, W., Bieber, M., & Hiltz, S. (2008). Engaging Students with Constructivist Participatory Examinations in Asynchronous Learning Networks. Journal of Information Systems Education, 19(3), 321-330. Retrieved from Library, Information Science & Technology Abstracts with Full Text database.

Integrating different pedagogical methods into the testing phase, how to create objective and novel ways to test learners knowledge. One of these newer approaches is participatory examinations based on constructivist theory. Students are able to participate in their examinations and in part are able to create a deep learning experience in itself, instead of the more common individualistic testing methods.

 

 

Bradley Seybold 11/12/09

 

 

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Hazari, S., North, A., & Moreland, D. (2009). Investigating Pedagogical Value of Wiki Technology. Journal of Information Systems Education, 20(2), 187-198. Retrieved from Library, Information Science & Technology Abstracts with Full Text database.

 

Article describing the usage of wiki technology in teaching, as well as the impact of specific pedagogical value. Different learning theories in terms of their effectiveness are explored within the usage of wiki technologies. Article concludes stating that although wiki technologies can be used as an excellent teaching aid, course content and pedagogical methods are still major contributing factors. Wiki technology can be used to aid students in creating collaborative learning environments which are key for the future. Explores both constructivism as well as engagement theory.

 

Bradley Seybold 11/12/09

 

 

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Asselin, M., & Doiron, R. (2008, July). Towards a Transformative Pedagogy for School Libraries 2.0. School Libraries Worldwide, 14(2), 1-18. Retrieved September 11, 2009, from Library, Information Science & Technology Abstracts with Full Text database. 

 

School library programs that can impact the net generation of learners. Based on the idea that today's students are no longer the people our education system was designed to teach. This generation of people are action oriented and connected to everyone. The idea also of the new information literacy, web 2.0, wikis mash ups, etc. Not just retrieval of information but of creation of information and participation. Educationally these new learners need to be taught with collaborative and connected methods, with multiple and diverse resources within the contexts of social responsibility and globalization.

 

Bradley Seybold 11/10/09

 

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Allen, D. (2003, March). The Effects of Technology on Educational Theory and Practice: A 20-Year Perspective. Computers in the Schools, 20(1/2), 49. Retrieved September 12, 2009, from Library, Information Science & Technology Abstracts with Full Text database. 

 

The challenge of education has been transformed to understanding issues of categorization, aggregation and evaluation.. Not having enough information is no longer a problem, information overload, as well as the credibility and sense making of information are now challenges. There needs to be a new vision of how teachers are defined as well as students in todays digital age. Many students are out pacing teachers when it comes to technology, these students need to be integrated into new ways of teaching as well as learning. New technologies need to be embraced, technology is progressing increasingly rapidly, students and learners need in this integration of technology.

 

Bradley Seybold 11/10/09

 

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The Teenage Brain

Why adolescents sleep in, take risks, and won’t listen to reason

by Nora Underwood

Illustration by Josh Cochran

Published in The Walrus November 2006 issue.  » BUY ISSUE     

You don’t have to suffer to suffer to be a poet. Adolescence is enough suffering for anyone. — American poet John Ciardi, 1962

 

It was believed by academic experts, psychologists, researchers, and policy makers that a child’s brain developed during the first five years of life and that everything we need to learn, we learn in kindergarten.  Thus, policy makers came up with the “First 5 California” initiative, and the book by Robert Fulghum “All I Really Need to Know I Learned in Kindergarten” has sold millions of copies.

 

Although the article supports the research that shows that “a child's brain develops most dramatically during the early years of life, when billions of synaptic circuits that will last the child’s lifetime are forming”, this article brings forth a new theory: that brain growth and change do not end after the first five years.  Longitudinal research from childhood to adulthood to get real insight into the workings of the brain has been possible due to magnetic resonance imaging (mri), using a technology that maps blood flow to the brain over the years.  These studies have shown how distinctive the adolescent brain is and how crucial the years between ten and twenty- five are in its development.

 

Some of the MRI findings were that teen brains read emotions differently, that teens learn and forget 20% of what they learn every day due to the changes not in gray matter but what they call white matter or the nerves that connect and help communication from the brain to other active parts of the body.  They found that “the teen brain is able to make changes depending on the demands of the environment.  (This might explain a thirteen- year-old’s ability to easily master new technology while parents struggle with the TV remote.)” and that “teenagers have a higher level of dopamine, a neurotransmitter connected to pleasure, movement, and sexual desire”, which may explain the need for extra stimulation through risk-taking.

