Learning Cell

A learning cell means the following: You will have a reading, usually a chapter in
the textbook. The first part of the assignment is to construct a high-level question (e.g.,
a question that cannot elicit just a yes or no reply, that goes beyond repeating facts,
and generates thoughtful reflection and dialog). The question should require thinking
about how the reading relates to teaching, relating ideas therein, relating it to other events
or readings, constructing applications, evaluating or comparing content. You should write
down your question then list the main points of what you consider to be a good answer
(just a list, not a word-for-word script). These good-answer notes need to be included as
part of your submission. In class, you will be paired up with another student. You will
alternate asking your question, hearing the reply, and giving feedback on the reply. This
will happen twice in each dyad. In the case of an occasional triad, it will happen three
times around the group.
LCs are intentionally structured activities to demonstrate how you, as a future
teacher, can ensure that students have read the material before they come to class.