LIPSCOMB UNIVERSITY COLLEGE OF EDUCATION EG 5203 How We Learn (Instructional Technology Program) 3 hours/Advanced Core Course

FALL 2012 October 15-December 13

Professor: Hope Nordstrom, Ed.D. Office: Ezell 153D

Office Hours: M 8-11; M, T, TH 2-5 or by appt Class Meeting: ONLINE

Contact: hope.nordstrom@lipscomb.edu or 615-966-2013

TEXT:
Sousa, D. A. (2011). How the brain learns. (4th ed.). Thousand Oaks, CA: Corwin Press.

Additional reading assignments will be made throughout the semester. These will be placed on Blackboard. COURSE OVERVIEW: The student will participate in an advanced review of learning theories (including constructivism), human growth and development and motivation, including cognitive, emotional and physical characteristics of children in various age groups. Current brain research on teaching and learning, the importance of metacognition and strategies that increase student learning and motivation will also be a focus of the course. Students will learn observation methods used to evaluate and improve instruction. PROGRAM GOAL(S) ADDRESSED IN THIS COURSE: The student will have used learning theory to assess the effectiveness of a lesson on the learning of students with diverse experience, background and learning preferences. The student will have observed a class with diverse students and participated in an IEP meeting or a meeting to develop an instructional plan for a specific learner. The student will have developed an online portfolio of work (incremental progressPhilosophy of Teaching and Leading will be developed.) The student will have reflected upon their personal development as an educator and the role of Christian principles in their teaching and leading. COURSE OBJECTIVES: LEARNING OBJECTIVES
Students will be able to:

DELIVERY
Lecture, on-line, site-visit, field experience, readings, guest lecturers, etc.

ASSESSMENT
Exams, reports, essays, presentations, discussions, etc.

C.A.R.E Framework

GOALS
Level of achievement in measurable terms to determine success

Compare and contrast the development of students in grades K-4, 5-8 and 9-12 and suggest how diverse learners are effectively engaged at each level.

Readings, online discussion

Discussion posts

1.a. applying standards and current research in practice 1.b. planning instruction and student learning goals based on formative and summative assessment data 3.a. demonstrating a respect for and appreciation of cultural diversity and individual differences 4.h. appropriate written and verbal communication

Class Discussion Rubric: proficient or exemplary

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Explain the significant learning theories and recent brain research and how they impact instructional situations and strategies. Analyze, synthesize and evaluate knowledge from their subject and apply this knowledge to implement effective teaching strategies.

Readings, online discussion

Theory paper and PowerPoint presentation Discussion posts

4.c. Developmental stages, learning theories, and their impact on teaching and learning 4.h. appropriate written and verbal communication 1.c. analyzing and making informed instructional decisions based on best practice 1.k. using a variety of researchbased strategies to effectively enhance student outcomes 4.a. The discipline being taught and its relationship to general knowledge/the discipline of educational leadership 1.a. applying standards and current research in practice 1.b. planning instruction and student learning goals based on formative and summative assessment data 2.a belief that all children can learn, regardless of gender, ethnicity, or social status 4.g. the ability to embrace and manage change 1.i. developing and refining a personal philosophy of teaching and learning 3.f. utilizing community personnel and resources 4.f. systematic processes used to facilitate the management of organizational resources for optimal safety and productivity 4.g. the ability to embrace and manage change 4.h. appropriate written and verbal communication 4.b. understanding and application of current research and professional organization standards on effective teaching and learning 4.e. data-driven decision-making 3.a. demonstrating a respect for and appreciation of cultural diversity and individual differences

Class discussion and Writing Rubric: proficient or exemplary Class Discussion Rubric: proficient or exemplary

Readings, online discussion

Develop a model of effective teaching in a transformational educational environment.

Readings, online discussion

Discussion posts, Environment paper

Class Discussion and Writing Rubric: proficient or exemplary

Articulate the importance of a facilitative leadership approach to problem solving.

Readings, online discussion

Discussion posts, Philosophy paper

Class Discussion and Writing Rubric: proficient or exemplary

Review several of the basic principles of statistics, educational measurement and test construction. Observe teaching/learning styles in real world settings.

