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Learning Theories (K-12) – EDU 501

Student Course Guide

Prerequisite: EDU505 Contemporary Issues in Education

Quarter
Meeting Days/Time
Instructor
Instructor Phone
Instructor E-mail
Instructor Office Hours/Location
Academic Office Phone Number
Strayer Technical Support	1-877-642-2999

INSTRUCTIONAL MATERIAL - Required

Driscoll, M. Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson.

INSTRUCTIONAL MATERIAL - Supporting

The following resources provide additional background and supporting information for this course. There is no need to purchase these items for the course.

Print Resources

Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M., & Norman, M.K. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.

Armstrong, T. (2012). Neurodiversity in the classroom: Strength-based strategies to help students with special needs succeed in school and life. Baltimore, MD: ASCD.

Branford, J., Stevens, R., Meltoff, A., Pea, R., Rochelle, J. et al. (2006). Learning theories and education: Toward a decade of synergy. Psychology (2nd ed.) (pp. 209-244)/ Mahwah, NJ: Erlbaum.

Kalyuga, S., Renki, A., & Paas, F. (2010). Facilitating flexible problem solving: A cognitive load perspective. Educational Psychology Review, 22, 175-186.

Morphew, V.N. (2012). A constructivist approach to the NETS for teachers. Eugene, OR: ISTE.

O’Donnell, A., Reeve, J., & Smith, J. (2012). Educational psychology: Reflection for action. (3rd ed.). Hoboken, NJ: John Wiley & Sons.

Pressley, M. & Harris, K. R. (2006). Cognition strategies instruction: From basic research to classroom Instruction. In P. A. Alexander & P. Winne (Eds.), Handbook of Educational Psychology (2nd ed.), (pp. 265-286). Mahwah, NJ: Erlbaum.

Reeves, A.R. (2011). Where great teaching begins: Planning for student thinking and learning. Baltimore, MD: ASCD.

Slavin, R.E. (2012). Educational psychology: Theory and practice. (10th ed.). Boston, MA: Allyn & Bacon.

Professional Organization Websites

Association for Supervision and Curriculum Development (ASCD). (2013). General format. Retrieved from http://www.ascd.org

American Psychological Association (APA). (2013). General format. Retrieved from http://www.apa.org

International Society for Technology in Education (ISTE). (2013). General format. Retrieved from http://www.iste.org

COURSE DESCRIPTION

This course examines classic and contemporary theories of learning that directly impact education and their influences on teaching and learning in the K-12 school setting. It explores the research base of the major theoretical models and examines the implications of those models for education. Upon completion, students should be able to describe theories and styles of learning and discuss the relationship between different types of intelligence to learning motivation and its application to the classroom setting.

COURSE OUTCOMES

Upon the successful completion of this course, the student will be able to:

1. Analyze the basic principles of learning theories.

2. Analyze the role of behavior in the learning process.

3. Describe the role of cognition in the learning process.

4. Analyze how cognitive development influences learning ability and styles.

5. Analyze the biological bases of learning and memory.

6. Explain the roles of motivation and self-regulation in the learning process.

7. Apply instructional psychology, theories and models to instructional design tasks.

8. Develop a customized theory of learning specific to the students given environment.

9. Use technology and information resources to research issues in learning theory.

COURSE EXPECTATIONS

To obtain the most benefit from this class:

· Follow Strayer University’s policies and procedures as well as those specific to this class.

· Class specific information can be found within the “Class Information” section within the Student Center.

WEEKLY COURSE SCHEDULE

The weekly schedule describes the learning activities that will help you achieve the course outcomes and the assignments that will be used to measure your mastery of the outcomes. Each week is divided into sections consisting of readings, lectures, discussions, and assignments. For selected assignments, a grading rubric is included in this course guide and will be used to evaluate your performance.

Week	Assignments	Date
1
2	Making Connections Exercise
3
4	Assignment 1: Let’s Get Radical
5
6	Assignment 2: Interacting with Rad
7
8	Assignment 3: Applying Self-Regulated Learning
9
10	Assignment 4: Personal Learning Theory
11

WEEK 1

Course outcome in focus:

· Analyze the basic principles of learning theories.

· Analyze the role of behavior in the learning process.

Activities:

Readings:

· Read Chapter 1, “Introduction to Theories of Learning and Instruction.”

· Read Chapter 2, “Radical Behaviorism.”

Review

· Making Connections Exercise, located in Weeks 1 and 2

Note: Review the instructions for the Making Connections Exercise that is due Week 2. You will need to complete some of the steps of the exercise prior to the end of Week 2.

Faculty Note: Remind students to review the Making Connections Exercise instructions so that they are able to adequately prepare and make arrangements with you for their scheduled conversation time.

Supporting Topics:

Lecture 1 Topics:

· Learning theory

· Learning in history

· Learning theory and instruction

Lecture 2 Topics:

· The experimental analysis of behavior

· Principles of behavior management

· Contributions of behaviorism to instruction

· The behaviorist perspective on learning: issues and criticisms

Lectures and Discussions:

Faculty introduction, course overview and expectations

· Review course philosophy, expectations, assignments, late policy, grading, academic integrity, APA use if appropriate, and attendance policy.

Student introductions

· Lecture on learning theory, learning in history, and learning theory and instruction.

· Discussion 1: “Epistemological Orientation.” Students will respond to the following:

· Which epistemological orientation (pragmatism, objectivism or interpretivism) is most closely aligned with your own experience? Explain how this bias may affect your understanding of learning theory.

· Of the three orientations, is one better than the others? No matter how you answer, explain your rationale.

· Lecture on the experimental analysis of behavior, principles of behavior management, contributions of behaviorism to instruction, and the behaviorist perspective on learning: issues and criticisms.

· Discussion 2: “Behaviorism Criticized.” Students will respond to the following:

· Describe a learning situation in which you or another person had difficulty in achieving a desired performance. Develop a plan to improve performance using the techniques discussed in this chapter.

