• Greeno, J. G., Collins, A., & Resnick, L. B. (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 15-46). New York: Macmillan.

• Course Professors will introduce themselves and their section.
• Distribution and discussion of Theories of Learning Chart
• Discussion of Greeno, et al text on Theories of Learning
• Student Introductions
• Students sign-up for sections

• Vygotsky - Mind and Society, Chapter 1 & 4
• Lave - The culture of acquisition and the practice of understanding Introduce Activity Theory & Teacher Learning
• Wertsch,, J. (1981). The concept of activity in Soviet psychology: An introduction. In J. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 3-36). Armonk, NY: Sharpe.
• Introduction of Case #1
• Distribute the articles for jigsaw during next class session
• (Announce individual responsibility to the group activity during next class session)

• Tharp, R. G., & Gallimore, R. (1988). The internalization of higher order teaching skills. In Rousing minds to life: Teaching, learning, and schooling in social context. New York: Cambridge University Press.
• Wertsch, J. V., & Stone, C. A. (1985). The concept of internalization in Vygotsky's account of the genesis of higher mental functions. In J. V. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian Perspectives (pp. 162-182). Cambridge, MA: Cambridge University Press.
• Bransford, J. D., et al. (2000). Teacher Learning. In Bransford, J. D., Brown, A. L., and Cocking, R. R. (Eds.), How people learn, pp. 190-205. Washington, DC: National Academy of Science. This volume is available on-line at http://www.nap.edu.

The following readings will be shared jigsaw style. Hand out GRID that each group will complete:

1. Wiest, L. R. (1998). Using immersion experiences to shake up preservice teachers' views about cultural differences. Journal of Teacher Education 49(5), 358-366.
2. Roberts, S. K. (1998). Using literature study groups to construct meaning in an undergraduate reading course. Journal of Teacher Education 49(5), 366-372.
3. Keatting, J., et al., (1998). A collaborative action research model for teacher preparation programs. Journal of Teacher Education 49(5), 381-390.
4. Herman, W. E. (1998). Promoting pedagogical reasoning as preservice teachers analyze case vignettes. Journal of Teacher Education 49(5), 391-399.

• Vygotsky - Zone of Proximal Development, Chapter 6
• How People Learn - Chapter 4 (available on-line at http://www.nap.edu.)
• Small group work on Case #1

• Paul Black & Dillan William - Inside the black box: Raising standards through classroom assessment. Phi Delta Kapan, October 1998.
• Handbook of Research in Language Arts, Chapter on "Informal Assessments"
• Small groups will develop a content area "Informal Assessment" tool
• Small group work on Case #1

• Before this class, watch the two videos of the Human Language Series by Gene Searchinger (CD #1) -- each runs 55 minutes.
• Three views of language: Jigsaw activity.
• Presentation of Case #2: What is Sound Educational Theory? The Case of Second Language Acquisition.

1. Bruner, J. S. (1975). The ontogenesis of speech acts. Journal of Child Language, pp. 1-19.
2. Heath, S. B. (1983). Ways with words. Chapter 3: Learning how to talk in Trackton. Cambridge University Press.
3. Pinker, S. (1994). The language instinct. Chapter 2: Chatterboxes. William Morrow.

Come to class having read these, and be prepared to engage in a discussion on the following: if you were to plan a sequel to the Searchinger video series titled "A Second Language", how would you frame the documentary and what sorts of subjects would you include in it?

• Krashen, S.(1984). Bilingual education and second language acquisition theory. In. C. F. Leyba (ed.), Schooling and Language Minority Students: A Theoretical Framework. Los Angeles: CSU Los Angeles and the California State Department of Education. (on course CD #1)
• Cummins, J.(1994). Primary language instruction and the education of language minority students. In. C. F. Leyba (ed.), Schooling and Language Minority Students: A Theoretical Framework. Los Angeles: CSU Los Angeles and the California State Department of Education. (on Course CD#1).
• Wong Fillmore, L. & Snow, C. (2000). What teachers need to know about language. Washington, DC: ERIC Clearinghouse on Languages and Linguistics.
• Solomon, J. & Rhodes, N. (1995). Conceptualizing Academic Language. Center For Applied Linguistics Washington, DC and National Center For Research On Cultural Diversity And Second Language Learning. http://www.ncbe.gwu.edu/miscpubs/ncrcdsll/rr15.htm

May 6 (M) (KH) Constraints on Second Language Acquisition (KH)

• Hakuta, K., Goto Butler, Y. & Witt, D. How Long Does It Take English Language Learners to Attain Proficiency? University of California Linguistic Minority Research Insititute (LMRI) at UC Santa Barbara.

