Høst 2014

PSY-3018 From Theory to the Practice of Teaching - 10 stp

The course is administrated by

Institutt for psykologi

Type of course

This is an elective course on the Master`s program in Psychology. It can not be taken as a singular course.

Course contents

The course content will be motivated by questions such as:

What is learning?, E.g., for different types of learning
o   What is required of the learner, an instructor/expert, the environment to facilitate different types of learning?
o   How can this be assessed?
o   How might this be relevant in a university learning setting?
o   SWOT (strengths, weaknesses, opportunities, threats)

What is instruction? E.g., for different types of instruction
o   what kind of context is helpful/not helpful for each type of instruction?
o   What kind of structure and flow is useful?
o   what kind of equipment is possible/not possible
o   what kind of preparation does it ideally require of the learner
o   what kind of preparation does it ideally require of the instructor/expert for what kind of learning does it (not) work well
o   what kinds of assessment match this form of instruction
o   SWOT (strengths, weaknesses, opportunities, threats)

Objective of the course

Students will become knowledgeable about different theoretical perspectives on learning, and instruction and their relevance for each other in terms of actual teaching practice and assessment. They will use their learning to design theoretically-grounded teaching experiences that they can critically evaluate together with their peers. Based on their scholarly grounding, their observations and personal experiences, students will then reflect on their experiences in an academically grounded final teaching philosophy statement.

Language of instruction

English

Teaching methods

Lectures and workshops

Assessment

Portfolio assessment.

Required assignments and rough deadlines for the portfolio contents include:

Two versions of a Teaching Philosophy Statement addressing learning, instruction and assessment
- I: An early Teaching Philosophy Statement (ca. 500 words) (Week 36)
- II: An academic reflection on how the student¿s ideas have evolved through the course in relation to the original Teaching Philosophy Statement (500-1000 words) (Week 49)
Observation of professional teaching (Week 41)
An annotated teaching plan with academically-grounded explanations for the teaching choices (Week 44)
- Peer feedback to/from a fellow classmate on the teaching experience (500 words) (Week 46)
- Teaching reflection: A brief, theoretically grounded reflection on one¿s own teaching experience (500 words) (Week 47)

All contents are required, only those in italics will be used in assigning the final grade.

The portfolio will be graded on the scale A to E for passed, and F for failed/not passed. An F grade will result in a re-sit exam in the beginning of the following semester.

Recommended reading/syllabus

Core Readings

McKeachie, W. J., & Svinicki, M. (2006). McKeachie¿s teaching tips: strategies, research, and theory for college and university teachers (Twelfth edition). New York: Houghton Mifflin Company.

Mayer, R. E. (2011). Applying the science of learning. Allyn & Bacon. ISBN-10 0136117570, ISBN-13 9780136117575: http://vig.pearsoned.co.uk/catalog/academic/product/0,1144,0136117570-ABI,00.html

What is learning?

General Introduction

Chapter 1: Introduction (2-9)
Chapter 14: Active learning: group-based learning (190-201)
Chapter 15: Experiential learning: case-based, problem-based, and reality-based (202-233)
Chapter 20: Teaching students how to become more strategic and self-regulated learners (292-307)
Chapter 21: Teaching thinking (308-314)
Chapter 25: The ethics of teaching and the teaching of ethics (315-330)

Munsey, C. (2006). Knowing what to teach, and assessing what¿s been taught. Monitor on Psychology, November, 32. [Available on Fronter]

Randi, J. (2007). This issue. Theory into Practice, 46(2), 261-263. http://dx.doi.org/10.1080.00405840701593824

Snowman, J., &McCown, R., Biehler, R. (2009). Psychology applied to teaching (Twelfth edition). Belmont, CA: Wadsworth. [Available on Fronter]

Chapter 1: Applying psychology to teaching, pp. 1-15.
Chapter 16: Becoming a better teacher by becoming a reflective teacher, pp. 475-487.

Academic Discourse

Alexander, P. A., Schallert, D. L., & Reynolds, R. E. (2009). What is learning anyway? A topographical perspective considered. Educational Psychologist, 44(3), 176-192. http://dx.doi.org/10.1080.00461520903029006

Response

Geary, D. C. (2009). The why of learning. Educational Psychologist, 44(3), 198-201. http://dx.doi.org/10.1080.00461520903029014

Graesser, A. C. (2009). Cognitive scientists prefer theories and testable principles with teeth. Educational Psychologist, 44(3), 193-197. http://dx.doi.org/10.1080.00461520903029022

Reynolds, R. E., Schallert, D. L., Alexander, P. A. (2009). An atlas has more than one map: a reply to our commentators. Educational Psychologist, 44(3), 209-214. http://dx.doi.org/10.1080.00461520903029048

Säljö, R. (2009). Learning, theories of learning, and units of analysis in research. Educational Psychologist, 44(3), 202-208. http://dx.doi.org/10.1080.00461520903029030

What is instruction?