· What are some possible objections you could raise to the radical behaviorist model of learning?

· Applying these objections to the plan you just developed, which part is the most likely to fail? What might you do to “fix” it?

WEEK 2

Course outcome in focus:

· Analyze the basic principles of learning theories.

· Describe the role of cognition in the learning process.

Activities:

Readings:

· Read Chapter 3, “Cognitive Information Processing”

Supporting Topics:

Lecture 1 Topics:

· Overview of information processing systems

· Sensory memory

· Working memory

Lecture 2 Topics:

· Long-term memory

· Implications of CIP (cognitive information processing) for instruction

Lectures/Discussions:

· Lecture on overview of the information-processing systems, sensory memory, and working memory.

· Discussion 1: “CIP and Epistemology”. Students will respond to the following:

· Based on what we have seen so far, which epistemological orientation does cognitive information processing most closely align with?

· How does this orientation differ from that of radical behaviorists? Explain your rationale.

· Lecture on long-term memory and implications of CIP for instruction.

· Discussion 2: “CIP Applied.” Students will respond to the following:

· Within this learning environment (this course), how could you apply the principles of CIP to make the learning experience better?

· Of the recommendation you made, which would be the hardest to implement and why?

Making Connections Exercise

Due Week 2 worth 10 points

Online students, please follow these exercise instructions.

When taking online classes, we often communicate via the discussion boards and e-mail. Having a personal phone conversation can set the foundation for a successful partnership between a student and a professor in an online class.

What do you need to do?

1. Schedule a phone conversation with your professor. The conversation should take place during Week 1 or Week 2 of the quarter. Note: The length of time for the conversation will vary. It should take no more than one (1) hour.

2. Refer to the “Other Considerations for Both Online and On-ground Students” section of this exercise for tips on creating an effective resume.

3. Upload a copy of your resume for this exercise before the phone call takes place. You can upload your resume to the Making Connections Exercise area located in Week 2 of your online course.

4. Prepare at least three (3) questions that you have about the class to ask your professor.

5. Be prepared to discuss the following:

a. Provide an overview about your personal and professional background.

b. Discuss why you are earning your Master’s degree.

c. Discuss how this class connects with your career goals and interests.

d. Ask your questions that you have prepared.

Note: Your resume should be uploaded, and you should have the conversation sometime during Week 1 or 2. To earn full credit, your resume should be uploaded prior to having the phone call. The Making Connections Exercise (both uploaded resume and completed conversation) is due by the end of Week 2.

On-ground students, please follow these exercise instructions.

Making connections with your instructor and classmates is an important part of your educational experience, both online and in face-to-face classes. Getting to know your classmates and instructor can help to foster relationships that build a foundation for a successful learning experience.

What do you need to do?

1. Refer to the “Other Considerations for Both Online and On-ground Students” section of this exercise for tips on creating an effective resume.

2. Upload a copy of your resume for this exercise before your scheduled Week 2 class. You should also have a copy readily available to review with your classmates and instructor during your scheduled class time. Note: You can upload your resume in the Exercise assignment area located in Week 2 of your online course.

3. Prepare at least three (3) questions to ask your classmates to learn about their work experience and career aspirations.

4. Be prepared to answer your classmate’s questions and to discuss the following:

a. Provide an overview about your personal and professional background.

b. Discuss why you are earning your Master’s degree.

c. Discuss how this class connects with your career goals and interests.

d. Ask your questions that you have prepared.

Note: To earn full credit, your resume should be uploaded prior to your scheduled Week 2 class. The Making Connections Exercise (both uploaded resume and completed conversation) is due by the end of Week 2.

Other Considerations for both Online and On-ground Students :

What if I don’t have a resume or my current one could use some sprucing up?

You can review the Lynda.com online video course titled, “Creating an Effective Resume” (3 hr 29 m) presented by author Mariann Siegert for step-by-step guidance on creating an effective resume (located at http://www.lynda.com/Business-Skills-tutorials/Creating-Effective-Resume/75926-2.html?org=strayer.edu). The documents titled Career Management Worksheet, located in Week 1 of the online course, is a useful tool for getting started creating a resume or refreshing on that you might have already started. The worksheet is also available in the video courses exercise files on Lynda.com.

If you do not have time to review the entire course, the following videos may be particularly helpful in getting you started using the Career Management Worksheet as well as revising an existing resume:

· “Filling out the career management worksheet” (1 min 34 s), located at http://www.lynda.com/Business-Skills-tutorials/Filling-out-career-management-worksheet/75926/83027-4.html?org=strayer.edu

· “Creating a marketing campaign” (2 min 50 s), located at http://www.lynda.com/Business-Skills-tutorials/Creating-marketing-campaign/75926/83029-4.html?org=strayer.edu

· “Understanding the importance of keywords” (2 min 14 s), located at http://www.lynda.com/Business-Skills-tutorials/Understanding-importance-keywords/75926/83031-4.html?org=strayer.edu

· “Finding essential keywords” (6 min 34 s), located at http://www.lynda.com/Business-Skills-tutorials/Finding-essential-keywords/75926/83032-4.html?org=strayer.edu

· “Incorporating action verbs” (4 min 51 s), located at http://www.lynda.com/Business-Skills-tutorials/Incorporating-action-verbs/75926/83033-4.html?org=strayer.edu

· “Getting results using PAR statements” (4 min 40 s), located at http://www.lynda.com/Business-Skills-tutorials/Getting-results-using-PAR-statements/75926/83034-4.html?org=strayer.edu

Do I have to write a paper for this?

No. Simply schedule the phone call (online students only), upload your resume, and have a great conversation. Your grade for this exercise will be based on submitting your resume prior to the conversation or prior to your scheduled class and completing the conversation, using the following rubric.

