Argosy UniversityCOURSE SYLLABUS

E7245Teaching and Effective Learning Strategies

Faculty InformationFaculty Name: Debra HillCampus: ChicagoContact Information: (847) 475-1792 drmom29@sbcglobal.netOffice Hours:Short Faculty Bio:

Course description:The use of best practices and sound research on helping all students to learn more successfully is the core of this course. Issues related to human development theory, proven learning strategies, modern technologies, barriers to learning, and concern for diversity are studied for their impact on effective teaching and learning. The development of lifelong learning is emphasized. A field experience is part of this course.

Course Pre-requisites: None

Required Textbooks:Bigge, M.L., & Shermis, S.S. (2003). Learning theories for teachers (6th ed.). Allyn & Bacon. ISBN: 0205405576

Gagne, R.M., Wager, W.W., Golas, K.C., & Keller, J.M. (2004). Principles of instructional design (5th ed.). Wadsworth Publishing. ISBN: 0534582842

American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, D.C.: Author. ISBN: 1557987912

Choose One:College Level - Heiman, M., & Slomianko, J. (2003). Learning to learn: Thinking skills for the 21st century (10th ed.). Sommerville,

MA: Learning to Learn, Inc. ISBN: 0006683282

Middle/High School - Heiman, M., & Slomianko, J. (2000). Learning to learn, succeeding in school and beyond. Sommerville, MA: Learning to Learn, Inc.

Course length: 7.5 weeks

Contact Hours: 45 Hours

Credit Value: 3.0

Program Outcomes:1.0 Research and Theory - Instructional Leaders make decisions based on research and supported theory. They apply their knowledge and skills

to:1.1 Performing - Analyze, design, conduct, and defend research in an educational context using action research and other appropriate designs.1.2 Analyzing - Critically analyze current research in education and related fields to inform curricular and instructional decisions.1.3 Applying - Evaluate and apply theory to design research to select, integrate, implement and assess educational practices and materials.1.4 Decision-making - Use primary research from best practice, and other contextual data to make recommendations and decisions about

teaching and learning.

2.0 Communication and Informational Literacy - Instructional Leaders effectively communicate a vision of educational excellence to the learning community. They apply their oral and written language skills and their knowledge of informational literacy and organizational communication to:2.1 Oral and written communication - Orally or in writing, present educational documents (including recommendations, critiques or

justifications) that are clear, concise, organized and well supported in a professional manner using media appropriate to the education context and audience, using appropriate media and technology.

2.2 Organizational Communication - Exhibit skills in building trust, gauging organizational climate, assessing perception and facilitating systemic processes to promote a positive learning culture.

2.3 Information and other literacies - Demonstrate multiple literacies (including information technology, knowledge of media, conflict resolution, etc.) to effectively support improved achievement, communicate educational messages and promote harmony.

2.4 Using Technologies - Use a broad range of software applications or Web-based tools to facilitate systematic investigation into instructional effectiveness and accountability.

3.0 Critical Thinking/Problem Solving - Instructional Leaders develop systems to check their own thinking, to reflect on present and past practices in considering the future and to analyze complex issues and to evaluate potential solutions. They apply their knowledge and skills to:3.1 Critical Thinking - Analyze complex contemporary problems at the institutional, state and national levels by gathering and assessing

relevant information, considering open-minded alternatives, and presenting well-reasoned solutions and conclusions.3.2 Evaluate - Evaluate relevance of established theory to current education practice and identify gaps in current literature.

4.0 Collaboration - Instructional Leaders promote democratic values by respecting the ideas and gifts of those with whose care they are charged. They continuously seek improvement and apply their knowledge and skills to:4.1 Teambuilding - Build teams to guide research activities of various constituencies.4.2 Families and Community - Work with various stakeholders and constituencies of the educational community to address, select and

implement optimal courses of action to deal with the issues of, resource acquisition and management, policy development and analysis, program development and evaluation, staff selection and development, school-community relations, and curriculum development.

5.0 Leadership - Instructional Leaders have an evolved leadership style that supports the development of others, is harmonious with democratic principles and best educational practices and focuses on student achievement as the ultimate goal of the learning community. They apply their knowledge and skills to:5.1 Leading - Provide leadership at the institutional, state and national levels in various roles and responsibilities.5.2 Motivating, Coaching and Delegating - Train, coach, delegate, and motivate staff and other members of the educational community to

improve student academic achievement.5.3 Supervision - Evaluate teaching and staff performance at the district or institutional level using a variety of supervisory models.5.4 Professionalism - Lead and manage within a personal work ethic and the educational dispositions that reflect national leadership standards.5.5 Change Management - Develop clear initiatives and use research-based change strategies to study and assist an educational institution or

district reach its vision, mission, and goals in a changing environment.5.6 Contemporary Issues - Assess the larger political, social, economic, legal and cultural influences on education at the local, state and

national levels.5.7 Curriculum Theory and Design - Synthesize and merge curriculum and instructional theory to design, implement and assess instructional

programs that lead to improved student achievement.5.8 Data-driven Decision-making - Collect and analyze data and information to solve educational problems.5.9 Monitoring - Monitor and evaluate operational systems to ensure they enhance student learning and reflect accountability to the

community.5.10 Evaluation - Evaluate the instructional processes, strategies, techniques and methodologies in an educational institution.

6.0 Ethics/Principles - Instructional Leaders are bold in exhibiting and expecting accountability in integrity, fairness and ethical behavior. Their actions:6.1 Integrity - Demonstrate a respect for the rights of others with regard to confidentiality and honesty.6.2 Fairness - Demonstrate ability to combine impartiality, sensitivity to diversity and a concern for others in dealing with all constituencies.

