HUMAN GROWTH AND LEARNING Master SyllabusEDUC 3320

COURSE DESCRIPTION
The study of the basic concepts, theories, and principles of human development and learning that lead to a useful understanding of children and adolescents, and the cognitive, behavioral, and social dynamics of learning. A case study is required. Prerequisites include EDU 2900 and a GPA of 2.25 or higher.

TOPICS
The following topics to be addressed in this course: Early Childhood Cognitive, Social, and Physical Development Human Development as it Pertains to Learning, Including the Theories of Piaget and Vygotsky Bronfenbrenners Ecological Theory, Eriksons Stages of Development, and Kholbergs Moral Development Physical Milestones and Disabilities in Regards to Teaching Behaviorism and Social Learning, Pavlovs Classical Conditioning, Skinners Operant Conditioning, and Banduras Social Learning Intelligence and Best Teaching Practices, Gardners Multiple Intelligences, and Blooms Taxonomy Cognitive Processes, Memory, Attention, and Metacognition Motivation and Teaching, and Maslows Hierarchy of Needs Classroom Management, Discipline, and Dealing with Children with Behavioral Issues Learning and Cognition in the Content Areas

COURSE OBJECTIVES
Upon completion of the Human Growth and Learning course, each student will be able to: Student Outcomes * Denotes INTASC Principles Teacher Preparation Program (TPP) Goals I (1, 2, and 6), II (1 and 2) Shorter College Educational Principles (SCEP) I and VI

1. The students will trace the evolution of developmental psychology. *1, 2, 3, 5, and 10 2. The students will describe the typical developing person from conception through adolescence according to physical, cognitive, social, and personality development. *1, 2, 3, 4, 7, and 9 3. Relate the following topics to good instructional procedures: memory, transfer, forgetting, creativity, intelligence, teaching of thinking, motivation theories and application, anxiety, discipline, classroom management, and assessment. *1, 3, 4, 5, 6, 8, and 9

I (1 and 2), II I, II, and IV (1), III (3, 4, and 5), IV (1, 4, and 7)

I (1, 2, and 6); I II (1); III (I, 2, 3, and 4); IV (1, 2, 4, 5, 6, and 7)

COURSE OUTCOMES
The following outcomes are expected of each student for Human Growth and Learning: The student outcomes are linked directly to the Goals and Objectives of the TPP, which form the basis for the Conceptual Framework. The student outcomes are also linked to the SCEP. Student Outcomes * Denotes INTASC Principles 1. The students will trace the evolution of developmental psychology. *1, 2, 3, 5, and 10 2. The students will describe the typical developing person from conception through adolescence according to physical, cognitive, social, and personality development. *1, 2, 3, 4, 7, and 9
HUMAN GROWTH AND LEARNING

TPP I (1, 2, and 6), II (1 and 2)

SCEP I and VI

I (1 and 2), II I, II, and IV (1), III (3, 4, and 5), IV (1, 4, and 7)

3. Relate the following topics to good instructional procedures: memory, transfer, forgetting, creativity, intelligence, teaching of thinking, motivation theories and application, anxiety, discipline, classroom management, and assessment. *1, 3, 4, 5, 6, 8, and 9

I (1, 2, and 6); I II (1); III (I, 2, 3, and 4); IV (1, 2, 4, 5, 6, and 7)

INTRODUCTORY NOTES TO STUDENTS

Prerequisites: A GPA of 2.25 or higher, EDU 2900, and an acceptable background check. Liability Insurance and a State of Georgia background check are required to observe in schools. Liability insurance is available at Shorter through SGAE or SPAGE for $15. A student I.D. card must be worn as a name badge at all times when observing in schools. A clip for the I.D. will be provided by the TPP at no charge. The students will demonstrate the Georgia Professional Standards in language arts and written communication as they meet the course requirements. (LA 1212.28; 12.29; 12.31; 12.4041; 12.4344; and 12.5153.) The students will use technology to research topics. Grading Policy 10090 = A 8980 = B 7970 = C 6960 = D