The exercise will be graded using the following rubric:

Points: 10	Making Connections Exercise
Criteria	Does Not Meet 0%	Proficient 100%
1. Resume uploaded prior to conversation or scheduled class. Weight: 50%	Resume was not uploaded prior to conversation or scheduled class.	Resume was uploaded prior to conversation or scheduled class.
2. Conversation completed. Weight: 50%	Conversation never took place.	Conversation took place between student and professor and / or classmates.

WEEK 3

Course outcome in focus:

· Analyze the basic principles of learning theories.

· Describe the role of cognition in the learning process.

Activities:

Readings:

· Read Chapter 4, “Meaningful Learning and Schema Theory”

Supporting Topics:

Lecture 1 Topics:

· Ausubel’s meaningful reception learning

· Meaningful learning as assimilation to schema

Lecture 2 Topics:

· Meaningful learning, schema theory and instruction

Lectures/Discussions:

· Lecture on Ausubel’s meaningful reception learning, and meaningful learning as assimilation to schema.

· Discussion 1: “Assimilation Theory.” Students will respond to the following:

· In light of Ausubel’s assimilation theory, discuss what should be considered when designing instruction for a simple task like painting a wall. Explain your rationale.

· Select a skill or knowledge element involved in the task and describe what instruction would look like for that element.

· Explain how your proposed piece of instruction leverages Ausubel’s insights.

· Lecture on Meaningful learning, schema theory, and instruction.

· Discussion 2: “Advanced Organizers.” Students will respond to the following:

· Describe an instructional goal that requires the learner to activate prior knowledge.

· Explain how the activation of prior knowledge helps the learner understand the new material in your specific example.

· Describe what an advanced organizer would look like for your specific example.

WEEK 4

Course outcome in focus:

· Analyze the basic principles of learning theories.

· Describe the role of cognition in the learning process.

Activities:

Readings:

· Read Chapter 5, “Situated Cognition”

Supporting Topics:

Lecture 1 Topics:

· The nature of situated cognition

· Antecedents to situated cognition theory

Lecture 2 Topics:

· Process of situated cognition

· Implications of situated cognition for instruction

Lectures/Discussions:

· Lecture on the nature of situated cognition and antecedents to situated cognition theory.

· Discussion 1: “Situated Cognition.” Students will respond to the following:

· Discuss the impact of situated cognition on a K-12 course when taught face-to-face as opposed to online.

· Make two recommendations for improving the course in question (either face-to-face or online) by applying what you know about situated cognition.

· Describe which recommendation is more likely to result in measurable improvements. Explain your rationale.

· Lecture on the process of situated cognition and implications of situated cognition for instruction.

· Discussion 2: “Communities of Practice.” Consider all the communities of practice in which you participate and respond to the following:

· Based on your experience, what are some of the most common barriers to learning with communities of practice?

· Describe two to four (2-4) possible ways to overcome these barriers.

· Envision the ideal community of practice for your current (or expected) profession and describe its characteristics.

Assignment #1: Radical Behaviorist Critique

Relying on information learned and read in this class and at least two (2) outside references, write a four to six (4-6) page paper based on the Radical Behaviorist Approach. For purposes of writing your scenario, your character is named Rad and you are the Instructor. The scenario should be based on the following steps outlined in your book:

1. Step One – Set Behavioral Goals. Describe the desired behavior you would like Rad to achieve. Note: Consider what have you observed about Rad related to the desired behavior.

2. Step Two – Determine Appropriate Reinforcers. Define reinforcers, and explain the reinforcers that you have selected for the desired behavioral outcome for Rad. Include the primary reasons why the selected reinforcers are appropriate for Rad, you (the Instructor), and the environment.

3. Step Three – Select Procedures for Changing Behavior. Describe the procedures that you implemented to achieve the desired behavior in Rad, and specify the main reasons why you chose these procedures.

4. Step Four – Implement Procedures and Record Results. Discuss the implementation of the procedures that you chose in Step 3, and create fictional results. Explain the method(s) that you used to observe the results.

5. Step Five – Evaluate and Revise. Discuss the method(s) that you used to evaluate the effectiveness of your desired behavioral change in Rad, and determine the major revisions you may consider to your program in the future.

The format of the report is to be as follows:

· Typed, double spaced, Times New Roman font (size 12), one inch margins on all sides, APA format.

· Use headers for each of the subjects being covered, followed by your response.

· In addition to the four to six (4-6) pages required, a title page is to be included. The title page is to contain the title of the assignment, your name, the instructor’s name, the course title, and the date.

Note: You will be graded on the quality of your answers, the logic/organization of the report, your language skills, and your writing skills.

The assignment will be graded using the following rubric:

Outcomes Assessed

· Analyze the basic principles of learning theories.

· Analyze the role of behavior in the learning process

· Describe the role of cognition in the learning process

· Use technology and information resources to research issues in.

