Classroom Learning Theory Syllabus Fall 2004

Office hours:
Mondays and Wednesdays: 12:30-2:30 p.m.
Tuesdays: 12:30-2:30 p.m.
By appointment

Required Text

Woolfolk, A. (2004). Educational psychology (9th ed.). Needham Heights, MA: Allyn & Bacon.

Optional Texts

Brooks, J. G. & Brooks, M. G. (1999). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Gardner, H. (1983/1993). Frames of mind: The theory of multiple intelligences (10th anniversary edition). New York: Basic Books.

Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.

Course Focus

This is a core course in the five-year Master of Arts teaching program. It is designed to introduce the preservice teacher to the learner and the learning process as negotiated within a classroom. The roles of educators and students in the learning process and the impact of the interactive classroom environment on learning are examined. Developmental theories (cognitive, psychosocial, and moral), their cultural and sociopolitical influences, and the implications of these theories and their influences for education are reviewed. Major theories concerning the learning process and their implications for the instructional process are also examined.

Learning Expectations

A. Explain the interactions of students, teachers, and materials in classrooms and the implications of these interactions for classroom environments.

B. Describe contemporary learners along a continuum of characteristics, i.e., socioeconomic status, ethnicity, gender, ability, among others, and discuss the implications of these characteristics for instruction in the contemporary classroom and in the future.

C. Compare and contrast major theoretical positions on development and learning.

D. Identify social (family structure, socioeconomic status, parenting styles, for example) and cultural (ethnicity, language, gender, for example) factors that influence cognitive and emotional development.

E. Acknowledge the relevance / importance of social and cultural factors for student learning and receptivity to learning process and for the development and implementation of effective classroom practices.

F. Recognize and articulate how their own personal philosophies and preferences for learning influence their educational practices.

Areas Addressed

C. Behavioral and cognitive theories on learning; differences in perception and practice.

E. Contemporary learners: differences (cultural, physical, and academic); influences (media, technology, for example); and evolving familial patterns / realities.

F. Varying theoretical positions on teaching and learning, i.e., constructivism.

G. Motivation and its implications for learning and classroom practices environments.

Course Requirements

A constructivist approach is employed in class whereby students are expected to be actively involved in their learning. Read the material, note any questions or areas where concepts were not fully understood, and raise these questions during class. The readings will not be "rehashed" during class. The focus in class is on your interpretation and synthesis of the reading material. We will explore different dimensions of the issues and ideas. A variety of learning approaches are used within the class for interpreting and analyzing the material.

To maximize your learning, attend class (absences will be noted), prepare (complete readings prior to the class in which they are to be discussed), and participate (share ideas / opinions and support / relate them with / to information from readings, articles, or any other source material.).

As scholar-practitioners, you are encouraged to select additional readings from other sources, i.e., magazines, professional journals, or newspapers to further explore issues.

A combination of in-class and out-of-class reflections concerning class activities, discussions, and readings and their meanings are required. These reflections are the students' means of interacting with concepts and ideas presented in class and in the readings, and are an indication to me of how the information is understood and incorporated by you.

Format for out-of-class reflections: One-page minimum, two-page maximum, typed using the APA format due September 10, October 8, and November 22

Reflections should include (a) a summary of class material covered (readings, discussions, activities) and (b) discussion of reactions, analyses, and implications of issues addressed.

Reactions and analyses focus on three areas:
knowledge gained (What did I learn that was new?)
implications (What difference does it make to students, educators, the educational process.?)
significance (How did the information impact me? What do I still want to know?).

In-class reflections are done during class time at the instructor's discretion (unscheduled). A variety of formats are used. There are no make-ups for in-class reflections.

Each student will participate in one group presentation on a course topic identified by the instructor. There will be four to six students in each group. Students earn a group presentation grade (the same for all members) and an article critique grade (an individual grade). Due dates are the weeks of September 27-October 1, October 25-29, and November 15-19. There are no make-ups for group presentations.