 

 In essence, the article states that the brain is a “work-in-progress” and these new studies and discoveries will have implications not only for parents, educators, and the medical community but also for policymakers.

 

Submitted by Yolanda Ramirez (Fall 2009)

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Educational Theory and Practice

 

List here articles, bibliographies, websites, tutoials, etc. helpful to find good things on this topic. Provide a phrase describing the item.

 

Previous semesters ed theory

 

Nancy Cussary

Jensen, Eric (2005).  Teaching with the Brain in Mind. VA:  Association for Supervision and Curriculum Development, 187 p.

 

This is a great book with information about the "brain-compatible" learning.  It provides a basic orientation to the brain and its various systems, explaining how they affect learning.  Jensen provides practical suggestions for educators to use to enhance students' motivation, memory and critical thinking, and ways to use "social brain" emotions and environmental factors to design lessons and activities.

 

O'Donnell, B. (2009). What effective math teachers have in common. Teaching Children Mathematics, 16(2), 118-125.

 

ABSTRACT: The article discusses several techniques in creating inquiry-based and anxiety-free learning environment classrooms for elementary mathematics students. It cites several techniques employed by classroom teachers such as Regular Education Initiative (REI), student empowerment, questioning and problem-solving methods. The author points out how the techniques provide insights towards improving mathematics teaching through coordination of problem solving. Tips on how to develop inquiry-based and anxiety-free learning environments are provided.

 

Submitted on November 4, 2009, by Mindy Harper (Fall 2009) 

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Stripling, B. (2008). Inquiry: Inquiring minds want to know. School Library Media Activities Monthly, 25(1), 50-52.

ABSTRACT: The article focuses on the need for the library media specialists to have a clear conception of inquiry and its implications for teaching and learning through the library media center in order to implement "Standards for the 21st-Century Learner," by the American Association of School Librarians in the U.S. It is stated that educators in all subject areas are recognizing the power of inquiry to provoke deeper learning. Thus, library media specialists should focus on inquiry-based teaching.

 

Additional Notes:

 

INQUIRY

     *Process of learning...

          -questioning

          -thoughtful investigating

          -making sense of information

          - developing new understandings

     *Goal=exploration of important questions and deep learning (p.50)

Submitted on November 3, 2009, by Mindy Harper (Fall 2009)

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Wolf, M. (2007). Proust and the squid: The story and science of the reading brain. New York: Harper Perennial.

I am reading sections of this for my LIBR 263 class with Dr. Fasick, but since it's relevant, I thought I would share it.  I plan on reading the entire book when I have more time because it's really interesting and informative.  The sections I have read focus on the brain's role before the child is able to read (recognizing letters and being able to name them as well as objects), reading development (phonological, semantic and pragmatic,syntactic, and morphological) and how these stages prepare children to read, and what parts of the brain children are using.

Posted by Joanne Bradley on November 1, 2009

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Rose, C. & Nicholl, M.J. (1997). The awesome brain and Remember, remember. In Accelerated learning for the 21st century: The six-step plan to unlock your master-mind (pp. 25-61). New York: Dell.

The Awesome Brain chapter focuses on the three kinds of brain, the left and right, Gardner's "Theory of Multiple Intelligences," and the four kinds of brain waves and describes their impact on learning.  The chapter on memory outlines the five types of memory, how memory becomes permanent, and emotion's impact on memory .  He compares the brain to a jungle and the considers what changes need to be made in the classroom (the blackboard jungle.  The entire book is a great resource for educators or anyone interested in learning.

Posted by Joanne Bradley on November 1, 2009

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Klaczynski, P.A. (2000, Sep.-Oct.). Motivated scientific reasoning biases, epistemological beliefs, and theory polarization: A two-process approach to adolescent cognition. Child Development, 71 (5), 1347-1366. Retrieved October 29, 2009, from JSTOR database.

This study was done on middle adolescents (10th & 11th graders) and young adolescents (7th & 8th graders) and looked at whether they held more belief in theories rather than exhibiting "knowledge-driven" thinking.  The two conditions that the adolescents were reacting to were social class and religion.  The research findings support the two-process theory that the analytic and heuristic processes develop together rather than the traditional view that "intuitive' thinking eventually becomes subordinate to analytic.  Another difference was the study indicated that the "older adolescents are not more objective than younger adolescents" (p. 1363).