Grading Rubric for Assignment #1 – Let’s Get Radical

Points: 200	Assignment 1: Let’s Get Radical
Criteria	Unacceptable Below 70% F	Fair 70-79% C	Proficient 80-89% B	Exemplary 90-100% A
1. Set Behavioral Goals. Describe the desired behavior you would like Rad to achieve. Weight: 15%	Did not submit or incompletely met the stated criteria.	Partially met the stated criteria.	Satisfactorily met the stated criteria.	Thoroughly met the stated criteria.
2. Determine Appropriate Reinforcers. Define reinforcers, and explain the reinforcers that you have selected for the desired behavioral outcome for Rad. Include the primary reasons why the selected reinforcers are appropriate for Rad, you (the Instructor), and the environment. Weight: 15%	Did not submit or incompletely met the stated criteria.	Partially met the stated criteria.	Satisfactorily met the stated criteria.	Thoroughly met the stated criteria.
3. Select Procedures for Changing Behavior. Describe the procedures that you implemented to achieve the desired behavior in Rad, and specify the main reasons why you chose these procedures. Weight: 15%	Did not select or incompletely met the stated criteria.	Partially selected or met the stated criteria.	Satisfactorily met the stated criteria.	Thoroughly met the stated criteria.
4. Implement Procedures and Record Results. Discuss the implementation of the procedures that you chose in Step 3, and create fictional results. Explain the method(s) that you used to observe the results. Weight: 15%	Did not implement or incompletely met the stated criteria.	Partially met the stated criteria.	Satisfactorily met the stated criteria.	Thoroughly met the stated criteria.
5. Evaluate and Revise. Discuss the method(s) that you used to evaluate the effectiveness of your desired behavioral change in Rad, and determine the major revisions you may consider to your program in the future. Weight 15%	Did not submit or incompletely met the stated criteria.	Partially met the stated criteria.	Satisfactorily met the stated criteria.	Thoroughly met the stated criteria.
6. 2 References Weight: 5%	No references provided	Does not meet the required number of references; some or all references poor quality choices.	Meets number of required references; all references high quality choices.	Exceeds number of required references; all references high quality choices.
7. Writing Mechanics, Grammar, and Formatting Weight: 5%	Serious and persistent errors in grammar, spelling, punctuation, or formatting.	Partially free of errors in grammar, spelling, punctuation, or formatting.	Mostly free of errors in grammar, spelling, punctuation, or formatting.	Error free or almost error free grammar, spelling, punctuation, or formatting.
8. Appropriate use of APA in-text citations and reference section Weight: 5%	Lack of in-text citations and / or lack of reference section.	In-text citations and references are provided, but they are only partially formatted correctly in APA style.	Most in-text citations and references are provided, and they are generally formatted correctly in APA style.	In-text citations and references are error free or almost error free and consistently formatted correctly in APA style.
9. Information Literacy / Integration of Sources Weight: 5%	Serious errors in the integration of sources, such as intentional or accidental plagiarism, or failure to use in-text citations.	Sources are partially integrated using effective techniques of quoting, paraphrasing, and summarizing.	Sources are mostly integrated using effective techniques of quoting, paraphrasing, and summarizing.	Sources are consistently integrated using effective techniques of quoting, paraphrasing, and summarizing.
10. Clarity and Coherence of Writing Weight: 5%	Information is confusing to the reader and fails to include reasons and evidence that logically support ideas.	Information is partially clear with minimal reasons and evidence that logically support ideas.	Information is mostly clear and generally supported with reasons and evidence that logically support ideas.	Information is provided in a clear, coherent, and consistent manner with reasons and evidence that logically support ideas.

WEEK 5

Course outcome in focus:

· Analyze the basic principles of learning theories.

· Analyze how cognitive development influences learning ability and styles.

Activities:

Readings:

· Read Chapter 6, “Cognitive and Knowledge Development”

Supporting Topics:

Lecture 1 Topics:

· Jean Piaget’s genetic epistemology

Lecture 2 Topics:

· Beyond Piaget: alternative perspectives on cognitive development

· Implications for instruction of developmental theory

Lectures/Discussions:

· Lecture on Jean Piaget’s genetic epistemology.

· Discussion 1: “Stage Theories.” Students will respond to the following:

· Evaluate the merits of Piaget’s stage theory for explaining cognitive development.

· Discuss evidence that supports his theory as well as evidence that calls it into question.

· Discuss your personal opinions about stage theories in general. Who are some of the major detractors and how would you address them?

· Lecture on alternative perspectives on cognitive development and implications for instruction of developmental theory.

· e-Activity

· Go to www.iste.org, and review the NETS for Students and the NETS for Teachers. Be prepared to discuss.

· Discussion 2: “Age Appropriate Instruction.” Students will respond to the following:

· Using information from both the e-Activity and Piaget’s learning theory, design a piece of instruction for five-year olds that teaches some aspect of any emerging technology and incorporates at least one of the components of the NETS for Students and / or the NETS for Teachers.

· Describe how the same piece of instruction would differ if designed for adults.

· Justify the differences in design strategy for the two groups.

WEEK 6

Course outcome in focus:

· Analyze the basic principles of learning theories.

· Analyze how cognitive development influences learning ability and styles.

Activities:

Readings:

· Read Chapter 7, “Interactional Theories of Cognitive Development”

Supporting Topics:

Lecture 1 Topics:

· Bruner’s three modes of representation

· The course of cognitive growth

Lecture 2 Topics:

· Vygotsky’s developmental method

· The social origins of higher mental processes

· Learning, instruction and development

Lectures/Discussions:

· Lecture on Bruner’s three modes of representation and the course of cognitive growth.

· Discussion 1: “Modes of Cognitive Representation.” Students will respond to the following:

· Describe a simple instructional activity using all three of Bruner’s modes of cognitive representation.

· Discuss why you included the elements you did. Explain your rationale.

· If you created the same bit of training for someone from a vastly different culture than your original audience, explain what you would need to modify, and why.

· Lecture on Vygotsky’s developmental method; the social origins of higher mental processes; and learning, instruction and development.

· Discussion 2: “Zone of Proximal Development.” Students will respond to the following:

· Describe an instructional program (hypothetical or actual) that makes use of Vygotsky’s “zone of proximal development.”

· What is being taught and by whom?

· What instructional strategies are being utilized?

· How could the program be tweaked (leveraging Vygotsky’s theories) to make learning more impactful?

Assignment #2: Interacting with Rad

Relying on both textural information and at least two (2) outside references, write a three to five (3-5) page report that answers the following:

1. Describe the behavioral goal you set for Rad in Assignment #1.

2. Choose either Bruner’s or Vygotsky’s Theory of cognitive development, and explain the fundamental tenets of the chosen theory.

3. Describe the key ways that the approach to the desired goal would change with the chosen theory. Explain the assumptions to the chosen theory and the manner in which they may impact Rad or you as the Instructor.