Readings, online discussion

Discussion posts

Class Discussion Rubric: proficient or exemplary

Readings, online discussion, field experience Readings, online discussion

Discussion posts, Field experience paper Discussion posts

Reflect upon ones personal development as an educator and the role of Christian principles in teaching and leading.

1.i. developing and refining a personal philosophy of teaching and learning 2.a belief that all children can learn, regardless of gender, ethnicity, or social status 4.h. appropriate written and verbal communication

Class Discussion and Writing Rubric: proficient or exemplary Class Discussion Rubric: proficient or exemplary

Explore and implement the Environment section of the TAP teaching standards, including an application of the four indicators: expectations, managing student behavior, environment and respectful culture and the exemplary descriptors of each. How We Learn (IT)

Readings, online discussion

Discussion posts, Environment reflection

2.a belief that all children can learn, regardless of gender, ethnicity, or social status 1.h. organizing and managing the learning environment to assure that all students learn 3.a. demonstrating a respect for and appreciation of cultural diversity and individual differences

Class Discussion and Writing Rubric: proficient or exemplary

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Analyze, synthesize and evaluate knowledge on the diverse needs of learners and apply this knowledge by implementing iPad technology.

Readings, online discussion

Discussion posts, iPad Apps Project(s)

1.h. organizing and managing the learning environment to assure that all students learn 1.k. using a variety of researchbased strategies to effectively enhance student outcomes 2.a belief that all children can learn, regardless of gender, ethnicity, or social status 3.a. demonstrating a respect for and appreciation of cultural diversity and individual differences

Class discussion, Writing rubric, and Presentation rubric: proficient or exemplary

COURSE REQUIREMENTS, ASSIGNMENTS and KEY ASSIGNMENTS, FIELD EXPERIENCES AND PROJECTS with DUE DATES: ASSIGNMENT TITLE Type of Assignment (note if Spiritual Growth, Key, Portfolio or Field Experience) Spiritual Growth DUE DATE: Percentage of Grade or Points Assigned (if applicable) Included in discussion grade. 25 50 25 25

Mere Christianity Book 3, 11. Faith

See weekly schedule.

Multiple Intelligences Survey and Reflection Multiple Intelligences iPad Project TAP Rubric Reflection Philosophy of Teaching and Leading (To be placed in portfolio template under Philosophy of Teaching and Leading. This philosophy statement must include a reflection of the students personal development as an educators and the role of Christian principles in the students teaching and learning.)

Course Assignment Course Assignment Course Assignment Key assignment (upload to portfolio). This assignment will also be assessed with the College of Education Writing Rubric in LiveText. Course Assignment Course Assignment Course Assignment Field Experience/Course Assignment (upload assignment to portfolio; upload signed field experience form to portfolio and record field experience hours and demographics on chart in portfolio)

October 28 November 4 November 11 November 18

Blooms Taxonomy iPad Project Learning Theory Paper Learning Theory Presentation Field Experience: Student must observe three classes with diverse students and submit a written reflection on the observation. Special attention should be paid to design of the learning environment and the engagement of the students. (3-5 hours)

November 25 December 2 December 6 December 9

50 50 25 50

Discussion Posts/Participation

Various Total

50 350

SPIRITUAL GROWTH: The College of Education seeks to provide opportunities for personal, professional and spiritual growth for students. One avenue for spiritual growth is a thoughtful dialogue among students and faculty centered on a common text. The college uses Mere Christianity by C.S. Lewis (preferred text: ISBN 0060652926) as this common ground for exploration of spiritual contexts and applications for learning. This text may also be available online. In specialty area courses, your instructor may chose an alternate spiritual assignment related to the course topic. All core courses have a required Mere Christianity assignment. FIELD EXPERIENCES: Each masters level course in the College of Education requires a field experience that is expected to take five (5) to ten (10) hours (a minimum of 50 hours by graduation). These field experiences must be completed to be successful in the course and are designed to support the expected program outcomes. Definition: NCATE defines field experiences as: A variety of early and ongo ing field-based opportunities in which candidates may observe, assist, tutor, instruct, and/or conduct research. Field experiences may occur in off-campus settings such as schools,
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community centers, or homeless shelters. Field experiences are defined as authentic workplace based learning experiences. It should be a way to learn by doing and to practice skills learned in your coursework. Because the College of Education is committed to equipping our students for diverse experiences, we ask that you complete your field experiences with schools or districts in varied classifications (low SES, urban, suburban, rural and cross-cultural), and with different student populations (ELL, Special Education, Advanced). This diversity of experience should be evident on your field experience data form in LiveText by the time you graduate. A Field Experience Documentation and Data Form is required of each student for each course. These forms are available in the online LiveText portfolio template. LIVETEXT PORTFOLIO REQUIREMENTS: All M.Ed. students are required to have a LiveText electronic portfolio account. A completed LiveText electronic portfolio is a requirement for graduation from all M.Ed. programs. Information about purchasing LiveText, downloading your portfolio template and creating your portfolio are found at: http://education.lipscomb.edu/page.asp?SID=28&Page=9159 Some assignments are considered KEY ASSIGNMENTS. These assignments must be completed satisfactorily to pass the course and will be assessed in LiveText to demonstrate mastery of your program goals. You are responsible for uploading the assignment to your LiveText Portfolio after the instructor has graded it. Your final grade will not be posted until this assignment is complete and uploaded to LiveText. FIELD EXPERIENCE DOCUMENTATION must also be included in your LiveText portfolio. You are responsible for completing the chart with data concerning your field experiences before your final grade can be posted. You may do this immediately after completing the field experience.

