John T. Bruer

James S. McDonnell Foundation

The course will present the basic assumptions, theories, and methods of cognitive science as they apply to teaching and learning. Emphasis will be given to classroom applications of cognitive science that address acknowledged instructional problems in subject matter areas such as mathematics, science, and reading.

Topic 1: Assumptions, Theories, and Methods of a Cognitive Science of Learning.

Readings:

            Schools for Thought, Chapters 1, 2

Topic 2: Developing Learning Expertise: Metacognition.

Readings:

            Schools for Thought, Chapter 3

Topic 3: Cognitive Science and Mathematics Instruction.

Readings:

            Schools for Thought, Chapter 4

Topic 4: Inside the Black Box: Science Instruction.

Readings:

            Schools for Thought, Chapter 5

Topic 5: The Cognitive Demands of Learning to Read and Reading to Learn.

Readings:

            Schools for Thought, Chapter 6

            Supplementary readings will be made available to participants via the World Wide Web.

Small Groups
Role playing: teachers and students. Class recording and analysing.

Assessment
Participant wishing to get credits for this course should prepare a class and run it in the small groups. A self-critical reflection of the teaching experience should be written.

John Bruer received his B. Phil. in Philosophy at Oxford and his PhD in philosophy of science at Rockefeller University. He has been a visiting research fellow and associate director in the Health Science Division of the Rockefeller Foundation, a coordinator for the programs in the public understanding of science and medical education at the Josiah Macy, Jr. Foundation and initiated the first private foundation program to support applications of cognitive science to the reform of medical education. At present he is the president of James S. McDonnell Foundation which supports biomedical research (neurosciences, cancer research, child health) and education. He is the author of several books, including “Schools for Thought: A Science of Learning in the Classroom” which received several awards and provided the basis for a national collaboration among educators and researchers to develop a research-based middle school curriculum. This curriculum was implemented in a St. Louis public school, the Compton-Drew Investigative Learning Center, in 1996. His latest book, The Myth of Birth to Three addresses current issues in early brain and child development. He works actively to facilitate collaborations among the national educational research community and local educators working on educational reform. He serves on advisory boards at Carnegie-Mellon University (Philosophy Department), Stanford University (Center for the Study of Language and Information), Harvard University (Department of Psychology), Cornell University Medical College (The Sackler Institute for Child Development), and Washington University (Program in Philosophy, Neuroscience, and Psychology).