The format of the report is to be as follows:

· Typed, double spaced, Times New Roman font (size 12), one inch margins on all sides, APA format.

· Use headers for each of the subjects being covered, followed by your response.

· In addition to the three to five (3-5) pages required, a title page is to be included. The title page is to contain the title of the assignment, your name, the instructor’s name, the course title, and the date.

Note: You will be graded on the quality of your answers, the logic/organization of the report, your language skills, and your writing skills.

The assignment will be graded using the following rubric

Outcomes Assessed

· Analyze the basic principles of learning theories.

· Analyze how cognitive development influences learning ability and styles

· Use technology and information resources to research issues in.

Grading Rubric for Assignment #2 – Learning and Cognition Critique

Points: 200	Assignment 2: Interacting with Rad
Criteria	Unacceptable Below 70% F	Fair 70-79% C	Proficient 80-89% B	Exemplary 90-100% A
1. Describe the behavioral goal you set for Rad in Assignment #1. Weight: 15%	Did not submit or incompletely met the stated criteria.	Partially met the stated criteria.	Satisfactorily met the stated criteria.	Thoroughly met the stated criteria.
2. Choose either Bruner’s or Vygotsky’s Theory of cognitive development, and explain the fundamental tenets of the chosen theory. Weight: 30%	Did not choose or incompletely met the stated criteria.	Partially met the stated criteria.	Satisfactorily met the stated criteria.	Thoroughly met the stated criteria.
3. Describe the key ways that the approach to the desired goal would change with the chosen theory. Explain the assumptions to the chosen theory and the manner in it which they may impact Rad or you as the Instructor. Weight: 30%	Did not submit or incompletely met the stated criteria.	Partially met the stated criteria.	Satisfactorily met the stated criteria.	Thoroughly met the stated criteria.
4. 2 References Weight: 5%	No references provided	Does not meet the required number of references; some or all references poor quality choices.	Meets number of required references; all references high quality choices.	Exceeds number of required references; all references high quality choices.
5. Writing Mechanics, Grammar, and Formatting Weight: 5%	Serious and persistent errors in grammar, spelling, punctuation, or formatting.	Partially free of errors in grammar, spelling, punctuation, or formatting.	Mostly free of errors in grammar, spelling, punctuation, or formatting.	Error free or almost error free grammar, spelling, punctuation, or formatting.
6. Appropriate use of APA in-text citations and reference section Weight: 5%	Lack of in-text citations and / or lack of reference section.	In-text citations and references are provided, but they are only partially formatted correctly in APA style.	Most in-text citations and references are provided, and they are generally formatted correctly in APA style.	In-text citations and references are error free or almost error free and consistently formatted correctly in APA style.
7. Information Literacy / Integration of Sources Weight: 5%	Serious errors in the integration of sources, such as intentional or accidental plagiarism, or failure to use in-text citations.	Sources are partially integrated using effective techniques of quoting, paraphrasing, and summarizing.	Sources are mostly integrated using effective techniques of quoting, paraphrasing, and summarizing.	Sources are consistently integrated using effective techniques of quoting, paraphrasing, and summarizing.
8. Clarity and Coherence of Writing Weight: 5%	Information is confusing to the reader and fails to include reasons and evidence that logically support ideas.	Information is partially clear with minimal reasons and evidence that logically support ideas.	Information is mostly clear and generally supported with reasons and evidence that logically support ideas.	Information is provided in a clear, coherent, and consistent manner with reasons and evidence that logically support ideas.

WEEK 7

Course outcome in focus:

· Analyze the basic principles of learning theories.

· Analyze the biological bases of learning and memory.

Activities:

Readings:

· Read Chapter 8, “Biological Bases of Learning and Memory”

e-Activity

· Use the web and/or other resources to review the “nature vs. nurture” controversy in education and be prepared to discuss.

Supporting Topics:

Lecture 1 Topics:

· Evolution and conditioning

· Evolution and cognition

· Implications of evolutionary psychology for learning and instruction

Lecture 2 Topics:

· Overview of neural architecture implicated in learning

· Cerebral localization and the search for the engram attention and the brain

· Learning, memory and the brain

· Cognitive development and the brain

· Implications of neurophysiology for learning and instruction

Lectures/Discussions:

· Lecture on evolution and conditioning, evolution and cognition, and implications of evolutionary psychology for learning and instruction.

· Discussion 1: Biological versus Conditional Theories.” Students will respond to the following:

· What do biological theorists contribute to the discussion of learning and development?

· Does the evidence they present support one position more than the other concerning whether development influences learning or the other way around? Why?

· What implications for instruction would result if learning and development turned out to be mutually interactive?

· Lecture on neural architecture implicated in learning; cerebral localization and the search for the engram attention and the brain; learning, memory and the brain; cognitive development and the brain; and implications of neurophysiology for learning and instruction.

· Discussion 2: “Nature vs. Nurture.” Students will respond to the following:

· Which side of the “nature vs. nurture” argument has the weight of evidence on its side?

· What implications do your findings have regarding the education of ethnic minorities and other special populations?

· What steps could be taken to address these implications? Explain your rationale.

WEEK 8

Course outcome in focus:

· Analyze the basic principles of learning theories.

· Explain the roles of motivation and self-regulation in the learning process.

Activities:

Readings:

· Read Chapter 9, “Motivation and Self-Regulation in Learning”

· Select and review at least one scenario from the beginning of any chapter up to this point (but not Kermit scenarios).

Supporting Topics:

Lecture 1 Topics:

· Curiosity and interest

· Goals and goal orientation

· Self-efficacy beliefs

· Satisfying experiences

· Making attributions

Lecture 2 Topics:

· Processes of self-regulation

· Developing self-regulation skills

· Strategies for stimulating motivation

· Process of motivational design

Lectures/Discussions:

· Lecture on curiosity and interest, goals and goal orientation, self-efficacy beliefs, satisfying experiences, and making attributions.

