since the first time teachers tried to influence students, there has
been controversy surrounding the methods they used. In the years since
Socrates first created and honed his famous method, hundreds of educators
have developed theories about learning and teaching. Among these there
are many areas of convergence as well as a few instances of contention,
but all have in common a focus on how children learn and how best
to create situations in which learning can take place. For today's
teachers the challenge becomes "What are these theories really
telling us? What do we do with these seemingly complicated and overlapping
arguments?" And equally compelling is how the questions surrounding
these ideas are viewed by professionals against the background of
their own personal beliefs about teaching and learning.
this end, LOOKING AT LEARNING . . . AGAIN invites seven leading educators
to share the origin, structure, research base, and applicability of
their arguments for creating the most efficient and productive learning
environments for students in our elementary and secondary mathematics
and science classes.
are the backbone of the educational system. Like educational theorists,
they continually develop new ideas and insights, question current
practices, and strive to keep education a living and changing organism.
Both teachers and theorists bring to the table a wealth of experience
that has shaped their ideas on what teaching and learning should be.
But all too often teachers and theorists work in isolation, and new
educational theories do not always find their way into the classroom.
This workshop series provides an opportunity for practitioners to
explore, discuss, critique, and ultimately implement the ideas and
strategies of seven leading educational theorists -- an important
step toward making the teaching of mathematics and science more effective.