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Assessment3instructions.docx
Assessment 3
Current Debate in Learning Theory
Write a 5-7 page analysis on a featured debate on learning theory. You will explore how the evolution of learning theories and neuroscience has shaped a current learning controversy.
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Introduction
Learning theories evolve over time. It is important to understand how historical, political, and cultural changes affect learning theories and how they are applied. The purpose of analyzing a current learning theory debate allows you to demonstrate your knowledge of theories and critical thinking skills, as well as how to apply theory to your own specialized field of psychology.
Preparation
As we discover more about how people learn, the application of learning theories also changes. An idea that worked 50, 20, or even 5 years ago might not work currently due to a shift in cultural beliefs, new knowledge, or new learning contexts. Any change in our thinking can affect the way we apply learning theories. Many times, differing perspectives can lead to productive discussions and academic debates that further the evolution of the learning theory.
Instructions
In this assessment, you will explore how the evolution of learning theories and neuroscience has shaped a current learning debate.
Select one of the following learning topics:
· Multiple intelligences.
· Learning styles.
· Brain hemisphere dominance (left versus right brain).
· The Mozart effect.
· Homework is essential for learning.
· The use of technology and "screens" in learning.
· Learning happens best in a school.
Research the historical approaches for the learning controversy and how this issue is currently being debated.
· Looking at this learning controversy through the lens of learning theories and neuroscience, identify what has changed or been discovered.
· Analyze the multiple perspectives of the selected theoretical concept.
· Present arguments on both sides of the debate—both for and against the idea.
· Assess the effect of the selected theoretical concept on your area of specialization.
To complete this assessment, you will need to do the following:
· Evaluate multiple perspectives on both sides of the selected theoretical concept.
· Present the arguments from both sides of the debate.
· Discuss the current state of the debate in the field.
· Assess the quality of available research being used to support a current debate in learning theory.
· Examine the nature of the research that is being used by each side of the debate.
· Determine the quality of this research by determining if the articles are theoretical in nature, are opinions, or are quality academic research.
· Apply APA style and formatting to scholarly writing.
· Exhibit adherence to stylistic conventions, document structure, and source attributions.
Additional Requirements
· Written communication: Write coherently to support central ideas, in appropriate APA format, and with correct grammar, usage, and mechanics.
· Length: 5 pages (not counting your title page or references), double-spaced.
· Font and font size: Times New Roman, 12 points.
· Number of references: Minimum of five references.
· Article distinctions: There are three different types of articles. Research articles present original research, review articles discuss research already presented elsewhere, and survey articles are comprehensive review articles that discuss an entire field or area of research. References to books are acceptable, but these references should be kept to a minimum—preferably, use no more than five book references.
· APA style: References and citations should be formatted according to current APA style and formatting standards. Refer to Evidence and APA. You may also use the APA Paper Template [DOCX] Download APA Paper Template [DOCX].
· Style: Write in the third person as an impartial narrator. Avoid the use of I, we, or you. In particular, avoid phrases such as "I think" in favor of phrases such as "the evidence suggests" or "research indicates." In science, personal opinion carries no weight unless supported by a combination of empirical research and statistical or logical-mathematical inference.
· Other notes: Avoid long quoted passages from your source texts. Your writing should synthesize your own ideas, in your own words—even if your ideas refer to the original ideas of others, in which case the references should be explicit. Graduate-level writing should be scholarly and more than a mere summary. It should present a unique thesis or at least a significant point you are trying to make, adding appreciably to what is already known of your topic. Your point or thesis will stand or fall solely on its strength—that is, the quality and quantity of the evidence you present.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 2: Evaluate the strengths, limitations, and applications of learning principles and concepts.
· Evaluate multiple perspectives on both sides of the selected theoretical concept.
· Competency 3: Apply evidence-based research in learning theories to guide decision making and problem solving.
· Assess the quality of available research being used to support a current debate in learning theory.
· Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions.
· Apply APA style and formatting to scholarly writing.
Use the resources linked below to help complete this assessment.
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Evolving Learning Theories
Theories of learning undergo continual scrutiny, research, and testing. Occasionally, something that seemed to be a good idea at one point is later discounted. If trendy ideas have found their way into popular culture, it can be hard for both learners and educators to let go and embrace new ways of thinking. In this assessment, you will have the opportunity to explore current debates related to learning theories.
The resources in the following reading lists will help you select the learning theory to use for this assessment and get you started on your research. Use the Capella library to search for additional information on your selected topic to support your assessment.