· Discussion 1: “Motivation and Learning.” Students will respond to the following:

· Of the three origins and determinants of motivation (curiosity and interests, goals and goal orientations, and self-efficacy beliefs), which one tends to have the biggest impact on instruction? Explain your rationale.

· Which of the three is often the easiest to address? Explain.

· Describe a time when you experienced low motivation concerning a learning task and describe what might have been done to help you overcome it.

· Lecture on processes of self-regulation, developing self-regulation skills, strategies for stimulating motivation, process of motivational design

· Discussion 2: “ARCS Model Applied.” Select any scenario presented in the text up to this point and respond to the following:

· Using the ARCS model, analyze the situation for its probable motivational characteristics.

· Create a set of motivational objectives and suggest strategies that would be effective for stimulating motivation.

· Generate an instructional plan that would help learners become more efficacious.

Assignment #3: Applying Self-Regulated Learning

Relying on information learned and read in this course and at least two (2) outside references, write a three to five (3-5) page report that reflects on how to incorporate self-regulated learning as a motivational approach and answers the following:

1. Describe one (1) topic that you are currently attempting to learn. Explore your motivation for learning about the chosen topic.

2. Describe each phase of the self-regulated learning (SRL) approach to learning.

3. Describe two (2) benefits and two (2) challenges that may be associated with self-regulated learning.

4. Apply self-regulated learning to the topic you want to learn. Outline a strategy to apply self-regulated learning to improve this learning situation. Include the main activities that you would use in each phase (i.e., forethought, performance, and self-reflection). Note: Refer to Table 9.3 on page 330 of the textbook for further clarification.

The format of the report is to be as follows:

· Typed, double spaced, Times New Roman font (size 12), one inch margins on all sides, APA format.

· Use headers for each of the subjects being covered, followed by your response.

Note: You will be graded on the quality of your answers, the logic/organization of the report, your language skills, and your writing skills.

The assignment will be graded using the following rubric:

Outcomes Assessed

· Analyze the basic principles of learning theories.

· Analyze the biological bases of learning and memory

· Explain the roles of motivation and self-regulation in the learning process

· Use technology and information resources to research issues in learning theory.

Grading Rubric for Assignment #3 – Learning and Development Critique

WEEK 8

Course outcome in focus:

· Analyze the basic principles of learning theories.

· Explain the roles of motivation and self-regulation in the learning process.

Activities:

Readings:

· Read Chapter 9, “Motivation and Self-Regulation in Learning”

· Select and review at least one scenario from the beginning of any chapter up to this point (but not Kermit scenarios).

Supporting Topics:

Lecture 1 Topics:

· Curiosity and interest

· Goals and goal orientation

· Self-efficacy beliefs

· Satisfying experiences

· Making attributions

Lecture 2 Topics:

· Processes of self-regulation

· Developing self-regulation skills

· Strategies for stimulating motivation

· Process of motivational design

Lectures/Discussions:

· Lecture on curiosity and interest, goals and goal orientation, self-efficacy beliefs, satisfying experiences, and making attributions.

· Discussion 1: “Motivation and Learning.” Students will respond to the following:

· Which of the three is often the easiest to address? Explain.

· Describe a time when you experienced low motivation concerning a learning task and describe what might have been done to help you overcome it.

Faculty Note: For online classes, you may have students post comments to the discussion thread. To earn full credit in an online threaded discussion, students must have one original post and a minimum of one other post per discussion thread. Please note: Material in the online class will be made available three weeks at a time to allow students to work ahead, however, faculty will be focused on and responding only to the current calendar week. As it is always possible that students could lose their work due to unforeseen circumstances, it is a best practice to routinely save a working draft in a separate file before posting in the course discussion area. Material in the online class will be made available on the previous Thursday.

· Lecture on processes of self-regulation, developing self-regulation skills, strategies for stimulating motivation, process of motivational design

· Discussion 2: “ARCS Model Applied.” Select any scenario presented in the text up to this point and respond to the following:

· Using the ARCS model, analyze the situation for its probable motivational characteristics.

· Create a set of motivational objectives and suggest strategies that would be effective for stimulating motivation.

· Generate an instructional plan that would help learners become more efficacious.

Assignment #3: Applying Self-Regulated Learning

1. Describe one (1) topic that you are currently attempting to learn. Explore your motivation for learning about the chosen topic.

2. Describe each phase of the self-regulated learning (SRL) approach to learning.

3. Describe two (2) benefits and two (2) challenges that may be associated with self-regulated learning.

The format of the report is to be as follows:

· Typed, double spaced, Times New Roman font (size 12), one inch margins on all sides, APA format.

· Use headers for each of the subjects being covered, followed by your response.

Note: You will be graded on the quality of your answers, the logic/organization of the report, your language skills, and your writing skills.

Faculty Note: Inform students on how they should submit their assignment.

Faculty Note: This is a standardized assignment and cannot be changed. Remind the students that their work will be graded using the rubric, therefore they should review the rubric and their report before turning the assignment in.

The assignment will be graded using the following rubric:

Outcomes Assessed

· Analyze the basic principles of learning theories.

· Analyze the biological bases of learning and memory

· Explain the roles of motivation and self-regulation in the learning process

· Use technology and information resources to research issues in learning theory.

Grading Rubric for Assignment #3 – Learning and Development Critique

Points: 200

Assignment 3: Applying Self-Regulated Learning

Criteria

Unacceptable

Below 70% F

Fair

70-79% C

Proficient

80-89% B

Exemplary

90-100% A

1. Describe one (1) topic that you are currently attempting to learn. Explore your motivation for learning about the chosen topic.

Weight: 15%

Did not submit or incompletely met the stated criteria.

Partially met the stated criteria.

Satisfactorily met the stated criteria.

