Linda Heidenrich
Student Learning Objective #2: Theoretical Understanding
The panel discussion in SED 600 best met the criteria for theoretical
understanding. The assignment required us to debate a hot topic of education to better
understand both sides of the issue. We were required to write a position paper utilizing a
minimum of two external resources and then use that position paper to defend our
position in class against the opposing viewpoint. In an effort to synthesize our views and
create a visual for the class to remember our key ideas, many students created a
PowerPoint presentation. The classroom panel discussion also involved time at the end
where the class could challenge our ideas and we had to defend our views based on
scientific research and personal experience.
A student demonstrates mastery of this learning objective by reading,
synthesizing, and evaluating educational research in their field and applying research
findings to their practice in diverse classroom settings. Evidence of mastery of this
learning objective was the master’s student reading, synthesizing, evaluating and
presenting educational research about a specific topic driving educational theory and
research in the 21st century. The topic for our panel was cooperative learning as the most
effective way to teach science. We had to also apply the research in a format that would
be persuasive for classroom teachers so we had to make our viewpoint relevant to
working teachers in diverse classroom settings. I was on the con side so I had to convince
a classroom full of teaching professionals, many who use cooperative learning, their
approach may not be the best way to teach science. In essence, to effectively debate, the
master’s student had to understand both sides of the issue, the key points of defense in
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terms of both sides of the issue, and be convincing the theory they were presenting was
better than the theory of the opposing side.
This assignment was beneficial for me because I believe in the value of
cooperative learning at the secondary level because students are naturally social and are
at a period of development that demands approval from peers. Yet, cooperative learning
has always been difficult for me to implement effectively in my classroom because the
social aspects begin to outweigh the learning aspects. The research conducted to
participate in this panel, and the arguments from the pro side allowed me to discover
cooperative learning can be effective in certain situations with specific guidelines. I also
realized from this assignment cooperative learning does not have to be a formal learning
situation, like a laboratory experiment, but can be think-pair-share, or ask the expert, or a
variety of situations. Now, in my classroom, I use both formal and informal cooperative
learning situations. I will use cooperative learning for short periods of time at the
beginning or end of the period to answer a warm-up or to synthesize the unit for the day.
I also use cooperative learning if I notice several students are the experts on a topic. I
place these students around the room and have them help their classmates on specific
topics. Of course, I still use cooperative learning for laboratories and projects, but I am
building in rubrics, not only for work produced, but also for the effort each member of
the team contributed. In addition, after participating in a debate, I realized the
pedagogical value of bringing debate into the classroom. Debate is a dynamic and
engaging way to discuss content that involves the entire classroom community, especially
if the audience is held accountable for some aspect of the presentation. I have begun to
integrate debates into my curriculum. Currently, I integrate debates in short time frames
Linda Heidenrich
as I develop the debate skills of my students. However, with each unit, the debates
become longer and more fruitful.