COMPREHENSIVE EXAMS: All students must take a comprehensive exam in the last semester before graduation. (For Education Leadership students, this will be the SLLA Praxis). For all other students, you will be assigned a case study with a series of questions to answer in a take home essay format. Please keep material from this course that may be helpful in responding to such a case study question.

GRADING and LATE WORK POLICY: Grading criteria for all assignments will be communicated at the beginning of the course. As this is an online class, students will be expected to complete all required readings in order to gain a full understanding of the course topic. Participation in the forum discussions is an integral part of the course experience and will be a vital part of the students evaluation and grade. If you are experiencing circumstances that will prevent you from turning in an assignment on time, you should notify the instructor immediately via email or phone call. Failure to fulfill discussion requirements and/or late assignments will result in a lower final grade. All assignments should be submitted/uploaded into Blackboard for grading no later than 11:00 p.m. on their due date for full credit. Late work will lose 5 points per day. College of Education Grading Scale A 94-100 B 86-93 C 77-85 F 0-76

Instructors initiate a Notice of Concern Process for students who earn a C or below in any class.

ATTENDANCE POLICY: Since this is an online class, there are no scheduled class sessions. However, students are expected to show a strong presence on Blackboard by posting regularly.

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COMMUNICATION POLICY: Students are asked to check their Lipscomb email regularly. Your Lipscomb email may be forwarded to another account, and instructions to do so are found on the university website. The university is not responsible for information you miss if an email has been sent to your Lipscomb account. THE CONCEPTUAL FRAMEWORK OF C.A.R.E: Lipscombs conceptual framework for the initial and advanced programs is built upon four categories: Craft of Teaching Attitudes and Values Relationships Essential Knowledge The first letter of each category provides the theme of Lipscomb's initial and advanced programs: C.A.R.E. The College of Education believes that this conceptual framework provides the structure within which all educational programs can sustain a high level of excellence so that its candidates will be of the highest quality. It is shared widely within the university and beyond. Each student will receive a copy of the C.A.R.E Framework (Advanced). Your LiveText portfolio will reflect ways in which your program of study fit within this framework. ACADEMIC INTEGRITY: In keeping with our identity as a Christian University and our goal to help shape lifelong disciples of Christ, academic integrity will be taken very seriously in this course. Unless specific permission is given to collaborate on assignments with other students, each students work shall be his/her own. Cheating on assignments and plagiarizing on written assignments will, depending on the severity of the case, result in penalties ranging from a significantly reduced grade on the assignment to failing the course. Instances of cheating or plagiarism may also be reported to appropriate members of the administration, depending on the situation. Decisions in these matters rest with the instructor. Please refer to Lipscombs Code of Conduct and Academic Int egrity Policy. UNIVERSITY EVALUATIONS AND C.A.R.E ASSESSMENTS: It is part of your responsibility as a student to participate in university evaluations and C.A.R.E assessments of your course and faculty. You will receive an email toward the end of the course with instructions on how to complete the university evaluations and you will receive further instructions concerning how to complete the C.A.R.E. assessments. STUDENTS REQUIRING ACCOMMODATIONS: If you require classroom accommodations for a documented disability, please discuss your circumstances with me immediately. If you are entitled to accommodations but have not yet registered with the Counseling Center, contact that office at 966-1781 immediately. DROPPING THE COURSE: A decision to stop attending class does NOT constitute dropping the course. A drop/add form (available in the Registrar's Office) must be signed by the teacher and processed in the Registrar's Office before the drop is official. APA FORMAT: Formal papers submitted for graduate coursework should follow American Psychological Association (APA) for general guidelines, in-text citations of materials, avoiding plagiarism, and reference pages from the Publication Manual of the American Psychological Association, Sixth Edition. Each instructor will be provided a desk copy of APA: The Easy Way!, Second Edition , a simplified guide that has been updated for the sixth edition (ISBN 0923568964). Students are asked to purchase a copy of this publication. Other helpful resources for APA guidelines and formatting include the following websites: http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx http://www.apastyle.org/learn/faqs/index.aspx http://owl.english.purdue.edu/owl/resource/560/01/ http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796