Thoroughly met the stated criteria.

2. Describe each phase of the self-regulated learning (SRL) the approach to learning.

Weight: 20%

Did not submit or incompletely met the stated criteria.

Partially met the stated criteria.

Satisfactorily met the stated criteria.

Thoroughly met the stated criteria.

3. Describe two (2) benefits and two (2) challenges that may be associated with self-regulated learning.

Weight: 20%

Did not submit or incompletely met the stated criteria.

Partially met the stated criteria.

Satisfactorily met the stated criteria.

Thoroughly met the stated criteria.

Weight: 20%

Did not submit or incompletely met the stated criteria.

Partially met the stated criteria.

Satisfactorily met the stated criteria.

Thoroughly met the stated criteria.

5. 2 References

Weight: 5%

No references provided

Does not meet the required number of references; some or all references poor quality choices.

Meets number of required references; all references high quality choices.

Exceeds number of required references; all references high quality choices.

6. Writing Mechanics, Grammar, and Formatting

Weight: 5%

Serious and persistent errors in grammar, spelling, punctuation, or formatting.

Partially free of errors in grammar, spelling, punctuation, or formatting.

Mostly free of errors in grammar, spelling, punctuation, or formatting.

Error free or almost error free grammar, spelling, punctuation, or formatting.

7. Appropriate use of APA in-text citations and reference section

Weight: 5%

Lack of in-text citations and / or lack of reference section.

In-text citations and references are provided, but they are only partially formatted correctly in APA style.

Most in-text citations and references are provided, and they are generally formatted correctly in APA style.

In-text citations and references are error free or almost error free and consistently formatted correctly in APA style.

8. Information Literacy / Integration of Sources

Weight: 5%

Serious errors in the integration of sources, such as intentional or accidental plagiarism, or failure to use in-text citations.

Sources are partially integrated using effective techniques of quoting, paraphrasing, and summarizing.

Sources are mostly integrated using effective techniques of quoting, paraphrasing, and summarizing.

Sources are consistently integrated using effective techniques of quoting, paraphrasing, and summarizing.

9. Clarity and Coherence of Writing

Weight: 5%

Information is confusing to the reader and fails to include reasons and evidence that logically support ideas.

Information is partially clear with minimal reasons and evidence that logically support ideas.

Information is mostly clear and generally supported with reasons and evidence that logically support ideas.

Information is provided in a clear, coherent, and consistent manner with reasons and evidence that logically support ideas.

WEEK 9

Course outcome in focus:

· Analyze the basic principles of learning theories.

· Apply instructional psychology, theories and models to instructional design tasks.

Activities:

Readings:

· Read Chapter 10, “Gagne's Theory of Instruction”

Supporting Topics:

Lecture 1 Topics:

· Instructional psychology, theories and models

· Gagne’s taxonomy of learning outcomes

Lecture 2 Topics:

· Conditions for learning

· The nine events of instruction

Lectures/Discussions:

· Lecture on instructional psychology, theories and models, and Gagne’s taxonomy of learning outcomes.

· Discussion 1: “Gagne’s Taxonomy.” Students will respond to the following:

· In your current position (or expected if not yet employed) how could you employ Gagne’s taxonomy to improve the quality of the instruction you design?

· What difficulties might you expect in applying this taxonomy?

· What steps could you take to address these anticipated difficulties, if any?

· Lecture on conditions for learning and the nine events of instruction.

· Discussion 2: “Nine Events of Instruction.” Select any scenario presented in the text up to this point and respond to the following:

· When designing instruction to address the given scenario, describe what each event of instruction would look like.

· Which event would be the most difficult to design for the given scenario? Why?

· What steps could you take to help address the difficulties you expect to encounter? Explain your rationale.

WEEK 10

Course outcome in focus:

· Analyze the basic principles of learning theories.

· Apply instructional psychology, theories and models to instructional design tasks.

· Develop a customized theory of learning specific to the students given environment.

Activities:

Readings:

· Read Chapter 11, “Constructivism”

· Read Chapter 12, “Toward a Personal Theory of Learning and Instruction”

Supporting Topics:

Lecture 1 Topics:

· Constructivist assumptions about learning

· Constructivist models of memory

· Constructivist learning goals

Lecture 2 Topics:

· Constructivist conditions for learning

· Constructivist methods of instruction

· Towards a personal theory of learning and instruction

Lectures/Discussions:

· Lecture on constructivist assumptions about learning, constructivist models of memory, and constructivist learning goals.

· Discussion 1: “Constructivist Principles.” Students will respond to the following:

· How do constructivist notions about learning, memory, learning goals and conditions for learning differ from the other schools of thought we have covered so far?

· Do you see constructivist principles at play in this course? Why or why not? Give specific examples?

· How might the application of constructivist principles (or the amplification of constructivist principles) improve this course? Explain your rationale.

· Lecture on constructivist conditions for learning, constructivist methods of instruction, towards a personal theory of learning and instruction.

· Discussion 2: “Objectives and Assessments.” Students will respond to the following:

· How would constructivists view learning objectives and assessments (which come from the behaviorist tradition)?

· How could the traditional approach to objectives and assessments be changed to better align with constructivism?

· Do you believe the changes you have specified would make instruction in general more efficacious? Why?

Assignment #4: Personal Learning Theory

Throughout the term, you have reviewed many different perspectives on learning. Scholars and researchers have been debating learning approaches for almost as long as we have been learning. For this final assignment, Achievement First is interviewing you to work as a consultant to improve student learning. Part of your interview involves making a presentation about your personal learning theory. Relying on information learned and read in this course and at least two (2) outside references, create a six to eight (6-8) slide presentation describing your personal learning theory. You may choose presentation software you prefer. As you develop your presentation, include:

1. Describe the target audience with which you expect to work (e.g., 8 years old, special education, all-male). Discuss the theories or element of theories you have learned in this course that apply to the target audience you have described.