Multiple Intelligences
· Assessment 3: Multiple Intelligences.
Learning Styles
· Assessment 3: Learning Styles.
Brain Hemisphere Dominance (Left Versus Right Brain)
· Assessment 3: Brain Hemisphere Dominance (Left Versus Right Brain).
The Mozart Effect
· Assessment 3: The Mozart Effect.
Homework Is Essential for Learning
· Assessment 3: Homework Is Essential for Learning.
The Use of Technology and "Screens" in Learning
· Assessment 3: The Use of Technology and "Screens" in Learning.
Learning Happens Best in a School
· Assessment 3: Learning Happens Best in a School.
Point-Counterpoint Writing
The resource in the following reading list shows styles of argumentation in writing. This will help prepare you for the assessment by providing insight into presenting both sides of a debate in your own writing.
· Assessment 3: Point-Counterpoint Writing.
APA Style and Format
Because this is a psychology course, you need to format this assessment according to APA guidelines. Refer to the resources found in the Evidence and APA section of the Writing Center. You may also use the APA Paper Template [DOCX] Download APA Paper Template [DOCX]for this assessment.
Appropriate References
The Psychology Library Research Guide can help ensure that the articles you select for this assessment are appropriate, credible, and valid.
cf_apa_paper_template.docx
Running head: APA STYLE PAPER TEMPLATE 1
APA STYLE PAPER TEMPLATE 2
[Instructional text in this template is contained in square brackets ([…]). After reading the instructional text, please delete it, and use the document as a template for your own paper. To keep the correct format, edit the running head, cover page, headings, and reference list with your own information, and add your own body text. Save this template in a file for future use and information.
The running head is an abbreviated title of the paper. The running head is located at the top of pages of a manuscript or published article to identify the article for readers. The running head should be a maximum of 50 characters, counting letters, punctuation, and spaces between words. The words "Running head" are on the cover page but not on the rest of the document. The running head title is all capital letters. Page 1 begins on the cover page. The entire document should be double-spaced, have 1-inch margins on all sides, and use 12-point Times New Roman font.]
Full Title of Paper
Learner's Full Name
Course Title
Assessment Title
Capella University
Month, Year
Abstract
Full Title of Paper
[In APA style, the heading “Introduction” is not used; instead the introduction appears under the paper’s full title. An effective introduction often provides an obvious statement of purpose to help the reader know what to expect while helping the writer to focus and stay on task. For example, this paper will address several components necessary to effectively write an academic paper including (a) how to write an introduction, (b) how to write effective paragraphs using the MEAL plan, and (c) how to properly use APA style.
An introduction may consist of four main components including (a) the position statement, thesis, or hypothesis, which describes the author's main position; (b) the purpose, which outlines the objective of the paper; (c) the background, which is general information that is needed to understand the content of the paper; and (d) the approach, which is the process or methodology the author uses to achieve the purpose of the paper. Authors may choose to briefly reference sources that will be identified later on in the paper as in this example (American Psychological Association, 2010a; American Psychological Association, 2010b; Walker, 2008).]
Level One Section Heading Is Centered, Bold, Uppercase and Lowercase
[Using section headings can be an effective method of organizing an academic paper. The section headings should not be confused with the running head, which is a different concept described in the cover page of this document. Section headings are not required according to APA style; however, they can significantly improve the quality of a paper. This is accomplished because section headings help both the reader and the author.]
Level Two Section Heading Is Flush Left, Bold, Uppercase and Lowercase
[The heading style recommended by APA consists of five levels (American Psychological Association, 2010a, p. 62). This document contains two levels to demonstrate how headings are structured according to APA style. Immediately before the previous paragraph, a Level 1 heading was used. That section heading describes how a Level 1 heading should be written, which is centered, bold, and using uppercase and lowercase letters. For another example, see the section heading "Writing an Effective Introduction" on page 3 of this document. The heading is centered, bold, and uses uppercase and lowercase letters (compared to all uppercase in the running head at the top of each page). If used properly, section headings can significantly contribute to the quality of a paper by helping the reader who wants to understand the information in the document, and the author who desires to effectively describe the information in the document.]
Section Headings Help the Reader
[Section headings serve multiple purposes including (a) helping readers understand what is being addressed in each section, (b) breaking up text to help readers maintain an interest in the paper, and (c) helping readers choose what they want to read. For example, if the reader of this document wants to learn more about writing an effective introduction, the previous section heading clearly states that is where information can be found. When subtopics are needed to explain concepts in greater detail, different levels of headings are used according to APA style.]
