HDP 4288

Reflective Teaching and Analysis of Instruction

Dr. Michel Ferrari

COURSE OUTLINE

 

OBJECTIVES

This course is designed to develop students' awareness of, reflection about, and evaluation of their own professional knowledge and skills in relation to classroom-based assessment and remediation of learning skill deficits in diverse student populations. In particular, students will develop an understanding of the instructional process based on (i) analysis of one's teaching with respect to student learning, and (ii) issues in the design and methodologies conducting research into the study of one's practice.

The course will consist of

  1. A series of theoretical overviews of various aspects of the assessment and remediation of adult learning.
  2. A series of class discussions of reviewed journal articles and book chapters on specific study skills.
  3. Hands-on experience in the analysis, adaptation, design, and application of remediation workshops.
  4. Design, implementation, and assessment of an Action Research Project in which students examine the effectiveness of an innovative aspect of their own teaching practice.

 

TOPICS

Basic skills

Metacognitive skills

Perceived competence

Representational competence

Classroom-based assessment

Role of Standardized Tests in Planning Academic Instruction

Reading Disability Assessment Issues

Dynamic Assessment

 

 

EVALUATION

Portfolio 30%

Action Research 50%

Learner Profile 10%

Professionalism 10%

 

READING LIST

Sagor, R. (1992). How to Conduct Collaborative Action Research. Alexandria, VA: ASCD.

Swanson, H., L. (1991). Handbook on the assessment of Learning Disabilities: Theory, Research, and Practice. Austin, Texas: Pro-Ed.

Wells, C. G. (1999). Dialogic inquiry : towards a sociocultural practice and theory of education. New York: Cambridge University Press.