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News and Events
Responsive Teaching: Hard to Do and Hard to Learn
George Herbert Mead Collegiate Chair, School of Education, University of Michigan
Thursday March 1, 5:15 - 7:00
Atrium, Mandel Center for the Humanities
Brandeis University, Waltham
Free and open to the public
Teaching is of profoundest interest to parents, policy-makers, scholars, students (!), and, of course, educators, in both the K – 12 world and the university, likewise to those who seek to become teachers and to those who teach teachers. Yet “teaching” is elusive—omnipresent, familiar, yet hard to pin down. It happens in space and time; it is “about” something; it transpires between persons. Is it “teaching” when the teacher writes something on the board? Is it “teaching” when the teacher “calls on” student X but not on student Y? Is it “teaching” when the class is planned, or when it is lived, or in its after-life in projects, papers, memories, grades?
Magdalene Lampert is one of our foremost scholars of teaching. Her seminal work, Teaching Problems and the Problems of Teaching (Yale, 2001), elucidates an elegant and powerful model of teaching practice and analyzes, with great precision, scores of actual episodes of teaching and learning. The examples in Teaching Problems are drawn from Professor Lampert’s teaching of 5th grade mathematics; her insights, and her deep knowledge of and sympathy with both the high hopes we place on teaching and the difficulties teaching poses to teachers, are relevant to educators at all levels, and to all who are interested in teaching and its “problems.”
The Brandeis Master of Arts in Teaching and Education programs are thrilled and honored to host this very special lecture.
Reception to follow.
To download a flyer, click here.
To learn more about Professor Lampert and her work, please click here.
More Information about Magdalene Lampert
Magdalene Lampert coordinates the Learning Teaching in, from, and for Practice Project, a design, development, implementation and research project across University of Washington, University of Michigan, and UCLA. She advises the Boston Teacher Residency on the Design and Development of Clinical Teacher Education, and she consults with New Visions for New Schools in New York City on the design of teacher preparation and development pedagogies to support the kind of teaching called for in the Common Core State Standards. She has taught elementary and high school mathematics, pre-service and in-service teacher education, and doctoral courses for intending teacher educators. She has written extensively about teaching practice, including the book, Teaching Problems and the Problems of Teaching. She is George Herbert Mead Collegiate Chair in the University of Michigan School of Education, Ann Arbor.