• Education Week (April 8, 1998). Education Policymakers Embrace Brain Findings (by Linda Jacobson).
• Bruer, J. In Search of Brain-Based Education. Kappan, 1999.
• Hakuta, K. (2001). A Critical Period for Second Language Acquisition?

Read: Bransford, Brown & Cocking:

• Ch. 2 "How experts differ from novices,"
• Ch 3 "Learning and transfer"
• Ch. 9, "Technology to support learning."

Lecture: Research in cognitive science relevant to education:

• analyses of information involved in understanding, problem-solving, reasoning, and learning in school subjects - key ideas: schemata, strategies
• AI as a resource for representing knowledge and learning; and as a tool for supporting learning activity - key ideas: expert systems, interactive tutors, exploratory learning environments.

Discussion (whole class): Based on progress in cognitive research, formulate some qualities of knowing that should be valued and adopted as educational aims. How are these related to aims that are informed by sociocultural and behavioral research? Should we hold schools accountable for all of these?

Students will form small groups, so each section will have about 3-4 groups. Each group will choose a subject-matter topic to consider in their project. A condition is that there has been a cognitive analysis of learning of that topic. Five examples are:

1. Britt, M. A., Rouet, J.-F., Geor;gi, M. C., & Perfetti, C. A. (1994). Learning from history texts: From causal analysis to argument models. In G. Leinhardt, I. L. Beck, & Catherine Stainton (Eds.) Teaching and learning in history (pp. 47-84). Hillsdale, NJ: Lawrence Erlbaus Associates. Also read Bransford, Brown & Cocking, pp. 157-164.
2. Chi, M. T. H., de Leeuw, N., Chiu, M.-H., & LeVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477. Also read Bransford, Brown & Cocking, pp. 171-187.
3. Case, R. (1998, April). A psychological model of number sense and its development. Paper presented at the annual meeting of the American Educational Research Association, San Diego, and Moss, J., & Case, R. (1999). Developing children's understanding of the rational numbers: A new model and an experimental curriculum. Journal for Research in Mathematics Education, 30, 122-147. Also read Bransford, Brown, & Cocking, pp. 164-171).
4. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fosterinig and comprehension-monitoring activities. Cognitive and Instruction, 1, 117-175.
5. Brown, A. L. & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229-270). Cambridge, MA: MIT Press/Bradford.

Assignment: Each case group will write a very brief essay, identifying one or more cognitive learning aims/standards that would be appropriate and valuable for the topic of the group's case. The essay should include ways in which the identified learning aims/standards relate to general characteristics of cognitive expertise and potential for transfer, and are informed by the findings of cognitive analyses, especially the one you chose to read for this week's class. You also should discuss ways in which the cognitive aims/standards you identify relate to sociocultural and behavioristic aims that also would be important in students' learning of your topic.

Discussion in sections will continue to consider general learning aims, following the discussion of 15 May. Each group will present and explain the more specific learning aims that it identified for its case, and the section will respond to and discuss the presentations.

Read: Wiggins, G. P. (1993). Introduction: Ch. 1. "Assessment and the morality of testing" and Ch. 7. "Authenticity, context, and validity," in Assessing student performance (pp. 1-33 and pp. 206-255). San Francisco: Jossey-Bass.

Whole class (first hour). Discuss issues of assessment vs. testing and authenticity in relation to general qualities of learning as these were considered on 15 May.

Sections (second hour). Discuss issues of assessment vs. testing and authenticity in relation to the learning aims that were proposed and discussed for the several case topics.

Read: Pellegrino, J. W., Chudowsky, N., & Glaser, R. (Eds.) (2001). Ch. 2. "The nature of assessment and reasoning from evidence," and Part II, "Introduction" and Ch. 5, "Implications of the new foundations for assessment design" in Knowing what students know: The science and design of educational assessment. Washington: National Academy Press.

Assignment. Each case group will design a part of an assessment system for your case topic. Formulate a learning aim/standard., including an informal cognitive model that represents knowledge that students could achieve to meet the standard. Design one or more assessment activities that would provide information about whether students have met the standard.

Whole class (first half hour). Discuss cognitive models in relation to assessment, as resources for being specific about cognitive learning aims, and in relation to issues of assessment vs. testing and authenticity.

Sections (last 75 minutes). Case groups present the standards, models, and assessment activities they have designed, and the section members provide feedback, including possible revisions for the final case solution.

Assignment: Formulate standards/aims for your case topic, including the cognitive one(s) you considered for 29 May. Include standards/aims that are informed by the sociocultural and behavioristic perspective, as well as cognitive. Design assessment activities that would provide evidence about students' achievement of these aims.

In section meetings, students will present and discuss their solutions to this case problem.