CS 142 The Classroom
Most of us have spent a great deal of time in classrooms. We have ideas and opinions about what makes a good classroom for learning. In this course, we examine the research base and theory on classroom learning and ways to structure classrooms to be in keeping with this knowledge base. Topics include cognitive, motivational, and social issues in learning. Students read theory and research as well as do numerous classroom observations (K-16). Each observation helps give a practical face to our reading and brings up new questions for our consideration. Each student will be required to write a number of short papers, give in-class presentations, and to complete a final paper or project on one of the course topics.
CS 240 Designing Curriculum for Learning
In the current political climate, schools are pressed to teach a curriculum that is a mile wide and an inch deep. Yet evidence from cognitive psychology shows that such a curriculum does not result in conceptual understanding or the acquisition of higher order thinking. In this course students learn how to develop curriculums and instructional methods that help young people become capable of critical thinking. Each part of the course ends in a 5 to 6 page paper that is revised to become part of the final curriculum unit – these include a rationale for teaching conceptually or via inquiry, an analysis of educational objectives, an exploration of different activity structures, the creation of units and lesson plans. In addition, students get some practice teaching. This course is designed for Division II and III students who are interested in teaching in formal or non-formal settings or who are developing curriculum as part of their independent work. Students interested in obtaining licensure can contract for a pre-practicum associated with this course. This course replaces CS 240 – Instructional Methods for Inquiry Based Teaching and is not open to students who have already taken that course.
CS/SS 219 - Knowing and Transforming Environments with Children and Youth
Co-taught with Myrna Breitbart - SS
How do young people make sense of their environments and how can environmental exploration create opportunities for children and youth to become critical learners and actors? Important learning occurs both inside and outside classrooms and schools, yet there is often little coordination of activities that take place in these different venues. With thoughtful consideration, one can build learning opportunities for youth that encourage their active participation in local research and the creation of more vibrant, healthy and just communities. This course explores the theory and practice of engaging young people in community-based projects that provide opportunities to assess and improve their natural and built environments, address social justice issues, and better understand themselves and their worlds. The course includes theoretical and practical components that are integrated in a course project that requires a commitment of time outside the classroom, work in small groups and collaboration with community organizations.