ERIC Number: EJ1041521
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 76
The Role of Instructional Engineering in Reducing the Uncertainties of Ambitious Teaching
Stylianides, Gabriel J.; Stylianides, Andreas J.
Cognition and Instruction, v32 n4 p374-415 2014
Ambitious teaching is a form of teaching that requires a high level of teacher responsiveness to what students do as they actively engage with the subject matter. Thus, a teacher enacting ambitious teaching is often confronted with uncertainties about how to advance students' learning while also building on students' contributions. In this article we propose a framework that aims to deepen understanding about the role of instructional engineering in helping reduce the uncertainties of ambitious teaching, particularly with regard to the design and implementation of task sequences that target academically important but difficult-to-achieve learning goals. To illustrate the framework, we consider how instructional engineering helped reduce the uncertainties in enacting ambitious teaching to advance university and secondary students' understanding of what counts as "proof" in mathematics.
Descriptors: Teaching Methods, Learner Engagement, Student Needs, Relevance (Education), Instructional Design, Learning Activities, Planning, Mathematics Instruction, Mathematical Concepts, Validity, Mathematical Logic, Lesson Plans, Concept Formation, Educational Objectives, Learning Processes, Teacher Role, Discussion (Teaching Technique), Knowledge Base for Teaching, College Mathematics, Problem Solving, Conflict, Secondary School Mathematics, Elementary School Mathematics
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Secondary Education; Elementary Education
Authoring Institution: N/A