Attendance Requirements: Preservice Teacher Attendance Policy One of the important characteristics of a highly effective teacher is excellent attendance. Attendance and carrying out responsibilities in the manner of a practicing professional are qualifications required by school administrators. Goal IV of the Conceptual Framework of the TPP of Shorter College states that the Preservice teacher will demonstrate professionalism (College Mission, Educational Principles II and V). Attendance and submitting reports on or before the due date are critical components of professional dispositions. Preservice teachers are required to demonstrate excellent attendance in classes and engage in ongoing professional dispositions. The following criteria will be your guide: Attend each class session and be participatory (absences are due to illness or emergency).

HUMAN GROWTH AND LEARNING

One excused absence is allowed. After the first absence without a physicians note, the final grade will be lowered by one letter grade.

DISABILITY POLICY Please review the current Shorter College Student Handbook and Catalog.

ACADEMIC DISHONESTY Please review the current Shorter College Student Handbook and Catalog.

HONOR CODE When we join the Shorter College community, we sign the Roll of Honor, and formally enroll under the pledge: On my honor, I will abstain from all deceit. I will neither give, receive, nor use any unauthorized aid in my academic work, nor will I permit such action by any member of this community. I will respect the persons and property of the community, and will not condone discourteous or dishonest treatment of these by my peers. In my every act, I will seek to maintain a high standard of honesty and truthfulness for myself and for the College.

ASSESSMENT CRITERIA
Case Study Lesson Plan and Presentation One Exam Class Participation

HUMAN GROWTH AND LEARNING

ASSIGNMENT OVERVIEW
Requirement/Project Point value Note here the SCEP; the Division of Education Conceptual Framework Component; and the INTASC Principles each project enables you to demonstrate.

Case Study: Write a case study for a child in the developmental age group 511 years regarding physical, cognitive, social, and personality development Group Lesson Plan and Presentation: Develop and demonstrate an age-appropriate lesson plan based on the Multiple Intelligences Theories. Groups must consider the physical, cognitive, and social abilities of the student. This will be a group project and presentation. Exam Class Participation (10 points per class)

100

200

100 100

MATERIALS INVENTORY
The following materials are required for the Human Growth and Learning course: TEXTBOOK: Santrock, J. (2009). Educational psychology (4th ed.). New York: McGraw Hill.

SUPPLEMENTAL MATERIALS: Text Materials: Available Online Resources, DVD Video Companion, Instructor Testing and Resources CD

Computer Access: Computer with Macintosh or Windows operating system Electronic Devices: Printer, Multimedia Projector Delivery Media: Internet Access (Web Browser, Email, SCHOLAR, TaskStream), CD-ROM, DVD
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Current Software:

Microsoft Office (Word, PowerPoint, and Excel), Adobe (Acrobat) Reader, Inspiration, QuickTime Player or QuickTime Pro.

CLASS ONE
OBJECTIVES Upon completion of this class, each student will be able to: 1. 2. Distinguish between cognitive, social, and physical development. Discuss the development of the brain, and compare the cognitive developmental theories of Jean Piaget and Lev Vygotsky. Identify the key features of language, biological, and environmental influences on the typical growth of the childs language.

3.

ASSIGNMENTS The following assignments are to be completed prior to this class: Individual Read Chapter 2. Learning Team There are no learning team assignments for this class.

CLASS TWO
OBJECTIVES Upon completion of this class, each student will be able to: 1. 2. 3. 4. Describe Bronfenbrenners Ecological Theory and Eriksons Life-Span Development Theory and apply them to classroom situations. Discuss how the social contexts of families, peers, and schools are linked with socioemotional development. Use Kholbergs Theory of Moral Development to explain moral reasoning. Identify case study requirements.

HUMAN GROWTH AND LEARNING

ASSIGNMENTS The following assignments are to be completed prior to this class: Individual 1. 2. Read Chapter 3 Read the case study guidelines, the assignment description, and the grading rubric on Moodle.

Learning Team There are no learning team assignments for this class.