Format for group presentations:
~ 20-30 minutes in length
~ integrated roles for each participant
~ outline of presentation for instructor
Evaluation of a presentation will be based on its effectiveness in conveying ideas, clarifying and extending information on the topic, stimulating interest in the topic, answering questions, and integrating group members into the presentation.

Each group member will critique an article on a subtopic addressed in the group presentation. The article is to be selected from a peer-reviewed professional journal. Citations and references follow the American Psychological Association (APA) style for academic research. Critiques are due on the same days as the group presentations.

There are two exams, a midterm (10/15 ) and a final (12/10 ). The exam experience is a learning tool that gives students a better understanding of how learning occurs.

You will be assigned to classroom teachers at an elementary where you will spend a minimum of twelve hours in the classroom. Visits to the school and interactions with teachers and students are required for the MAT program. Students are responsible for establishing a schedule with the supervising teacher, maintaining that schedule, and completing duties assigned by the teacher. Successful completion of field experience (including completion of hours and passing with a satisfactory grade from the supervising teacher as well as the instructor) is required to pass this course. (See Field Experience handout for details concerning requirements and evaluation.) DUE OCTOBER 22.

You will submit a portfolio at the end of the semester containing reflections on different aspects of learning that have occurred in the course. The portfolio will contain both required and optional items (See Portfolio handout.) All students are expected to participate in the presentation of portfolio items. If absent for a presentation, points will be subtracted from the final portfolio grade. DUE DECEMBER 3.

Evaluation

Expectations

All work submitted for review and evaluation should be professional in appearance and content. The papers are to be typed and double-spaced. Citations and bibliographic references are to adhere to the APA (4th/5th edition) style of writing. Plastic pages enhance the appearance of papers/reports but inhibit instructor comments. Please refrain from using plastic page covers for submitted work other than the portfolio.

All work should be submitted on date due. Maximum points to be earned on an assignment will be reduced by 10% for each calendar day that the assignment is late. Assignments that are more than seven days late, will not be accepted. Students are required to attend all peer/group presentations. Consequences for not attending presentations are provided. There is no make-up for in-class reflections.

The portfolio began in the Introduction to Education course is extended in this course. Reflection on how your ideas or perspectives are evolving is encouraged. Discussion or questions about evolving ideas, professional growth, and development will also be addressed in class.

Questions and interactions are a major part of this course and are integral to the learning process. Students are not compelled or mandated to question and / or respond. Students can ask questions concerning topics studied or class requirements either in class or in the instructor's office. If no questions are asked, the instructor assumes students understand the topics studied and the assignments. Students are encouraged to see the instructor during posted office hours or make an appointment to clarify any concepts or instructions before they become problematic.

Writing is an integral part of the class. Clear articulation, support and analysis of ideas (personal and theoretical) are required.

Statement of Academic Honesty

The application of the University of Arkansas Academic Honesty Policy, as stated on pages 37-38 in the 2004-2005 Undergraduate Studies Catalog, will be fully adhered to in this course. Grades and degrees earned by dishonest means devalue those earned by all students; therefore, it is important that students are aware of the University of Arkansas Academic Honesty Policy. Academic dishonesty involves acts, which may subvert or compromise the integrity of the educational process.

Inclement Weather Policy

In case of severe weather, a message will be left on the instructor's voice mail alerting students that class has been cancelled. This is also true for any emergencies that may result in class being cancelled.

*This is the next step toward THE One World Language.
Step Sixteen: *Your pet theory given a vaccination.

Planet Gnosis is ruled by Freddie A. Bowles, a professional educator and fellow at the Department of Curriculum and Instruction, the University of Arkansas at Fayetteville. An independent entity in the CornDancer consortium of planets, Planet Gnosis is dedicated to the exploration of education and teaching. CornDancer is a developmental website for the mind and spirit maintained by webmistress Freddie A. Bowles of the Planet Earth. Submissions are invited.

Syllabus

CIED 3033 Classroom Learning Theory Fall Semester, 2004