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COLLEGE OF EDUCATION WRITING RUBRIC: The College of Education has a writing rubric for general use with written assignments. Students who have difficulty with graduate level writing will be asked to do some remediation with the university Writing Studio. CLASS SCHEDULE DISRUPTION POLICY: Except in the rarest of instances, Lipscomb University does not cancel classes or close offices. However, should an event (weatherrelated or otherwise) occur that requires disruption of the entire Lipscomb University class schedule, students will be notified via multiple venues including the Lipscomb homepage (www.lipscomb.edu), a text message sent through LU ALERT (http://lualert.lipscomb.edu), and the Lipscomb Weather Information Line (966-1836). For information on possible snow-related closures or late starts, students should consult local television stations (2 -WKRN, 4-WSMV, 5-WTVF and 6-WZTV, and Channel 9 on campus). Students should look for information regarding Lipscomb University, not David Lipscomb Campus Schools. RESOURCES: Barber, J., Barrett, K., Beals, K., Bergman, L., & Diamond, M. (1996). Learning about learning. Berkeley: LHS GEMS. Bransford, J.D. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Research Council. Caine, G. & Caine, R. (2001). The brain, education, and the competitive edge. Lanham, MD: Rowman & Littlefield Education Damasio, A. (2003). Looking for Spinoza: Joy, sorrow, and the feeling brain. New York: Harcourt. Diamond, M. & Hopson, J. (1999). Magic trees of the mind. New York: Penguin Group. Feinstein, S. (ed). (2006). The Praeger handbook of learning and the brain. Westport: Greenwood Publishing Group Gardner, H. (2007). Five minds for the future. Boston: Harvard Business School Press. Gazzaniga, M. (2005). The ethical brain. New York: Dana Press. Goleman, D. (1997). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books. Hibbard, K. M. (1996). Performance-based learning and assessment. Alexandria, VA: ASCD. Howard, P.J. (2000). The owners manual for the brain. Atlanta: Bard Press. Jensen, E. (2000). Brain-based learning. San Diego: The Brain Store. Jensen, E. (2000). Different brains, different learners: How to reach the hard to reach. San Diego: The Brain Store. Jensen, E. (2006). Enriching the brain. San Francisco, CA: Jossey-Bass. Kandel, E. (2006). In search of memory: The emergence of a new science of mind. New York: W.W. Norton & Company. Kaufeldt, M. (1999). Begin with the brain: Orchestrating the leaner-centered classroom. Chicago: Zephyr Press. Marzano, R. J. (1992). A different kind of classroom: Teaching with Dimensions of Learning. Alexandria, VA: ASCD. Pink, D. (2006.) A whole new mind. New York: Riverhead Books. Ratey, J.J. (2002). A users guide to the brain: Perception, attention, and the four theaters of the br ain. New York: Vintage Books. Ratey, J.J. (2008). Spark: The revolutionary new science of exercise and the brain . New York: Little, Brown & Co. Rose, S. (2005). The future of the brain: The promise and perils of tomorrows neuroscience. Oxford: University Press. Silver, H. F., Strong, R.W., & Perini, M. J. (2000). So each may learn: Integrating learning styles and multiple intelligences. Alexandria, VA: ASCD.
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Small, G., and Vorgan, G. (2008). iBrain: Surviving the technological alteration of the modern mind. New York: HarperCollins. Sprenger, M. (1999). Learning & memory: The brain in action. Alexandria, VA: ASCD. Stevenson, L.M. & Deasy, R.J. (2005). Third space: When learning matters. Arts Education Partnership, Washington, D.C. Tate, M. L. (2003). Worksheets dont grow dendrites. Thousand Oaks, CA: Corwin Press, Inc. Wolfe, P. (2001). Brain matters: Translating research into classroom practice. Alexandria, VA: ASCD.

