PART I - DISCUSSION

Week 1: Introduction

(Contemporary discussions of teaching/learning, objectives, individual styles and roles, what is special about teaching history, the goals of this course)

READINGS :

Gaea Leinhardt, “Lessons on Teaching and Learning in History from Paul's Pen” in Peter N. Stearns, Peter Seixas, and Sam Wineburg, eds., Knowing, Teaching, and Learning History : National and International Perspectives (Only read pp.223-225 for today. We will return to the entire essay later in the semester.)

Arthur Chickering and Zelda F. Gamson, "Seven Principles for Good Practice in Undergraduate Education,” New Directions for Teaching and Learning , No. 47 (Fall 1991), pp. 63-69.

Robert B. Barr and John Tagg, “From Teaching to Learning: A New Paradigm for Undergraduate Education,” Change (Nov.-Dec. 1995), pp. 13-21

Mel Spector, “‘Look at Me! A Teaching Primer,” The Chronicle of Higher Education ( September 27, 2002 ), p.B15. Available at http://chronicle.com/free/v49/i05/05b01501.htm

David Lowenthal, “Dilemmas and Delights of Learning History” in Peter N. Stearns, Peter Seixas, and Sam Wineburg, ed., Knowing, Teaching, and Learning History: National and International Perspectives (New York: New York University Press, 2000), 63-82.

David Pace , “The Amateur in the Operating Room: History and the Scholarship of Teaching and Learning,” American Historical Review , Vol. 109, No. 4 (October 2004), pp.1171-1192.

Week 2: Leading Discussion (1) and the Role of Disciplines

(Establishing course objectives [cont.], strategies for asking questions, management of discussion, and the impact of disciplinary differences on student learning.)

READINGS (1) – Leading Discussion

Wilbert J. McKeachie et al, Teaching Tips: Strategies, Research and Theory for College and University Teachers (Nineth Edition, 1994), “Chapters 3 (“Meeting a Class for the First Time”) Chapter 4 (“Facilitating Discussions”)

Joan Middendorf, "Learning Students Names"

READINGS (2) – The Role of Disciplines in Student Learning

Sheila Tobias, “Disciplinary Cultures and General Education: What can we learn from our learners?,” Teaching Excellence , Vol. 4, No.6 (1992-1993)

“Cognitive Apprenticeship,” The National Teaching and Learning Forum , Vol.1, No.2 (1991)

Sam Wineburg, “Historical Thinking and Other Unnatural Acts“ and “On the Reading of Historical Texts: Notes on the Breach Between School and Academy,” Historical Thinking and Other Unnatural Acts ( Philadelphia : Temple University Press, 2001), pp.3-27, 63-88.

ESSAY 1 – What is special about history as a discipline and how will you take that into consideration in shaping your courses?

ASSIGNMENTS :

Develop in outline form a strategy for leading a discussion on a particular reading or set of readings in your field or in a discussion section you will be running. Provide some of the questions you would like to ask at appropriate points and give an indication of the kinds of outcomes you are seeking.

Compose 3 "Medusa" questions (i.e. questions which are guaranteed to kill discussion). Try to incorporate a nuber of different elements which are detrimental to discussion in each question.

Week 3: Leading Discussion (II)

(Alternatives to direct questioning: structures for encouraging discussion, buzz groups, debates, role playing, use of A-V in discussion, problem solving, and the use of documents)

READINGS

Peter Frederick, "The Dreaded Discussion -- Ten Ways to Start," Improving College and University Teaching , Vol. 29 , No. 3, pp. 109-114.

Mary Lynn Crow, "Teaching as an Interactive Process" New Directions for Teaching and Learning , 1 (1980), pp. 41-55.

Peter J. Frederick, “Motivating Students by Active Learning in the History Classroom,” Perspectives (October 1993), pp. 15-19.

McKeachie et al, Teaching Tips , Chapter 14 (“Reading as Active Learning”)

ESSAY 2 – How do you intend to approach leading discussion?

ASSIGNMENTS

Report of Observation of small class due.