EDC665 Book Notes

Author[ McTighe, Jay
Title[ The Understanding by Design Handbook
]Additional Authors
Author2[ Grant Wiggins
Author3[
Author4[

Book Information
Publisher[ Association for Supervision and Curriculum Development
Location[ Alexandria, VA
Year[ 1999
Edition[
Pages[ 287

Content Description
Keywords[
]

Abstract[
Overview
Stage 1: Identify Desired Results (Modules 4-6)
Stage 2: Determine Acceptable Evidence (Modules 7-11)
Stage 3: Plan Learning Experiences and Instruction (Modules 12-19)
Testing and Peer Review (Modules 20-21)

]

Author[ Lundeberg, Mary A.
Title[ Who Learns What From Cases and How? The Research Base for Teaching and Learning with Cases
]Additional Authors
Author2[ Barbara B. Levin
Author3[ Helen L. Harrington
Author4[

Book Information
Publisher[ Lawrence Erlbaum Associates, Publishers
Location[ Mahwah, New Jersey
Year[ 1999
Edition[
Pages[ 281

Content Description
Keywords[
1. Case method—Study and teaching—United States
2. Teachers—Training of—United States

]

Abstract[
PART 1: THE LEARNING FOSTERED THROUGH CASE-BASED PEDAGOGY
Chapter 1: Discovering Teaching and Learning Through Cases

Chapter 2: Case Analyses As a Performance of Thought

Chapter 3: Case Methods and Teacher Change: Shifting Authority to Build Autonomy

Chapter 4: Researching Case Pedagogies to Inform Our Teaching

PART 2: STRUCTURING THE LEARNING ENVIRONMENT WITH CASES
Chapter 5: The Role of the Facilitator in Case Discussions

Chapter 6: Learning From Videocases

Chapter 7: The Role of Discussion in Case Pedagogy: Who Learns What? And How?

PART 3: RETHINKING CASES
Chapter 8: What Is a Case? What Is Not a Case?

Chapter 9: Culturally Relevant Teaching With Cases: A Personal Reflection and Implications for Pedagogy

Chapter 10: Revisiting Fieldwork in Preservice Teachers’ Learning: Crating Your Own Case Studies

PART 4: FUTURE DIRECTIONS
Chapter 11: Reflections on Methodologies and Future Research

]

Author[ Reigeluth, Charles M (Editor)
Title[ Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Volume II  ]Additional Authors
Author2[
Author3[
Author4[

Book Information
Publisher[ Lawrence Erlbaum Associates, Publishers
Location[ Mahway, New Jersey
Year[ 1999
Edition[
Pages[ 715

Content Description
Keywords[ ]

Abstract[
UNIT 1 – ABOUT INSTRUCTIONAL-DESIGN THEORY
1. What is Instructional-Design Theory and How is It Changing?
2. Some Thoughts about Theories, Perfection, and Instruction

UNIT 2 – FOSTERING COGNITIVE DEVELOPMENT
3. Cognitive Education and the Cognitive Domain
4. Multiple Approaches to Understanding
5. Teaching and Learning for Understanding
6. Open Learning Environments: Foundations, Methods, and Models
7. Designing Instruction for Constructivist Learning
8. Learning by Doing
9. Toward the Development of Flexibly Adaptive Instructional Designs
10. Designing Constructivist Learning Environments
11. Collaborative Problems Solving
12. Learning Communities in Classrooms: A Reconceptualization of Educationa Practice
13. A Design Theory for Classroom Instruction in Self-Regulated Learning?
14. Systematically Using Powerful Learning Environments to Accelerate the Learning of Disadvantaged Students in Grades 4-8
15. Landamatics Instructional-Design Theory for Teaching General Methods of Thinking
16. Integrated Thematic Instruction: From Brain Research to Application
17. Instructional Transaction Theory (ITT): Instructional Design Based on Knowledge Objects
18. The Elaboration Theory: Guidance for Scope and Sequence Decisions

UNIT 3 – FOSTERING PSYCHOMOTOR DEVELOPMENT
19. The Development of Physical Skills: Instruction in the Psychomotor Domain

UNIT 4 – FOSTERING AFFECTIVE DEVELOPMENT
20. Affective Education and the Affective Domain: Implications for Instructional-Design Theories and Models
21. Recapturing Education’s Full Mission: Educating for Social, Ethical, and Intellectural Development
22. Self-Science: Emotional Intelligence for Children
23. Structured Design for Attitudinal Instructional
24. Character Education: The Cultivation of Virtue
25. Adolescent Spiritual Development: Stages and Strategies