2. Prioritize the concepts that you must consider when formulating your personal learning theory. Next, explain your personal learning theory. Based upon your personal learning theory, describe the process by which you think people learn. Note: This is your personal theory that encompasses ideas or improves upon other theories studied throughout this course.

3. Outline a strategy for using your personal learning theory to help your target population learn.

4. Create a new and / or improved learning theory based on the theories or elements of theories that you identified in criterion #3. Create a new name for your learning theory. Describe the manner in which you would apply this new and / or improved theory to the target audience to help them learn.

The format of the report is to be as follows:

· Format the PowerPoint presentation with headings on each slide and relevant graphics (photographs, graphs, clip art, etc.), ensuring that the presentation is visually appealing and readable from eighteen (18) feet away. Check with your professor for any additional instructions.

· In addition to the six to eight (6-8) slides required, include a title slide containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The title slide is not included in the required slide length.

Note: You will be graded on the quality of your answers, the logic/organization of the report, your language skills, and your writing skills.

The assignment will be graded using the following rubric:

Outcomes Assessed

· Analyze the basic principles of learning theories

· Develop a customized theory of learning specific to the students given environment

· Use technology and information resources to research issues in learning theory.

Grading Rubric for Assignment #4 – Personal Learning Theory

Points: 180	Assignment 4: Personal Learning Theory
Criteria	Unacceptable Below 70% F	Fair 70-79% C	Proficient 80-89% B	Exemplary 90-100% A
1. Describe the target audience with which you expect to work (e.g., 8 years old, special education, all-male). Discuss the theories or element of theories you have learned in this course that apply to the target audience you have described. Weight: 15%	Did not submit or incompletely met the stated criteria.	Partially met the stated criteria.	Satisfactorily met the stated criteria.	Thoroughly met the stated criteria.
2. Prioritize the concepts that you must consider when formulating your personal learning theory. Next, explain your personal learning theory. Based upon your personal learning theory, describe the process by which you think people learn. Weight: 15%	Did not submit or incompletely met the stated criteria.	Partially met the stated criteria.	Satisfactorily met the stated criteria.	Thoroughly met the stated criteria.
3. Outline a strategy for using your personal learning theory to help your target population learn. Weight: 15%	Did not submit or incompletely met the stated criteria.	Partially met the stated criteria.	Satisfactorily met the stated criteria.	Thoroughly met the stated criteria.
4. Create a new and / or improved learning theory based on the theories or elements of theories that you identified in criterion #3. Create a new name for your learning theory. Describe the manner in which you would apply this new and / or improved theory to the target audience to help them learn. Weight: 15%	Did not submit or incompletely met the stated criteria.	Partially met the stated criteria.	Satisfactorily met the stated criteria.	Thoroughly met the stated criteria.
5. Communicated information on presentation. Weight: 15%	Did not submit or incompletely met the stated criteria.	Partially met the stated criteria.	Satisfactorily met the stated criteria.	Thoroughly met the stated criteria.
6. 2 References Weight: 5%	No references provided	Does not meet the required number of references; some or all references poor quality choices.	Meets number of required references; all references high quality choices.	Exceeds number of required references; all references high quality choices.
7. Writing Mechanics, Grammar, and Formatting Weight: 5%	Serious and persistent errors in grammar, spelling, punctuation, or formatting.	Partially free of errors in grammar, spelling, punctuation, or formatting.	Mostly free of errors in grammar, spelling, punctuation, or formatting.	Error free or almost error free grammar, spelling, punctuation, or formatting.
8. Appropriate use of APA in-text citations and reference section Weight: 5%	Lack of in-text citations and / or lack of reference section.	In-text citations and references are provided, but they are only partially formatted correctly in APA style.	Most in-text citations and references are provided, and they are generally formatted correctly in APA style.	In-text citations and references are error free or almost error free and consistently formatted correctly in APA style.
9. Information Literacy / Integration of Sources Weight: 5%	Serious errors in the integration of sources, such as intentional or accidental plagiarism, or failure to use in-text citations.	Sources are partially integrated using effective techniques of quoting, paraphrasing, and summarizing.	Sources are mostly integrated using effective techniques of quoting, paraphrasing, and summarizing.	Sources are consistently integrated using effective techniques of quoting, paraphrasing, and summarizing.
10. Clarity and Coherence of Writing Weight: 5%	Information is confusing to the reader and fails to include reasons and evidence that logically support ideas.	Information is partially clear with minimal reasons and evidence that logically support ideas.	Information is mostly clear and generally supported with reasons and evidence that logically support ideas.	Information is provided in a clear, coherent, and consistent manner with reasons and evidence that logically support ideas.

WEEK 11 Course outcome in focus: · No new material. Activities: Readings: · No new material. Lectures/Discussions: · Discussion 1: “Customized Learning Theories.” Students will respond to the following: · Describe the learning environment in which you work or expect to be working (i.e., sixth grade, special education, etc.) · How is the theory of learning you created in assignment four customized to this environment? · What theories and/or practices discussed in the class play a starring role in your customized learning theory? Why? · Discussion 2: “Best of the Best.” Students will respond to the following: · Considering everything you have learned in this class to date, describe five ideas you feel are most applicable to the widest variety of instructional situations. · Why did you pick these five? Explain your rationale. · Are these five ideas particular applicable to your current (or future) career? If so, explain how. · Which idea(s) do you think have the least applicability? Why?
ASSIGNMENT OUTLINE AND GRADING
Assignment Type	Total Points	Percentage*
Making Connections Exercise Assignment 1	20 180	2 180
Assignment 2 Assignment 3 Assignment 4	200 200 180	20 20 18
Participation	220	22
Total	1,000


Grading Scale
Points	Percentage	Grade
900-1,020	90-100	A
800-899	80-89	B
700-799	70-79	C
Below 700	Below 70	F

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