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ASSIGNMENT CALENDAR
Module 1: Introduction to the Brain & Learning Theories
READINGS: Read the Introduction and Chapter 1 in the text, How the Brain Learns. Read all of the articles in the Module 1 folder located on Blackboard and watch the videos posted. Discussion on Blackboard: Introduce yourself to your classmates! (DUE: October 18) Write a reflective response to the brain compatible quiz with regards to yourself and your work environment. (DUE: October 21) Write a response to Fish is Fish book/video (DUE: October 18) and respond to two classmates. (DUE: October 21) Write a reflective response to learning theories. (DUE: October 21) Choose a Learning Theory to research further. Post on Blackboard by the end of Module 2. READINGS: Read Chapter 2 in the text, How the Brain Learns. Read all of the articles in the Module 2 folder located on Blackboard and watch the videos posted. Discussion on Blackboard: Choose a Learning Theory to research further and post why you would like this particular theory. Everyone must have a different topic. First come first served! (DUE: October 28) Write a reflective response to the articles and video on multiple intelligences (DUE: October 25) and respond to two classmates. (DUE: October 28) Multiple Intelligences Survey Reflection and Implications (DUE: October 28) Begin Multiple Intelligences iPad Project with Partner (DUE: November 4) READINGS: Read Chapters 3-4 in the text, How the Brain Learns. Read all of the articles in the Module 3 folder located on Blackboard and watch the videos posted. Discussion on Blackboard: Write a reflective response on learning, memory and transfer. (DUE: November 4) Write a response to supporting a reluctant learner (DUE: November 1) and respond to two classmates. (DUE: November 4) Multiple Intelligences iPad Project with Partner (DUE: November 4) READINGS: Read Chapter 5 in the text, How the Brain Learns. Read all of the articles in the Module 4 folder located on Blackboard and watch the videos posted. Discussion on Blackboard: Write a response to how important the environment is to learning. (DUE: November 11) Write a response to your most significant learning from this chapter. What difference will it make in your professional practice? (DUE: November 8) Respond to two classmates. (DUE: November 11) Environment TAP Rubric Reflection (DUE: November 11) or Non preK-12 Environment Reflection (DUE: November 11) READINGS: Read Chapter 7 in the text, How the Brain Learns. Read all of the articles in the Module 5 folder located on Blackboard and watch the videos posted. Discussion on Blackboard: Write a reflective response to the practitioners practices relative to thinking skills (DUE: November 15) and respond to two classmates. (DUE: November 18) Write a response to why and how educators should use Blooms Taxonomy in their classrooms/work environment. (DUE: November 18) Philosophy of Teaching and Leading (DUE: November 18) Begin Blooms Taxonomy iPad Project with Partner (DUE: November 25)

Module 2: Processing InformationLearning Styles & Multiple Intelligences Module 3: Memory & Transfer/ Effective Teaching

Module 4: Brain Organization & Learning/ Effective Environments

Module 5: Thinking Skills & Learning/ Blooms Taxonomy

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Module 6: The Brain and Technology

READINGS: NO READING in the text, How the Brain Learns. Read all of the articles in the Module 6 folder located on Blackboard and watch the videos posted. Discussion on Blackboard: Write a reflective response to the articles and videos for this module. (DUE: November 25) Write a response discussing the challenges teachers face today that they did not a decade ago. What challenges do you see coming in the future of education? (DUE: November 25) Blooms Taxonomy iPad Project with Partner (DUE: November 25) READINGS: Read Chapter 6 in the text, How the Brain Learns. Read all of the articles in the Module 7 folder located on Blackboard and watch the videos posted.