UNIT 4 – REFLECTIONS AND FUTURE RESEARCH
26. Formative Research: A Methodology for Crating and Improving Design Theories
27. Current Progress, Historical Perspective, and Some Tasks for the Future of Instructional Theory

Author[ Reigeluth, Charles
Title[ Reigeluth Chapter 1: What Is Instructional-Design Theory and How Is It Changing? ]

NOTES
Abstract[
Reigeluth p5-30 What is Instructional-Design Theory and How is it Changing?
Instruction should provide:
* Clear information
*Thoughtful practice
* Informative Feedback
* Strong instrinsic or extrinsic motivation

Design Oriented Theories
“Design-oriented theories are very different from descriptive theories . . . Design theories are prescriptive in nature, in the sense that they offer guidelines as to what method(s) to use to best attain a given goal.” p.7

Methods and Situations

]

Author[ Gardner, Howard
Title[ Reigeluth Chapter 4: Multiple Approaches to Understanding ]

NOTES
Abstract[
REIGELUTH, PP69-90 MULTIPLE APPROACHES TO UNDERSTANDING by Howard Gardener
Topic Worth Understanding
Begins with expectations about what an “educated” person should be able to discuss, but in education topic becomes “politicized” without pivotal discussion or debate on “what should be taught and why”

The Goals of Education
“I do not think it is possible to talk intelligibly about how to teach unless one has taken a stand on what one should teach and why.” p.72

“Education in our time should provide the basis for enhanced understanding of our several worlds: . . . physical . . . biological . . human beings . . . human artifacts, and the world of self. . . Note that this goal does not mention the acquisition of literacy, the learning of basic facts, the cultivation of basic skills, or mastery of the moves of several disciplines. Though these are important, these achievements should be seen as means, not ends in themselves.” p.73
” . . . to get along with others, to acquire personal discipline, to become well rounded, and to prepare for the workplace and for the ultimate rewards of success and happiness . . . each of these goals ought to be seen as the responsibility of the broader society, ranging from parents and families . . . to religion, the media and community institutions.” p.73

A Performance View of Understanding
“The actual decision to focus on performances immediately shifts the emphasis from mastering content to thinking about the reasons why a particular content is being taught and how best to display one’s comprehension of that content in a publically justified manner.” p.74

“An emphasis on performance not only stimulates the student’s active consumption of classroom material; frequent opportunities to perform constitute the best way to achieve enhanced understanding of the material.” p. 74

Understanding: Obstacles and Opportunities
” . . . We have avoided the assessment of understanding because such assessment takes time and because we lacked confidence about what we would find.” p. 75

Understanding demonstrated through application in a new “area” – failed because surface data is all that is generally accepted as “understanding” (regurg)

Three Approaches:
1. Successful institutions – Apprenticeship (studying/working under a Understander, Science/Children’s Museums (problem solving, new environments).
2. Frontal “Attack” – Pose problems/scenarios not part of the script, outside to the area, stereotype breakers
3. Teaching for Understanding: limited set of understanding goals, performances

Multiple Intelligences: A Potential Ally for Understanding
Generic strategies and belief in a single type/measure of intelligence: “the major difference among us consists in how quickly we can proceed down the single path to enhanced learning, knowledge, and understanding.” p77 (industrial age view of learning and instruction)

At least eight relatively discrete information-processing mechanisms, our species’ intellectual heritage – given to us in different strength and different profiles . . . Educators approach to apply MI: teaching to seven/eight subject based on one “intelligence,” same lesson eight ways, applauded themselves for having addressed/acknowledge eight intelligence – not an end to themselves or proper educational goal – handmaiden to good education.

1. Educational engineering: you want a poet/artist – teach to that strength, .
2. MI, pivotal curricular materials could be taught and assessed in a variety of ways.

UNDERSTANDING: AN APPROACH THROUGH MULTIPLE INTELLIGENCES
A. Entry Points
“Finding a way to engage the students and to place them centrally within the topic.” p81

1. Narrational – story driven
2. Quantitative/numerical – numerically engaged
3. Foundational/existential – bottom-line questions
4. Aesthetic – art/music
5. Hands-On – activities
6. Social – simulations

B. Telling Analogies
“The teacher (or the student) is challenged to come up with instructive analogies, dawn from material that is already understood, and that can convey important aspects of the less familiar topic.” p82 (characters change over time in a book, and changes in species) – beware of aspects of analogies that do not hold (mind behind the character development in a story vs. random biological changes).