Posted by Joanne Bradley on October 31, 2009

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Frederiksen, N. (1984, Autumn). Implications of cognitive theory for instruction on problem solving. Review of Educational Research, 54 (3), 363-407. Retrieved October 29, 2009, from JSTOR database.

This article presents cognitive theories of problem solving and ways in which to teach problem solving.  The author also includes creative problem solving approaches.  He makes a distinction between formulaic problems as opposed to real-life situations and suggests ways to approach the "messier" problems.  Though the article is old, I felt it to be helpful because I know very little about cognitive theory.

Posted by Joanne Bradley on October 31, 2009

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Pirolli, P. & Wilson, M. (1998). A theory of the measurement of knowledge, content, access, and learning. Psychological Review, 105 (1), 58-82. Retrieved October 29, 2009, from http://www.psycnet.apa.org

This research proposes theories and a framework for measuring current knowledge and changes in that knowledge.  The authors use the Newell-Dennett framework as their theoretical view of cognition and the Rasch model for their measurement models (p. 58) . The test group in the first part were students learning programming, and the second example evolves out of Siegler's (1994) research regarding reasoning strategies children use when shown balance beam problems.  In both cases the conclusion is that cognitive change is not a "sudden shift of thinking" from one idea to the next; rather it is "better thought of in terms of changing distributions in ways of thinking" (Siegler qtd. in Prolli & Wilson, p. 73).

Posted by Joanne Bradley on October 31, 2009

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Harder, A. F. (2009). The Development Stages of Erik Erikson. Learning Place Online.com. Retrieves September 21, 2009 from, http://www.learningplaceonline.com/stages/organize/Erikson.htm

 

 

The man who did a lot of exploring of temperament and traits was Erik Erikson. Erikson was definitely influenced by Freud in that he believed that the ego existed from birth and that behavior is not totally defensive. Erikson believed that cultural influence on behavior developed our personalities. He organized eight stages that extend from birth to death.  Erikson’s basic philosophy was based on two themes: the world gets bigger as we go along and failure is cumulative.  Stage 1 – Birth to 18 months. Trust vs. mistrust and drive and hope are built. Stage 2 – Early Childhood 18 months to 3 years. Autonomy vs. shame and self-control, courage and will are mastered. Stage 3 – 3 to 5 years initiative versus guilt is determined and we gain a purpose in life. Stage 4 – School age 6-12 years industry versus inferiority, we learn and accomplish many new skills. Stage 5 – Adolescence 12- 18 years. Our identity and roles become important. Role confusion can begin and a strong sense of identity is extremely important at this stage.

Stage 6 – Young Adulthood 18-35 years old. Intimacy versus Solidarity and Isolation. We seek love and companionship and  learn intimacy. Stage 7 – Middle Adulthood 35-65 years. Generativity versus self absorption or stagnation. Work is very crucial at this stage. Stage 8 – Late Adulthood 55- death. Integrity versus despair. We learn wisdom and integrity. When reaching this stage adults look at what they have experiences what they have failed at and their purpose in life.

 

Lisa Katz - October 2009

 

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Edutopia Staff. (2009, April). Special Report: The Multiple Intelligences Redefine "Smart". Retrieved October 21, 2009, from Edutopia website:

http://www.edutopia.org/multiple-intelligences-introduction

 

This starts as an article on Multiple Intelligences – (Howard Gardner unveiled a theory of multiple intelligences that famously rejected the traditional and long- held view that aptitude consists solely of the ability to reason and understand complex ideas. Instead, he identified seven separate human capacities.) But the article ends with an a great quiz…

http://www.edutopia.org/multiple-intelligences-learning-styles-quiz

When I got my results, I already knew that about myself. Where this free test could come in handy is for students.

 

Posted 10/21/2009 by Stephanie G  Larsen

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Jackson, Y. & McDermott, V. (Oct. 2009).  Fearless leadership.  Educational Leadership.  67(2), 34-39.

 

 

Article discusses roles of education leaders as architects, ministers, soul friends, and muses to represent the four pillars of the pedagogy of confidence:  1. Motivation, 2. Mediation, 3. Culturally responsive, and 4. Inspiration (artist/muse relationship) The pedagogy of confidence is “a pedagogy that is rooted in their passionate belief in their students’ potential for high academic achievement and in their own ability to support all

students (Jackson, 2001). (p. 34).