Module 7: The Brain and the Arts

Discussion on Blackboard: Write a response to the article and video(s) regarding arts education (DUE: November 29) and respond to two classmates. (DUE: December 2) Post a summary of your Learning Theory research on the discussion board for your classmates to read. (DUE: December 2) Learning Theory Paper (DUE: December 2) READINGS: NO READING in the text, How the Brain Learns. Read all of the articles in the Module 8 folder located on Blackboard and watch the videos posted.

Module 8:

A Whole New Discussion on Blackboard: Write a response to what research is telling us about the brain, teaching, and learning (DUE: December 6) Mind/ Putting and respond to two classmates. (DUE: December 9) It All Write a brief reflection/insight from Daniel Pinks lecture. (DUE: December 9) Together
Learning Theory Presentation (DUE: December 9) Field Experience Reflection Report and Hours (DUE: December 9)

ASSIGNMENT DESCRIPTIONS: All papers and assignments should follow APA format and references should be cited correctly. Other than research papers, a running head is not needed in this course. Please read and review the APA portion of the syllabus and talk to Dr. Nordstrom if you have any questions. Multiple Intelligences Survey Reflection and Implications (25 points) DUE October 28 o Complete the Multiple Intelligences Survey. o Review and reflect on the results from the Multiple Intelligence test you took. What did the test reveal about your intelligence strengths? Did you find the test to be accurate? What are the implications of the test both personally and professionally? o Submit a 1-2 page, double-spaced reflection and response to the test. Include how your intelligence relates to and affects your teaching and work. Submit a hard copy onto Blackboard. Multiple Intelligences iPad Project (50 points) DUE November 4 o With your partner, begin examining iPad apps for your specific multiple intelligence(s). o You will choose a certain grade level/subject area and include at least 5 apps for your intelligence(s). o The presentation should have a picture of the app, the cost of the app, and how it can be used to fit your specific intelligence(s).
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o You will post a presentation (PowerPoint, Prezi, or any other ideas you have) to Blackboard. You must respond to at least two other presentations. TAP Rubric Reflection (25 points) DUE November 11 o Read and review the TAP teaching standards Environment Section. o Distinguish and describe what a 1, 3, or 5 would look like in a classroom at your level based on the rubric criteria. o This paper should be 1-2 pages in length. o Submit a hard copy onto Blackboard. If you are not in a preK-12 environment, you may do the following assignment instead: o Describe the health of your work environment. If you have a healthy work environment, describe what is making it such a productive workplace. If your work needs some help, what recommendations would you prescribe to make it a healthier place? o This paper should be 1-2 pages in length. o Submit a hard copy onto Blackboard. Philosophy of Teaching and Leading (25 points) DUE November 18 o Reflect upon your philosophy of teaching and your role as a leader. o What jobs or hats do teachers wear? o Read Mere Christianity Book 3, 11. Faith and include your reflections and insights from the reading o Include and address the role of Christian principles in their teaching and leading. o This paper should be 1-2 pages in length. o Submit a hard copy onto Blackboard and upload this assignment into LiveText. Blooms Taxonomy iPad Project (50 points) DUE November 25 o With your partner, begin examining iPad apps for your specific Blooms Taxonomy level. o You will choose a certain grade level/subject area and include at least 5 apps for your Blooms Taxonomy level. o The presentation should have a picture of the app, the cost of the app, and how it can be used to fit your specific Blooms level. o You will post a presentation (PowerPoint, Prezi, or any other ideas you have) to Blackboard. You must respond to at least two other presentations. Learning Theory Paper (50 points) DUE December 2 o Select one theory of learning or other topics listed below and submit the topic to Dr. Nordstrom on Blackboard. Everyone must have a different topic. First come first served! o This will be the same theory you develop into a presentation. o Summarize the research and history of the theory and theorist(s). o Discuss the importance of this theory education, specifically your area of focus/expertise. o This paper should be 3-5 pages in length. o Be sure to follow American Psychological Association (APA) for general guidelines, in-text citations of materials to avoid plagiarism. While the paper should discuss how the theory relates to your area of teaching, it should NOT be written from a personal perspective. Research papers never use personal pronouns (I, me, my). o Your reference page should include at least 3 scholarly sources/ references. o Submit a hard copy onto Blackboard. Learning Theory Presentation (25 points) DUE December 6 o Prepare an 8-10 slide presentation that covers the learning theory selected for your paper. Feel free to use PowerPoint or Prezi. If you have another idea pertaining to the style of presentation, please ask me. o Include research as well as practical implications for actual classroom/work environment practice. o List at least 3 sources other than the text on the last slide. o Make it fun and practical with application to the classroom/work environment! o Submit a hard copy onto Blackboard for grading, and a copy onto the Discussion Board for your classmates to view.
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Learning Theory Topic Choices: Piagets Theory of Cognitive Development Vygotskys Theory of Social Cognitive Development and ZPD Behaviorism and Skinner/Pavlov Constructivist Theory and Knowledge Construction Discovery Learning (Bruner) Social Learning (Bandura) Andragogy/Adult Learning (Knowles) Mind/Brain Principles of Learning (Caine and Caine) Higher-Level Thinking Skills (Metacognition, Transfer, Problem Solving, Critical Thinking) Blooms Taxonomy (revised only) Gagnes Taxonomy/Conditions of Learning Webbs Depth of Knowledge Cognitive Theory of Multimedia Learning Motivation and Affect (self-perceptions, interest, goals, attributes, teacher expectations)/ARCS Lateral Thinking (de Bono) Kolbs Experiential Learning Maslows Hierarchy of Needs Problem Based Learning Povertys effect on learning Diet/Sleep and the Ability to Learn Field Experience (50 total points) DUE December 9 Field experience is expected to take between five (5) to ten (10) hours. They can be arranged in the current workplace, if possible, but must be completed to be successful in the course. Your own classroom does not count toward field experience hours. o Complete and submit a hard copy onto Blackboard of the Field Experience Documentation Form and Observation reflections. It should also be uploaded into LiveText. o For this course, your Field Experience must include: Observing 3 classes with diverse students. (2-3 hours) Submit a written reflection (1-2 pages) on the observations along with recommendations. Complete and submit a TAP Environment Evaluation Rubric for each classroom observation. Special attention should be paid to design of the learning environment and the engagement of the students. Observing or participating in an IEP meeting or other meeting to plan instruction for an individual student. (1-2 hours) Provide documentation of your attendance on the Field Experience form with the proper signatures and information. Write a recommendation (1-2 pages) for the students learning and their individual learning environment. o

