Book Group Assignment

wk 8 book groups 14-2

C&T 4004: School Change

Assignment for October 30th

 

Theories of learning

What theories of learning underlie the design of a school? What are the goals? How will they be achieved?

 

Students will be responsible for meeting on their own in “book clubs.” Clubs/discussion groups can decide to meet together during class, at another time, and/or virtually.

Required:

Resnick, L. & Hall, M. (1998). “Learning organizations for sustainable organizational reform.” Daedulus, 127, 89-118.

And one of several books:

Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

Hehir, T. & Katzman, L. (2012). Effective inclusive schools. San Francisco: Jossey-Bass.

Jackson, Y. (2011). Pedagogy of confidence. New York: Teachers College Press.

Thomas, D. & Seely-Brown, J. S. (2011). A new culture of learning. CreateSpace Independent Publishing Platform.

Tough, P. (2013). How children succeed. Mariner Books.

 

 

Required:

Resnick, L. & Hall, M. (1998). “Learning organizations for sustainable organizational reform. Daedulus, 127, 89-118.

 

And one of a selection of books:

Garcia, O. & Kleifgen, J. A. (2010). Education emergent bilinguals: Policies, programs, and practices for English Language Learners. NY: Teachers College Press.

Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

Hehir, T. & Katzman, L. (2012). Effective inclusive schools. San Francisco: Jossey-Bass.

Jackson, Y. (2011). Pedagogy of confidence. New York: Teachers College Press.

Thomas, D. & Seely-Brown, J.S. (2011). A new culture of learning. CreateSpace Independent Publishing Platform.

Tough, P. (2013). How children succeed. Mariner Books.

 

 

The goal of this assignment is to gain an understanding of a recent approach to learning that could serve as the basis for a school design and to gain an awareness of the key ideas and limits of different kinds of theories of learning. In order to meet this goal, we are asking each book group to meet together or virtually (or some combination) and to fill in the blank template at the end of this assignment and post it in the theories of learning folder on the discussion section of Blackboard.

 

To help you prepare for your group discussions, please read the Resnick and Hall article for an overview of some of the predominant theories of learning in the 20th Century. Feel free to use the attached summary chart to help you zero in on some of the key differences in these theories and their implications for instruction. After you read your selected book, fill in the blank chart with your own notes and plan to bring it to your group meeting to facilitate your discussion.

 

In lieu of meeting during our regular class time on Wednesday, October 22nd, book clubs should make their own plans for meeting. You can use Google Hangouts to meet online with your book groups, or, if someone in your group is familiar with and can support an online discussion using a different platform, feel free to do so, but please let us know your plan. Please test out these platforms individually before your meeting time so that you can each be sure that your equipment is working properly and everything runs smoothly. If you want to meet during our class time and some of you are on campus and others online, you can use our regular classroom, but remember that other book groups may be meeting there at that time as well. By providing this opportunity for groups to arrange their own meetings (in person or online), we hope to accomplish the learning goals for the class at the same time that we explore some of the possibilities for teaching this course with a larger group of students, at least some of whom may not be in residence at TC. We will take a few minutes at the end of class on Oct. 15th so that you can meet with your book groups and schedule and make plans for your online discussion.

 

 

 

C&T 4004

Traditional Approach

(from Thorndike)

Progressive Approach (from Dewey) Progressive Approach

(from Piaget/Bruner)

New Standards/New Learning Approach

(From Resnick)

Goals Develop academic skills and abilities Develop knowledge and forms of reasoning and social interaction needed to be good Democratic citizens Develop sophisticated conceptual structures and reasoning capabilities (like those of adults, experts etc.) Develop the skills, knowledge, and habits of high performance in relevant domains.
Theory of Learning Develop bonds/associations through rewards and punishment; Aptitude/ability is “paramount” in learning, and it is largely hereditary Learning takes place in context, in interaction with others Students use their developing perceptual and conceptual structures to make sense of the world and develop coherent interpretations of phenomena. People build mental representations that impose order and coherence on experience and information; knowledge is essential to thinking and acquiring new knowledge. Habits and beliefs are acquired through socialization
Implications for Instruction “stamping-in” and “stamping-out” of associations through practice, testing, and more practice; geared to the aptitude of different individuals meaningful, “authentic” projects Learning by discovery/doing (but it can’t be speeded up – Piaget); learning by doing (anything can be taught to anyone at any time in an intellectually honest way – Bruner) Disciplined invention; practice & experience;   environments and tasks arranged to guide and support learning; modeling, observation, and scaffolding;

Summary table for Resnick & Hall (1998)

C&T 4004

Book club notes

 

Goals:

 

 

 

 

 

Theory of learning/argument:

 

 

 

 

 

 

 

 

Implications for instruction:

 

 

 

 

 

 

 

 

 

Other key ideas, quotes, things to remember…

 

 

 

 

 

 

 

 

Limitations (What’s assumed? What’s missing/ignored?)

 

 

 

 

 

 

 

 

 

 

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