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This course explores how teachers can capitalize on what students bring to the classroom - their ideas, perceptions, and misunderstandings - to advance the learning of all students in the class, a practice we call “leveraging student thinking”.

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课程大纲

This course justifies and unpacks a teaching practice we call leveraging student thinking.  This practice (actually a constellation of practices) supports important educational goals including, but not limited to, achievement as outlined in the Common Core State Standards. The elements of leveraging are: 

  • eliciting student thinking 
  • attending to significant features of that thinking 
  • interpreting students' ideas within a developmental framework
  • bridging from students' current understandings to more sophisticated understandings
Over the course of four lessons we will explore each element listed above. We will be drawing upon both our own* and others' research,as well as the insights of practicing teachers. 

* We are grateful to the National Science Foundation for their support of the research on which this course is based and the preparation of the materials found here:  "Linking Teacher Preparation to Student Learning in Mathematics and Science", National Science Foundation, Award ID 0554486. 

Lesson 1: Eliciting Student Thinking at the Core (available on August 19)

Goal: Design a better task -- i.e., one that will more effectively get students’ thinking on the table. 

Essential Questions: 

    •    What does it mean to leverage student thinking? 
    •    Why is leveraging student thinking educative? 
    •    How can you design tasks to more effectively elicit student thinking and make students' understandings more visible?  

Assignments: 

  • Design a task to effectively elicit student thinking.  
  • Complete survey.
Lesson 2: Anticipating and Interpreting Student Thinking (available on August 26)

Goal: Locate your students' thinking (elicited in assignment #2) within a developmental framework.  

Essential Questions: 
  • What’s the developmental trajectory that links students' current understandings of particular concepts to more sophisticated understandings? 
  • What does it mean to locate student thinking within a trajectory of development?
Assignments:  
  • Sort the student work you collected from least to most sophisticated. On what basis are you making this judgement?

  • Conduct a clinical interview with one or more of your students about a concept in your subject area and hypothesize how those students' understanding might build over time "in the direction of what the expert already knows."* 
*See Dewey, J. (1916). Democracy and Education. New York:  Basic Books, p. 191. See Barb's lecture in Lesson 2 to put this phrase in context) 
Lesson 3: Taking Up Learners’ Ideas as Pedagogical Resources (available on September 2)

Goal: Use talk and representational tools to “take up” student thinking in ways that advance the understandings of all students.  

Essential Questions: 
  • How do teachers use student thinking to build important ideas and understandings?
Assignments:  
  • Analyze a video excerpt for the moves made by the teacher and students to build students' understandings.
  • Videotape/audiotape a lesson in your classroom, and, with a peer, analyze the moves you and your students make to build understanding.
Lesson 4: Putting Will and Skill Together to Leverage Student Thinking (available on September 9)

Goal: Identify personal & professional challenges of leveraging practice (based on attempting, and reflecting critically on that attempt to leverage), and sketch a plan for your development of this practice. 

Essential Questions:
  • How and why is the diversity of student ideas and understandings a resource for leveraging? In other words, how can diversity of ideas propel learning? 
  • What are the challenges or “pressure points” that impede the practice of leveraging in general?
  • What can you do to develop this practice in your teaching context?
Assignments: 
  • Teach, videotape/audiotape, and reflect on a lesson in which you focus on building from and through students’ ideas. 
  • Develop an action plan with your partner to develop your skills in leveraging student thinking
  • Submit action plan as a peer assessment and assess the work of three of your peers. 
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教师

  • Barbara Stengel - Teaching and Learning
  • Marcy Singer-Gabella - Department of Teaching and Learning, Peabody College of Education and Human Development
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内容设计师

Vanderbilt University
Vanderbilt University, located in Nashville, Tenn., is a private research university and medical center offering a full-range of undergraduate, graduate and professional degrees.
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平台

Coursera

Coursera是一家数字公司,提供由位于加利福尼亚州山景城的计算机教师Andrew Ng和达芙妮科勒斯坦福大学创建的大型开放式在线课程。

Coursera与顶尖大学和组织合作,在线提供一些课程,并提供许多科目的课程,包括:物理,工程,人文,医学,生物学,社会科学,数学,商业,计算机科学,数字营销,数据科学 和其他科目。

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