C. Approaching the Core
“Entry Points open up the conversation; telling analogies conveys revealing part of the concept in question. Yet, the challenge of conveying the central understandings still remains.” p.83

Two traditional methods:
1. Didactic listing, assessment by regurg (“Evolution is . . .,” “The five central points about the Holocaust are . . .”)
2. Copious information and then a Prompt: “on the basis of your reading, our trip to the museum, what would you do if . . . ”

“Can one use knowledge about individual differences in strengths and mode of representations to create educational approaches that can convey the most important “core notions” of a topic in a reliable and thorough manner?” p.83

1. No “one size fits all” approach
2. topics to not exist in isolation (relationships/uniqueness)
3. traditional analogies/”explanations”

“The key step to approaching the core is the recognition that a concept can only be well understood—and can only give rise to convincing performances of understanding—if an individual is capable of representing that core in more than one way.” p85

Implications:
1. time
2. multiple representations
3. multiple representations from varying intelligence
Room for variable understanding and representations of understanding

GENERALIZING THE APPROACH
Multifaceted/multiple perspectives, but what about “chemical reactions,” or “geometrical proofs”: “This I interpret as a call for situationally in instructional theories, including the notion that we need guidelines (a meta design theory) for deciding which theories to use when” p.86-footnote

“It raises the questions of why one is teaching certain topics and what one hopes that students will retain at some time in the future.” p.86

“Finally, one seeks to find a small family of literally appropriate representations that, taken together, provide a rish and differentiated set of representations of the topic under consideration. Such an ensemble conveys to students what it is like to be an expert.And to the extent that the family of representations involves a range of symbols and an array of schemes, it will prove far more robust and useful to students.” p86

“In stimulating informative performances of understanding, teachers need to be imaginative and pluralistic.” p. 87

CODA: TECHNOLOGICAL MEANS, HUMAN ENDS
Technology presents the possibility of the “delivery of individualized services” p.88

“The question is not ‘computers or not?’, but ‘computers for what/’, and more broadly, ‘education for what?’ . . . education must ultimately justify itself in terms of enhancing human understanding.” p. 88

“I want my children to understand the world, but not just because the world is fascinating and the human mind curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions.” p89.

]

Author[ Nelson, Laurie Miller
Title[ Reigeluth Chapter 11: Collaborative Problem Solving ]

NOTES
Abstract[
COLLABORATIVE PROBLEM SOLVING (pp241-
Foreward. Goals/preconditions: “It should only be used when those types of learning are paramount and when the students and instructor are receptive to this approach to learning, with its shift in roles and power relationships” –problem-solving, critical thinking skills and collaborative skills.

INTRODUCTION: COLLABORATIVE INSTRUCTION (Information Age) PLUS PROBLEM BASED LEARNING (Medical training)
“I believe that, to the extent possible, it is important to design learning environments which support and augment those naturally effective collaborative processes which learners develop intuitively through their own life experiences.” p 245.

CONDITIONS FOR USING CPS (Collaborative Problem Solving):
“. . . It is necessary to determine when a particular approach is the best possible match for the learner’s needs, the instructor’s teachign style, the learning environment, and the instructional goals.” p246
When to Use the CPS Approach:
Type of Content: complex heuristic task vs. proceural tasks (bike assembly) – not fact/process memorization!
Learning Environment: open discussion/time needed
Learning Characteristics/Instructor Characteristics: self-directed learners, risk-taking, instructor willing to allow for student “ownership of learning”
How CPS Should Be Implemented: “In its entirety” doh!

INSTRUCTIONAL THEORY FOR COLLABORATIVE PROBLEM SOLVING
COMPREHENSIVE GUIDELINES
Instructor-Implemented Methods:
* Act as a resource/facilitator
* Create learning environments, small grps for extended times
* Formulate questions to focus learners
* Provide “just in time” instruction
Learner-Implemented Methods
* Determine how acquired knowledge/resources will be used
* Determine and account for individual/group time on activites
Instructor- and Learner-Implemented Methods
* Collaborate to determine learning issues and objectives (start square one)
* Conduct group progress mtgs with instructor
* Collect needed resources
* Evaluate learners in multiple ways
Interactive Methods
* Social skills (leadership, decision making) core process/team building
* Promote “notions of investigation, interaciton, interpretation, and instrinsic motivation (?)
*

LEARNING COMMUNITIES IN CLASSROOMS: A RECONCEPTUALIZATION OF EDUCATION PRACTICE: (pp269

STRUCTURED DESIGN FOR ATTITUDINAL INSTRUCTION (pp563-

]