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Wednesdays 9:30 - 12:15 Education 2275 |
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Education 2236 reigelut@indiana.edu 812-856-8464 |
Course Schedule |
| The purpose of this seminar is to provide
a vehicle for graduate students to develop your own theory of instructionóthat
is, to understand and learn when and how to apply the instructional strategies
and tactics that you believe will produce quality instruction.
Part Oneof the seminar will focus on articulating your current personal theory of instruction, which includes deepening your understanding of what a theory of instruction is. The major tools for developing this knowledge will be small-group discussion, reading, and writing. Part Two of the seminar will focus on project- based learning to elaborate your initial theory of instruction in stages. We will look at basic methods that might be considered "essential elements" for learning. They obviously vary depending on the kind of learning, such as learning to apply skills, use understandings, remember information, and use higher-order thinking skills. We will also look at basic sequencing strategies and basic approaches to instruction that characterize an "industrial age" approach to instruction. Tools for this will include lecture, readings, large- and small-group discussions, instantiations, and writing up revisions/elaborations of your personal theory. |
Part Three
of the seminar will continue the project to elaborate your initial theory
of instruction in stages. A new paradigm of instruction is emerging in
schools, businesses, and other settings across the country. It is a paradigm
that emphasizes customization (learner-centered) rather than standardization
(teacher-centered) and learner empowerment rather than teacher control,
as well as other new features. This new paradigm is emerging in response
to powerful societal and technological changes, and it will greatly influence
the lives of all who work in education or training. We will look at the
new paradigm of instructional theories, the diversity of methods they offer,
and the conditions under which each may be most advantageous to use. This
will include newer methods for sequencing and newer approaches to instruction.
Tools for this will include lecture, readings, large- and small-group discussions,
instantiations, and writing up revisions/elaborations of your personal
theory.
Part Four of the seminar will allow you to pursue in more depth any aspect of instructional theory that interests you. Again, you will be expected to elaborate your personal theory of instruction. Independent reading and writing will be the major tools for this endeavor. The seminar will practice the new paradigm of learner-centered and learner-directed instruction/inquiry. |
| Class/
Date |
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| 1. | Read after
class:
Green Book I, Chapter 1 Green Book II, Chapter 1 |
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| Class/
Date |
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| 2. | Read:
Gagné, Briggs & Wager, Chapters 3, 8-10, 12 Aronson & Briggs (Green Book I, Ch. 4) |
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| 3. | Outline changes to your theory based on last
week's theories
Read: Reigeluth Modules 1-3 |
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| 4. | Outline changes to your theory based on last
week's theories
Read: Reigeluth Modules 4-6 |
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| 5. | Outline changes to your theory based on last
week's theories
Read: Reigeluth, Scope & Sequence, Chs. 1-3 to p. 3.10 Green Book II, Ch. 1, Figs. 1.3 and 1.4 |
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| Class/
Date |
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| 6. | Outline changes to
your theory based on last week's theories and post them on SSF
Read: Green Book II, all forewords Reread Chapter 1 (GB II) |
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| 7. | Provide written feedback on two clasmates'
theories on SSF
Read: Green Book II, Chs. 3-7 |
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| 8. | Outline changes to your theory based on last
week's theories
Read: Green Book II, Chs. 8-13 |
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| 9. | Outline changes to your theory based on last
week's theories
Read: GB II, Chs. 14-19 |
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| 10. | Outline changes to your theory based on last
week's theories
Read: GB II, Chs. 20-25 |
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| 11. | Prepare an outline (roughly 10 pages) of your theory of instruction and post it on SSF | Discuss your outlines in groups (Bring copies to class) |
| Class/
Date |
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| 12. | Provide
written feedback on 2 classmates' theories (with whom you did NOT meet
last week) on SSF
Conduct an electronic search in your area of interest Prepare a work plan and post it on SSF |
No Class |
| 13. | Work according to your work plan | No class: Thanksgiving Recess |
| 14. | Work according to your work plan | No class |
| 15. | Work according to your work
plan
Prepare an outline of your theory |
Present your complete theory to the class, with handout (half of class presents) |
| 16. | Exam week no assignment | Present your complete theory to the class, with handout (other half of class presents) |