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Wilson's Graduate Exam Question for

ED 703 - Newer View of Learning

 

Special Directions:

My exam policies for both, ED703 -- Theories of Learning and ED - 784 - The Creative Teacher, are a bit different those for my other graduate classes. In these two classes students do individual research projects and are thus required to define and focus on different needs, information, and sources. In this light, it has been my policy to offer students the option of devising their own graduate exam questions. I reserve the right to change or alter the questions. If you wish to take the individualized option and devise your own exam emphasis, please make sure they are of the same quality as the ones below. The sample questions below are somewhat generic and specific to the general course content. While you may not wish to use these exact questions, they might serve as prototypes as you devise your own.


 If you do not wish to devise your own question, you may choose one of the following generic questions. If you choose one of the following questions for ED703 or ED794, please inform Lori Yonash the course and the number of your question selection at 346-4403, or she will give you all the questions and then you can choose at the time of the exam. Check with her on the procedures.

 

General Directions:  

As a courtesy to my students I have placed general graduate exam questions online. I have done this so you can have time to review, research, and prepare quality answers.

 In order to facilitate your exams, you will be allowed to choose from the current array of exam questions. If you have specific questions about the exam process, you can call the graduate office at 346-4403. If there is no human there, leave a message on the audix system. Be sure to speak slowly and indicate your name and telephone number. Please DO NOT CALL ME, someone from the graduate office will be the exam proctor. 
 Answer ONLY ONE of the following questions. As you answer your question, please make sure you provide concrete examples and
scholarly support, either from readings related to our class, or from your own research in preparation for the exam. Authors, dates and the title of the publication may be mentioned in the body of your answer.
 

Keep an eye on the clock. If you are running short of time, or if you think you will run short on time, you may outline parts of your response. Answers will be considered for their completeness and their relation to the question, the support you offer, and your ability to draw professional conclusions by synthesizing personal, professional experience with academic and scholarly support. Good luck!


Question 1

During our course, Theories of Learning, you were introduced to a number of theories that have potential for changing dramatically the way information is delivered and the way learning takes place. In the context of the following quote by Elliot Eisner --" We teach mostly from habit.", consider and respond to an introspective analysis and of how your teaching has evolved or is in the process of evolving.
 

a. From the perspective of the last two or three years of your teaching career, choose two theories related to our class which have helped you change your practices and/or your perceptions of students/team members/humans/children. Name the theory or theories and the author or authors.
 

b. Pick three aspects or examples of your teaching( parenting, living). Compare and/or contrast the way you taught (interacted) in the past and explain how you have changed, either personally or professionally, as a result of using the suggestions from a particular theorist or theory.
 

c. Organize your response so that you pinpoint concrete examples of some of your successes [and failures (we do learn from mistakes)] using these new insights or changes in professional practice. Please make sure your responses are reflective and candid.


Question 2

 Part of the great strength of Anthony Gregorc's work on personality style differences lies in the fact that the theory has the potential to help facilitate more evolved and developed understanding between humans. Using Gregorc's work, Kathleen Butler attempts to bring these attributes into the patterns of the schooling process.
 

Point of reference for your answers: Identify yourself as a teacher in the context of Gregorc's theory. Concentrate on meeting the needs of students different than yourself. Beyond simple instructional diversification, one of the most important and powerful aspects of Butler's work is that she created techniques which can be used to help students become self-empowered. The primary catalyst in accomplishing this is by using what she terms "bridging techniques." Using this concept as a basis, construct and answer the following.
 

a. Create a typical lesson that might reflect you preferred learning/teaching style -- a type of assignment or lesson -- and briefly outline or describe it. (Please make sure that your lesson categorically has attributes that can be clearly justified as exhibiting style preferences within your style description.)
 

b. Using your this same assignment or lesson, create instructional bridges for your abstract random, concrete sequential, and abstract sequential students.
 

c. As if you were preparing to explain the concept to your students, briefly explain Butler's concept of bridging techniques, offering illustrations of how students might use bridging techniques to become empowered learners. Also, include suggestions as to how these techniques might be used to help students negotiate alternative assignments or accommodations to assignments that might be more reflective of their learning styles.


Question 3

 In class we discussed both how learning occurs in four major ways and Gardner's concept of multiple intelligences. In these contexts:
 

a. Briefly name and define the four ways learning occurs.

b. Excluding transmission, illustrate how an awareness of any three of Gardner's Multiple Intelligences might fit with at least two of the other types of learning.

c. In the form of a brief general discussion, give examples of how teaching to the multiple intelligences and knowledge of the four ways of learning might be fused productively in the classroom.


Question 4

 From the material covered in class at the time you took the course, pick a theory (or selected portions of several theories) which appealed to you. From the perspective of a teacher, the chosen theory(ies) should have direct implications for changing the way you perceive students, learning and teaching. It is not necessary to explain the theory(ies) in any detail, just be sure you pinpoint who or what you are talking about at each juncture of the question. However, you should be able to explain the theory's potential for helping you understand students and others more fully. As you answer the following parts of the question, concentrate on this sense of understanding and professional empowerment.
 

a. Very briefly discuss two actual classroom situations or lessons, or interactions with peers where you have used the new concept or concepts.
 

b. Discuss the immediate outcomes from these situations from either perspective of your personal expectations or the theoretical outcomes expressed by the related authors. This discussion should include:

  • pertinent information in relation to students' (peers') reactions,

  • actual results of the interaction , or

  • your personal feelings and/or professional insights.

c. If the outcomes were not as you expected, or only partially resolved, be sure to include your perceptions of why this occurred and any alterations or adjustments you might make in the future. We do learn from trial and error and mistakes.


Question 5

  5. During our course Theories of Learning, you were introduced to a number of theories that have potential for changing dramatically the way information is delivered and the way learning takes place. In the context of the following quote by Elliot Eisner --" We teach mostly from habit.", consider and respond to an introspective analysis and of how your teaching has evolved or is in the process of evolving.
 

a. From the perspective of the last two or three years of your teaching career, choose two theories related to our class which have helped you change your practices and/or your perceptions of students/team members/humans. Name the theory or theories and the author or authors.
 

b. Pick three aspects or examples of your teaching. Compare and/or contrast the way you taught in the past and explain how you have changed, either personally or professionally, as a result of using the suggestions from a particular theorist or theory.
 

c. Organize your response so that you pinpoint concrete examples of some of your successes [and failures (we do learn from mistakes)] using these new insights or changes in professional practice. Please make sure your responses are reflective and candid.  

 

 


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copyright Leslie Owen Wilson, 1997, 2001, 2003. 2005