giroux_teachers_as_intellectuals.jpg In Teachers as Intellectuals, Henry Giroux (1988) stated, "Schools need prospective teachers who are both theoreticians and practitioners, who can combine theory, imagination, and techniques" (p. 8).


[[#Week 3 | What are the prevailing theories and models of learning?]][[#Week 2 | How does what I bring to the mix impact my teaching and students' learning?]]

Week 4 | What are the prevailing theories and models of learning? [Part 3]



Scholarly Tasks


1. READ: Chapter 7 of Goodman:"Your Best Friend or Worse Enemy: Youth Popular Culture, Pedagogy, and Curriculum in Urban Classrooms" written by Jeff Duncan-Andrade, p. 113-143.

2. READ:
George Siemens' essay, "Connectivism: A Learning Theory for the Digital Age"

3. READ:
Nel Noddings' essay, "Caring in Education"

4. WRITE:
Compare and contrast either Duncan-Andrade or Siemens or Noddings viewpoint to another theorist's (from the list below) in response to the following questions:
  1. How does each scholar define learning?
  2. How does each scholar view the role of the teacher/educator within the act of teaching-learning?
  3. How does each scholar view the role of the student/learner within the act of teaching-learning?
  4. How is the scholar's learning theory relevant to students and teachers, and to the content and contexts of schooling today?
  5. What is (or how do you imagine) the scholars' position on KEY CONCEPT #1 (you pick one key term from the list below)?
  6. What is (or how do you imagine) the scholars' position on KEY CONCEPT #2 (you pick a second key term from the list below)?
  7. What is (or how do you imagine) the scholars' position on KEY CONCEPT #3 (you pick a second key term from the list below)?

THEORISTS
  • Maslow [Week 1 in-class]
  • Piaget [Week 2 reading & in-class]
  • Vygotsky [Week 2 reading & in-class]
  • Freire [Week 2 & Week 4 readings]
  • Ryan & Deci [Week 3 in-class]
  • Pink [Week 3 reading & in-class]
  • OTHER (YOU PICK an important concept we've covered in class thus far, or pick an applicable concept from one of your other classes)

CONCEPTS
  • mutual enhancement/teacher-student relationship
  • "hot cognition"
  • intrinsic and extrinsic motivation
  • affective domain
  • social justice pedagogy/critical pedagogy
  • youth popular culture
  • role of technology
  • emotional intelligence (EQ)
  • constructivism
  • "baggage"
  • student-centered pedagogy
  • social environments (family, friends, community)
  • prior experience, prior learning
  • self-determination theory (autonomy, competence, and relatedness)
  • learner differences and motivation
  • teacher beliefs, behaviors, dispositions, and aspirations aka "what teachers bring to the mix"
  • OTHER (YOU PICK an important concept we've covered in class thus far, or pick an applicable concept from one of your other classes)

NOTE: Your artifact may take the form of a robust outline, spreadsheet, bulleted lists, a narrative, or a response using technology (audio or video). If you elect to create a audio or video response, post a link or file (along with a brief written description of your response) to your personal blog. Otherwise, bring a printed-out copy of your work to class with you.



in class resources

INTEL Team Project



Case Study #1 ["Rap teacher uses hip hop to school LA kids in algebra"]

Case Study #2 ["Lidia and the gift of the collective brain"]

Web: La Selva from Web on Vimeo.



Case Study #3 [Dr. Mitra's "Hole in the wall" research]



Case Study #4 [Lemov's "Building a better teacher"]

Case Study #4 [School of the future]

Comparing Theorists and their Theories



Assessment Tool (via google forms)