Principles of Learning for Teaching

Topics: Learning, Educational psychology, Education Pages: 11 (2646 words) Published: August 28, 2013
ED 269: Principles of Learning for Teaching

Stanford University
Spring Quarter 2004

Instructors: Co-Instructors:
Prof. Bryan Brownbrbrown@stanford.eduDr. Misty Sato msato@stanford.edu Prof. Linda Darling-Hammond ldh@stanford.edu Maria Hyler mhyler@stanford.edu
Ixchel Samson-Adamek ixchel@stanford.edu
Prof. Na’ilah Nasirnasir@stanford.eduDaisy Martin mitchmartin@earthlink.net Prof. Roy Pearoypea@stanford.edu Tobin White twhite@stanford.edu

Essential Questions

What is learning? What does it mean to learn?
What does it mean to understand?
How can we develop and assess understanding?

Course Description

This course addresses the relationships among three fundamental aspects of the educational process: the subject matter of the curriculum, the diverse capabilities of students, and the teacher's responsibilities to design and implement instruction. We view the challenge of teaching as the creation of bridges between the knowledge embodied in the subject matter, on the one hand, and the minds and motives of students, on the other hand. In various content areas, we will ask: What is learning? What are the general processes of learning and thinking? How are these processes influenced by aspects of student language, culture, prior knowledge, and experience? How can teachers transform their subject matter knowledge into representations that help students draw on their own resources to construct and transform knowledge of their own? How can teachers assess what students know and how they learn in order to adapt their instruction as well as evaluate student work?

These are tough questions, of a sort rarely answered once and for all, no matter how many years one has been teaching. They are tough because they occupy that contested territory between theory and practice, where both perspectives are needed but neither can suffice. They are tough because, at a theoretical level, they demand the contributions of many disciplines, such as psychology, linguistics, anthropology, and philosophy. They are tough because at a practical level no two situations are quite comparable, and the helpful maxim for one setting becomes balderdash for another. Learning to teach thus demands that we weave delicate webs of the general and the particular, finding ways to enrich our personal experiences through studying the experiences of others, seeking theoretical insights that give meaning to what we do, or raise skeptical questions about what we think we know.

In this course we will engage these challenges through readings, demonstrations, discussions, activities, assignments and lectures about broad principles of learning, in addition to reading and discussing cases of teaching In particular, we will support the analysis of your Teaching Event. COURSE OUTLINE

|COURSE THEMES | |Theme # 1 |The Learning Context | |Theme # 2 |Analysis of Teaching | |Theme # 3 |Analysis of Learning |

|THE LEARNING CONTEXT |

Week 1: March 30 – How do people learn?
Bransford, J., Derry, S. and Berliner, D. (in press). Theories of Learning and their Roles in Teaching, From L. Darling-Hammond & J. Bransford (eds.), Preparing Teachers for a Changing World. San Francisco: Jossey Bass (forthcoming). Gardner, H. (1991) The Unschooled Mind: How Children Think and How Schools Should Teach. NY: Basic Books. Ch. 1: “The central puzzles of learning,” pp. 1-20. White, V. (1988). One Struggle After...
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