 

 

Kim Leng, 10/18/2009

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Submitted by Benjamin Wingard on 10/15/2009

Christodoulou, J. (2009). Applying multiple intelligences. School Administrator, 66(2), 22-26. Retrieved September 20, 2009, from Education Research Complete database.

    

     This article was a wonderful and concise overview of the idea of multiple intelligences and would be great for anyone first being introduced to the idea or anyone needing a refresher on the concept.  It describes Howard Gardner's original 7 intelligences and the updates he has made to that list.  The article also goes over potential educational uses for multiple intelligences and some of the problems with applying the theory.

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Nancy Cussary (submitted 10/10/09)

 

Marcum-Dietrich, Nanette I.  (2008) Using Constructivist Theories to Educate the “Outsiders”. Journal of Latinos and Education, 7(1), 79–87.  Retrieved from Database: Education Research Complete September 5, 2009.

 

Tags – constructivist, theory, case study, learning 

Summary – Basic constructivist premises:  1.  Knowledge is constructed, not received.  2.  Learning is a process, not a product.  3.  Students’ prior knowledge affects learning.  4.  Learning requires effort and purposeful interaction with the phenomenon.  (p.83)  This is a case study of a science teacher using constructivist approach to understand one of the students in her science class.

I found that reading a case study was helpful in looking at the situation through the lense of a teacher.

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Grier-Reed, Tabitha L. and Conkel-Ziebell, Julia L. (2005/6?)   Orientation to Self and Career: Constructivist Theory and Practice in the Classroom. The Learning Assistance Review v. 14 no. 1 (Spring 2009) p. 23-36. Retrieved September 19, 2009 from Wilson Web database.

 

Tags – constructivist, career education, collaborative, inquiry, practices 

Summary - Article describes a constructivist career course for culturally diverse college students w/

 focus on constructing one’s identity and subjective career through meaning-making (p. 24).  Uses

 constructivist tools of:  narrative (authoring/telling one’s own story), action (exploring aspects of oneself such as culture, values and beliefs), construction (constructing identity within context), and interpretation (using personal identity and meaning to inform career directions).                             

I used to work in the field of school-tocareer, and found that this information would be applicable to the

college/careeer classes being offered at my school.  The teacher has come to me a couple of times for

suggestions and I plan to give him a copy of this article next week. 

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Almarode, John and Danielle (Dec 2008) Energizing Students: maximizing student attention and engagement in the science classroom.  The Science Teacher, 75(9).  32-35. Retrieved from Wilson Web, September 5, 2009

Tags – classroom, student, attention, engagement, brain, neuroscience

Summary – Describes ways “to help students pay better attention and remember more of their

learning” (p.32).  Brain research shows “student brain can pay attention for approximately 15 minutes

before needing a break (Linden 2003), brain can process three to four chunks of information at a given

time” (Linden 2003).  “The brain requires downtime to process, organize, and consolidate learning”.

 “Using energizers in science class provides brain with the break and neurological jumpstart needed for

further instruction”.  “Use of energizers allows teacher to maximize student input and attentional

systems, such as working memory, hippocampus, and reticular activation system, without exceeding the

limitations of the brain” (p. 33). 

 

 

 

  

Submitted by Benjamin Wingard on 10/5/2009

 

Nurrenbern, S. (2001) Piaget's Theory of Intellectual Development Revisited. Journal of Chemical      Education 78 (8), 1107-1110.

 

 

 

 

     Having little background in educational theory and coming across Piaget's name all over the place, this article really helped me to understand the nuts and bolts of his Theory of Intellectual Development in a clear and concise article.  The article begins with the basics of the theory, describing the uniqueness of the schema (self constructed mental structures) of individuals and how we slowly adapt these schema to new knowledge and experiences.  The article goes on to discuss how intellectual skills develop hierarchically, moving between three periods over the course of a persons lifetime, "the sensory motor period, the period of preparation for and organization of concrete operations and the period of formal operations" (p. 1109).  Simplistically, as a person travels through these periods, their reasoning skills increase and also, one cannot skip any period, because they build upon each other.  The article, in its final section, discusses how Piaget's theories have been a major influence on educational theory and how "schooling and a supportive environment can be facilitating factors in the growth of intellectual development" (p. 1110).