Section Headings Help the Author
[Section headings do not only help the reader, they help the author organize the document during the writing process. Section headings can be used to arrange topics in a logical order, and they can help an author manage the length of the paper. In addition to an effective introduction and the use of section headings, each paragraph of an academic paper can be written in a manner that helps the reader stay engaged. Capella University promotes the use of the MEAL plan to serve this purpose.]
The MEAL Plan
[The MEAL plan is a model used by Capella University to help learners effectively compose academic discussions and papers. Each component of the MEAL plan is critical to writing an effective paragraph. The acronym MEAL is based on four components of a paragraph: M = Main point, E = Evidence or Example, A = Analysis, and L = Link. The following section includes a detailed description and examples of each component of the MEAL plan.
When writing the content sections of an academic paper (as opposed to the introduction or conclusion sections), the MEAL plan can be an effective model for designing each paragraph. A paragraph begins with a description of the main point, which is represented by the letter M of the MEAL plan. For example, the first sentence of this paragraph clearly states the main point is a discussion of the MEAL plan. Once the main point has been made, evidence and examples can be provided.
The second component of a paragraph contains evidence or examples, which is represented by the letter E in the MEAL plan. An example of this component of the MEAL plan is actually (and ironically) this sentence, which provides an example of an example. Evidence can be in the form of expert opinions from research. For example, evidence shows that plagiarism can occur even when it is not intended if sources are not properly cited (Marsh, Landau, & Hicks, 1997; Walker, 2008). The previous sentence provides evidence supporting why evidence is used in a paragraph.
Analysis, which is represented by the letter A of the MEAL plan, should be based on the author's interpretation of the evidence. An effective analysis might include a discussion of the strengths and weaknesses of the arguments, as well as the author's interpretations of the evidence and examples. If a quote is used, the author will likely provide an analysis of the quote and the specific point it makes for the author's position. Without an analysis, the reader might not understand why the author discussed the information that the reader just read. For example, the previous sentence was an analysis by the author of why an analysis is performed when writing paragraphs in academic papers.
Even with the first three elements of the MEAL plan, it would not be complete without the final component. The letter L of the MEAL plan refers to information that "links" the current and the subsequent paragraphs. The link helps the reader understand what will be discussed in the next paragraph. It summarizes the author's reasoning and shows how the paragraph fits together and leads (that is, links) into the next section of the paper. For example, this sentence might explain that once the MEAL plan has been effectively used when writing the body of an academic paper, the final section is the summary and conclusion section.]
Conclusion
[A summary and conclusion section, which can also be the discussion section of an APA style paper, is the final opportunity for the author to make a lasting impression on the reader. The author can begin by restating opinions or positions and summarizing the most important points that have been presented in the paper. For example, this paper was written to demonstrate to readers how to effectively use APA style when writing academic papers. Various components of an APA style paper that were discussed or displayed in the form of examples include a running head, title page, introduction section, levels of section headings and their use, in-text citations, the MEAL plan, a conclusion, and the reference list.]
References
American Psychological Association. (2010a). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
American Psychological Association. (2010b). Ethical principles of psychologists and code of conduct. Washington, DC: Author. Retrieved from http://www.apa.org/ethics/code/index.aspx
Marsh, R. L., Landau, J. D., & Hicks, J. L. (1997). Contributions of inadequate source
monitoring to unconscious plagiarism during idea generation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23(4), 886–897. doi: 10.1037/0278- 7393.23.4.886
Walker, A. L. (2008). Preventing unintentional plagiarism: A method for strengthening
paraphrasing skills. Journal of Instructional Psychology, 35(4), 387–395. Retrieved from http://search.proquest.com/docview/213904438?accountid=27965
[Always begin a reference list on a new page. Use a hanging indent after the first line of each reference. The reference list is in alphabetical order by first author’s last name. A reference list only contains sources that are cited in the body of the paper, and all sources cited in the body of the paper must be contained in the reference list.
The reference list above contains an example of how to cite a source when two documents are written in the same year by the same author. The year is also displayed using this method for the corresponding in-text citations as in the next sentence. The author of the first citation (American Psychological Association, 2010a) is also the publisher, therefore, the word "Author" is used in place of the publisher's name.
When a digital object identifier (DOI) is available for a journal article, it should be placed at the end of the citation. If a DOI is not available, a uniform resource locator (URL) should be used. The Marsh, Landau, and Hicks (1997) reference is an example of how to cite a source using a DOI. The Walker (2008) reference is an example of how to cite a source using a URL. ]
