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
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.