 

 

Submitted by Jim Zepeda on April 15, 2009

Farmer, Lesley S.J. & Henri, James (2008) Information Literacy Assessment in K-12 Settings. Scarecrow Press, Inc., 25-8

 

The authors explore the desire of learning and contend that the student does not have to learn. It is ultimately up to the student to take away imparted wisdom from the learning experience. As education has a set of goals outlined as part of this learning experience, it is the learning preconditions which prepare students for their ultimate success in learning. Educators must then build a learning experience that aligns with the learning preconditions so that the student will have the most positive outcome and meet or exceed the desired educational goals. The authors further support their ideas by leveraging other learning style objectives from educators such as, Popper, Ng & Bereiter, Limberg, Wells, Kohlberg, Bloom and Powell.

 

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Submitted by Mary Weyant on April 9, 2009

Hoerr, T. R. (2008/2009).   Data That Count [Part of a special issue entitled Data: now what?].  Educational Leadership, 66(4), 93-4.

This article sets out to prove that students are more than just their score on a standardized test.  There is a uniqueness of every student that is not quantifiable.  These characteristics make up interpersonal and intrapersonal skills and will also indicate success later in life. In addition, by only focusing on tests, the process of how students learn is being ignored. In other words, traditional testing should be the beginning, not the end.  The author suggests showing what students know using creative mediums like dioramas, drawings, paintings, charts, diagrams, etc. By providing these mediums, there will be opportunities for more students to be successful.  As a result the author’s school includes these categories on the front page of students’ report card to show that they value these criteria as well: confidence, motivation, problem solving, responsibility, effort, appreciation for diversity, and teamwork. 

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Gold, H. E. (2005). Engaging the adult learner: Creating effective library instruction. portal: Libraries and the Academy, 5(4), 467-81.

This article addresses key challenges in teaching students how to use library resources.  First, the author makes a distinction between methods that succeed for traditional learners versus what works for adult (returning students) learners. Second, integration with the curriculum is essential, and she points out the value of teaching faculty members these same skills and sources to enhance and encourage this integration.  Other interesting findings were to first evaluate the knowledge level of all students, to keep modules short, and to (what a concept) change the librarian role from instructor to facilitator.   One caution is to avoid the natural tendency to alter class material to seek positive classroom experience at the expense of teaching necessary methods.  An interesting aspect that kept coming up was the importance of teaching why the skills were necessary, and how to relate these skills to actual adult learners needs (i.e. finance, child rearing) in order to enhance the “how to learn” aspect of the class.

Posted by Liz Pickering, 4/8/09. 

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Kolis, M. & Dunlap, W. P. (2004). The knowledge of teaching: The K3P3 model. Reading Improvement, 41(2), 97-107.

The authors contend that education has shifted from "what do you teach" to "what are your students learning." In light of this change, they provide the K3P3 model. Their model is based on the three knowledge bases (Content Knowledge, Learning Knowledge and Student Knowlege) intersecting. Where Content Knowledge intersects with Student Knowledge is the Pedagogical application knowledge process. Where Student Knowledge intersects with Learning Knowledge is the Pedagogical student knowledge process. Where Learning Knowledge and Content Knowledge intersect, is Pedagogical content knowledge. They proceed to discuss what each means in the classroom, and how the ultimate goal is to attain a community of learners (Actualization of Learning), which is where all of these concepts intersect.

Posted by Liz Pickering, 3/5/09

 

 

 

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Shantz, D. & Rideout, G. (2003). Education versus schooling: Seeing new paradigms for a new century. Education, 124(1), 203-211.

 

This is an interesting discussion about how the changes in social priorities have affected the focus of education. The authors discuss the "schooling" paradigm, which is based on preparing students for industrial opportunities, and the concepts of "reliability, loyalty and capacity to take directions". In today's climate, the "education" paradigm is perhaps a better fit, with its focus on diversity, individuality and "performance of thought and collaboration interactions". Their conclusion accepts that parts of the schooling paradigm will continue to exist today, in terms of centering on "subjects, grades and departments". They ask educators to keep in mind the overall outcome of education; to help students extrapolate what they have learned and apply it to real life issues and opportunites that arise during their lifetimes.

posted by Liz Pickering, 3/5/09

 

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