Discussion Board Responses (50 total points) o Each week you will be required to read a set of journal articles specific to our topic of study for the week. All of the required articles will be available on Blackboard. After reading the articles and text, respond to the discussion questions that have been posted on Blackboard. Be sure to cite the readings in your responses on the discussion board. For some posts, you will be required to write a response AND respond to 2 or more of your classmates posts.

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Rubric for Discussion Posts/Participation Name___________________________________________________________ Unacceptable Criteria 0 Points

Participates not at all.

Acceptable 3 Point
Participates 1-2 times on the same day.

Good 5 Points
Participates 3-4 times but postings not distributed throughout week. Posts well developed responses that addresses all aspects of the task; lacks full development of concepts.

Excellent 8 Points
Participates 4-5 times throughout the week.

Frequency

Initial Posting

Follow-Up Postings

Content Contribution

References & Support

Clarity & Mechanics

Posts adequate responses with superficial Posts no thought and responses to preparation; questions. doesnt address all aspects of the task. Posts shallow contribution to Elaborates on an Posts no follow- discussion (e.g., existing posting up responses to agrees or with further others. disagrees); does comment or not enrich observation. discussion. Posts Posts information Repeats but information that that is off-topic, does not add is factually incorrect, or substantive correct; lacks full irrelevant to information to development of discussion. the discussion. concept or thought. Uses personal Incorporates Includes no experience, but some references references or no references to from literature supporting readings or and personal experience. research. experience. Posts long, Communicates Contributes unorganized or in friendly, valuable rude content that courteous and information to may contain helpful manner discussion with multiple errors or with some errors minor clarity or may be in clarity or mechanics inappropriate. mechanics. errors.

Posts well developed responses that fully addresses and develops all aspects of the task.

Demonstrates analysis of others posts; extends meaningful discussion by building on previous posts.

Posts factually correct, reflective and substantive contribution; advances discussion. Uses references to literature, readings, or personal experience to support comments. Contributes to discussion with clear, concise comments formatted in an easy to read style that is free of grammatical or spelling errors.

Answers every question- +2 ______ Total _______/50 Comments:

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