CLASS THREE
OBJECTIVES Upon the completion of this class, each student will be able to: 1. Discuss physical development from the zygote stage to the early years of adolescence. Identify developmental milestones. Identify age-appropriate motor skills when formulating a lesson plan. Describe various types of disabilities and disorders. Write a draft of Section A of the case study.

2. 3. 4. 5.

ASSIGNMENTS The following assignments are to be completed prior to this class: Individual 1. 2. Read Chapter 6. Select a student as a case study subject and obtain parental consent for working with the minor.

Learning Team There are no learning team assignments for this class.
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CLASS FOUR
OBJECTIVES Upon completion of this class, each student will be able to: 1. 2. 3. 4. Define learning and describe five approaches to studying it. Compare classical conditioning and operant conditioning. Apply behavior analysis to education. Develop a rough draft of Sections B and C of the case study.

ASSIGNMENTS The following assignments are to be completed prior to this class: Individual Read Chapter 7. Learning Team There are no learning team assignments for this class.

CLASS FIVE
OBJECTIVES Upon completion of this class, each student will be able to: 1. 2. 3. Discuss the concept of intelligence and how it is measured. Describe several learning and thinking styles. Develop a lesson plan based on Gardners Theory of Multiple Intelligences. Identify important forms of teacher-centered instruction. Use Blooms taxonomy to check for learner comprehension. Discuss important forms of learner-centered instruction.

4. 5. 6.

ASSIGNMENTS
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The following assignments are to be completed prior to this class: Individual Read Chapters 4 and 12. Learning Team There are no learning team assignments for this class.

CLASS SIX
OBJECTIVES Upon completion of this class, each student will be able to: 1. 2. 3. 4. 5. Define transfer and explain how to enhance it as a teacher. Describe the information-processing approach. Define attention and summarize how it changes during development. Students will discuss memory in terms of encoding, storage, and retrieval. Complete Exam 1.

ASSIGNMENTS The following assignments are to be completed prior to this class: Individual 1. 2. Study for Exam 1. Review Chapters 8 and 9.

Learning Team There are no learning team assignments for this class.

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CLASS SEVEN
OBJECTIVES Upon completion of this class, each student will be able to: 1. Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives on motivation. Discuss Maslows Hierarchy of Needs as it applies to classroom learning. Describe how relationships and sociocultural contexts can support or undercut motivation. Recommend how to help students with achievement problems.

2. 3.

4.

ASSIGNMENTS The following assignments are to be completed prior to this class: Individual Read Chapter 13. Learning Team There are no learning team assignments for this class.

CLASS EIGHT
OBJECTIVES Upon completion of this class, each student will be able to: 1. 2. Describe the positive design of the classrooms physical environment. Identify effective approaches to communication for both students and teachers. Formulate effective approaches to deal with students with behavioral problems. Develop a plan for dealing with bullying in the classroom.
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3.

4.

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ASSIGNMENTS The following assignments are to be completed prior to this class: Individual 1. 2. Read Chapter 14 Upload the case study assignment on TaskStream.

Learning Team There are no learning team assignments for this class.

CLASS NINE
OBJECTIVES Upon completion of this class, each student will be able to: 1. Distinguish between expert knowledge and pedagogical content knowledge. Discuss some useful approaches to teaching reading and writing. Characterize how mathematical thinking develops. Identify challenges to teaching science and social studies. Develop a cognitively, socially, and physically age-appropriate lesson plan using Gardners Theory of Multiple Intelligences as a guide.

2. 3. 4. 5.

ASSIGNMENTS The following assignments are to be completed prior to this class: Individual Read Chapter 11. Learning Team There are no learning team assignments for this class.

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CLASS TEN
OBJECTIVES Upon completion of this class, each student will be able to: Present his or her lesson and lesson plan based on Gardners Theory of Multiple Intelligences.

ASSIGNMENTS The following assignments are to be completed prior to this class: Individual Prepare a lesson plan base on Gardners Theory of Multiple Intelligences using the Shorter College Professional Studies Lesson Plan Form. Learning Team There are no learning team assignments for this class.

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