General Introduction

Chapter 5: Facilitating discussion: posing problems, listening, questioning (36-54)
Chapter 6: How to make lectures more effective (55-71)
Chapter 16: How to enhance learning by using high-stakes and low-stakes writing (213-234)
Chapter 17: Technology and teaching (235-267)
Chapter 18: Teaching large classes (you can still get active learning!) (268-290)
Chapter 19: Laboratory instruction: ensuring an active learning experience (280-290)

Snowman, J., &McCown, R., Biehler, R. (2009). Psychology applied to teaching (twelfth edition). Belmont, CA: Wadsworth. [Available on Fronter]

Chapter 13: Approaches to instruction, pp. 371-409.

Academic Discourse

Kirschner, P. A., Sweller, J., Clark, R. E. (2006). Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-basaed, experiential and inquiry-based learning. Educational Psychologist, 41(2), 75-86.

Response

Hmelo-Silver, C. E., Duncan, R. G., & Chimm, C. A. (2007). Educational Psychologist, 42(2), 99-107.

Kuhn, D. (2007). Is direct instruction an answer to the right question? Educational Psychologist, 42(2), 109-113.

Schmidt, H. G., Loyens, S. M. M., van Gog, T., & Paas, F. ( 2007). Problem-basd learning is compatible with human cognitive architecture: commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 91-97.

Sweller, J., Kirschner, & Clark, R. E., (2007). Why minimally guided teaching techniques do not work: a reply to commentaries. Educational Psychologist, 42(2), 115-121.

What are assessment and evaluation?

General Introduction

Chapter 7: Assessing, testing, and evaluating: grading is not the most important function (72-82)
Chapter 8: Testing: the details (83-107)
Chapter 9: Good designs for written feedback for students (108-124)
Chapter 10: The ABCs of assigning grades (125-139)

Mayer, R. E. (2011). Applying the science of learning. Allyn & Bacon. ISBN-10 0136117570, ISBN-13 9780136117575: http://vig.pearsoned.co.uk/catalog/academic/product/0,1144,0136117570-ABI,00.html

Preface (vii-ix)
Introduction (1-12)
How assessment works and Epilogue(91-128)

This section will be supplemented by the instructor with material from other resources, including:

Grant Wiggins (2007). Educative Assessment: Designing Assessments to Inform and Improve Student Performance (Jossey Bass Education Series) (Paperback)

·ISBN-10: 0787908487, ISBN-13: 978-0787908485

Lorna M. Earl (2003). Assessment as Learning: Using Classroom Assessment to Maximize Student Learning

ISBN-10: 0761946268, ISBN-13: 978-0761946267

Academic Discourse

Andrade, H. (2008). This issue. Theory into Practice, 48(1), 1-3. http://dx.doi.org/10.1080/00405840802577510

Andrade, H., & Valtcheva, A. (2008). Promoting learning and achievement through self-assessment. Theory into Practice, 48(1), 12-19. http://dx.doi.org/10.1080/00405840802577544

Cizek, G. J. (2008). Reliability and validity of information about student achievement: comparing large-scale and classroom testing contexts. Theory into Practice, 48(1), 63-71. http://dx.doi.org/10.1080/00405840802577627

Lalley, J. P., & Gentile, J. R. (2008). Classroom assessment and grading to assure mastery. Peer assessment. Theory into Practice, 48(1), 20-27. http://dx.doi.org/10.1080/00405840802577577

Topping, K. J. (2008). Peer Assessment. Theory into Practice, 48(1), 28-35. http://dx.doi.org/10.1080/00405840802577569

Grading

Dahl, B., Lien, E., Lindberg-Sand, Å. (2009). Conformity or confusion? Changing higher education grading scales as a part of the Bologna Process: the cases of Denmark, Norway and Sweden. Learning and Teaching, 2(1), 39-79. http://dx.doi.org/10.3167/latiss.2009.020103

Dahl, T. I. (2006). When precedence sets a bad example for reform: conceptions and reliability of a questionable high stakes assessment practice in Norwegian universities. Assessment in Education, 13(1), 5-27. http://dx.doi.org/10.1080/09695940600563579

Dahl, T. I. (2010). Normalfordelingen? Forskerforum, 42(3), 36. [Available on Fronter]

Danielsen, S. (2010). 80 prosent får A eller B. Forskerforum, 42(1), 9. [Available on Fronter]

Conclusion

Chapter 23: Vitality and growth throughout your teaching career (332-343)