This course is based on the  University of Delaware’s Conceptual Framework , which was developed by a multi-college committee to define the approaches generally used in the university’s teacher education programs.  The Framework is based on the conviction that good teaching requires constant experimentation, thought, revision, and reflection.   The following is a summary of the applications of this framework to FLLT 422/622.

Reflective practitioner:  All readings, activities, and projects encourage students to think through problems and approaches to teaching.  Often, specific step-by-step models are provided.  At other times, general tools are provided and students are encouraged to find their own systematic way to solve problems.  The textbooks present material in a way that invites reflection and problem solving.  The activities that accompany the chapters require thoughtful consideration.  Finally, class discussions, small group work, and all projects include reflective exercises.

Scholar: In accord with the general goal of becoming reflective practitioners, students are encouraged to consider ways of using existing research-based information as a means of determining what more they need to learn and how best to learn it.  Students are required to include in this effort not only traditional scholarly texts but also appropriate Internet sites and community resources.  This work is not undertaken as a separate, isolated assignment; rather, it is part of the routine development of instructional materials the students are writing in the course.  Accordingly, students are required to indicate, in written assignments specifically how they are applying this research-based information to the material they are proposing to use with their (future) pupils.  Finally, students are challenged to move beyond the traditional image of scholarship as an individual pursuit and to experience the acquisition of knowledge as a collaborative, community effort.

Problem-solver:  The concept of problem solving is inseparable from the goals of reflectiveness and scholarship defined above.  For that reason, the class discussions, activities, and projects are routinely framed in terms of analyzing what problems need to be solved, what information or material is necessary to solve them, and how that information or material may be acquired.  This approach is applied to such topics as the development of motivational activities for diverse learners, the incorporation of state content standards into lesson planning, and the development of principled stands on issues of importance to the profession.

Partner:  The course includes activities that model techniques of cooperative peer interactions.  Students are encouraged to develop both the skills and the attitudes necessary to foster routine, comfortable partnerships –formal and informal- with pupils, parents, and colleagues.