Emergent Models of Instruction

Cacey Wells

Abstract


This course is focused on teacher education and models of instruction. The purpose of the course is to have students rethink curriculum and teaching models in order to support success in the classroom. This semester-long, face-to-face class meets once per week in a three-hour block. The course has four major projects, in-class assignments geared towards students constructing knowledge and meaning for themselves, and is emergent in nature--meaning the discussion and reflection drive student learning.

Full Text:

PDF

References


Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Continuum.

Noddings, N. (2013). Education and democracy in the 21st century. New York, NY: Teachers College Press.

Silver, H., Strong, R. & Perini, M. (2007). The strategic teacher: Selecting the rightresearch-based strategy for every lesson. Alexandria, VA: Thoughtful Education Press.

Wormeli, R. (2006). Fair isn’t always equal: Assessment & grading in the differentiated classroom. Portland, ME: Stenhouse.

Amidon,J. & Trevathan, M. (2016). Supporting Mathematics Instruction through Community. Mathematics Teaching in the Middle School, 21(5), 288-294.

Boaler, J. & Greeno, J.G. (2000). Identity, agency, and knowing in mathematics worlds. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning. Westgate, CT: Greenwood Publishing.

Brodhagen, B.L. (1995). Democratic schools. Alexandria, VA: Association for Supervision and Curriculum Development.

Lorenz, J. (1980). Teacher-student interactions in the mathematics classroom: A review. For the Learning of Mathematics, 1(2), 14-19.

Pelo, A. (1997). “Our school’s not fair!”: A story about emergent curriculum. Young Children. 52(7), 57-61.

Wells, C. (2012). Fostering community in the mathematics classroom. Oklahoma Journal of School Mathematics, 4(1), 15–32.


Refbacks

  • There are currently no refbacks.


 

ISSN 2163-3177

Register as a reviewer, author, or reader