6.3 Ethical behavior - Demonstrate personal and professional values of their organizations and the ideals of our democratic society.

7.0 Diversity - Instructional Leaders appreciate the value of every individual and are committed to their success. They apply their knowledge and skills to:7.1 Leading - Design and assess educational policies, instruction and curricular reform that reflect culture and diversity.7.2 Theory and Research - Assess the implementation of plans and programs designed to promote diversity and develop a welcoming

community.

8.0 Internship - Through a program of field study, Instructional Leaders demonstrate their knowledge and skills situations that contribute to their professional development. They apply their knowledge and skills in:8.1 Internship - A sustained and extensive internship activity in a real world setting to further develop the knowledge, skills and dispositions of

national leadership standards.8.2 Course embedded field experiences - Course-embedded field experiences that use best practices and sound educational research to

improve the knowledge, skills and dispositions of national leadership standards.

9.0 Interpersonal Effectiveness - Students will develop positive relationship skills that promote personal and ethical professional development via effective communication, encouragement, empathy, respect for others, self-awareness, and other-awareness.9.1 Demonstrate effective speaking and empathic listening skills to promote the growth of self and others and to effect change.9.2 Solicit and utilize feedback to build and maintain interpersonal and organizational relationships. 9.3 Facilitate consensus building among key stakeholders in interpersonal and organizational relationships. 9.4 Use effective communication skills to reduce conflict.9.5 Analyze the impact of technological advances on interpersonal and organizational relationships.9.6 Utilize effective communication and relationship skills in order to promote the growth of others and effect change.9.7 Assess nonverbal communication in interpersonal and organizational relationships.

Course Objectives: 1. Develop and examine a personal conception of learning and teaching and test it against various perspectives from theory and

research. (Program Outcomes: 1.2, 1.3)2. Given different theories, examine questions, concerns, opportunities, and gaps in need of research and evaluation. (Program

Outcomes: 1.1)3. Synthesize and merge teaching and learning theories in order to design, implement and assess instructional programs that lead to

improved student achievement. (Program Outcomes 3.1, 9.6)4. Examine contemporary approaches to understand intelligence and their implications for personal performance and professional

practice. (Program Outcomes: 1.3, 3.1, 3.2, 6)

5. Create and present a variety of activities, through individual and team learning experiences that are appropriate for applying learning and teaching theories in selected settings. (Program Outcomes: 4.1, 5.7)

6. Given diverse educational settings, assess the potential impact of traditional and new learning and teaching theories on student achievement. (Program Outcomes: 5.7, 5.10, 9.6)

Assignment Table:Topics Readings Assignments

1 Introduction to Teaching and Learning Defining Learning Defining Teaching The Basics of Learning

Theories Defining Instructional

Design Varieties of Learning Barriers to Learning Overview of Learning

Methods

Bigge & Shermis Chapter 1: Why Is

Classroom Learning a Problem?

Chapter 2: What Historical Theories of Learning Are Reflected in Current School Practices?

Gagne, Wager, Golas, & Keller Chapter 1: Introduction

to Instructional Design Chapter 2: Designing

Instructional Systems Chapter 3: The Outcomes

of Instruction Chapter 4: Varieties of

Learning: Intellectual Skills and Strategies

Discussion Questions:1.1. Using the Argosy University online library and the Internet, research and locate three resources that define and explain learning and teaching. Develop your own definition and explanation of learning and teaching. Compare your own definition and explanation of learning and teaching with the definitions and explanations you researched. What aspects of learning and teaching does your definition include that the researched definitions do not include? How is your treatment of learning and teaching different from the researched definitions?

1.2. Examine all the components and subcomponents of the ADDIE model that are used for designing instruction with respect to their relevance and applicability in designing instruction for K-12 students. Discuss how you will use these components to design instruction for your students. Provide examples of at least three activities that you have designed using the ADDIE model.

1.3. Analyze the challenges created by varied learning to determine how they make classroom teaching difficult and how they affect student learning. Suggest ways for teachers to overcome these challenges. Support your suggestions with rationale and provide examples of how teachers can apply your suggestions to real-life situations. Discuss how teachers can cater to varied learning needs of their students.

Assignments:1.1. Write a one-page autobiography introducing yourself to other members of the class. The autobiography should include your current profession, career goals, expectations for the class, major contribution to the profession, and other personal information. Also, include answers to the following questions. Describe your efforts to apply learning theories and instructional

design principles in your work environment. List five challenges that you face in applying learning theories to

teaching. List five challenges that you face in using instructional design

principles for designing learning activities of your students. How do you think this course will help you in your current work

environment?

1.2. Field Experience Overview: One of this course’s most important assignments is the field experience report. This assignment gives you the opportunity to visit to a school and a classroom and observe the: Learning theories implemented by the school Teaching strategies adopted by the school Assessment strategies adopted by the school

Based on an analysis of your observation, you will write a report and submit it in Week 7. Your report will include an analysis of the following: Whether the learning theories the school implements are

appropriate for the school’s curriculum. Whether the school’s teaching strategies are in sync with the

school’s learning theories. Whether the school’s assessment strategies are in sync with the

school’s teaching strategies.

You will begin this assignment in Week 1 and submit your field experience report in Week 7. Listed in the syllabus are suggested tasks for each week, however, depending on the availability of appointments, you can visit the school as you find it convenient.

Begin working on your field experience report by identifying a school that you would like to visit. Also, include a classroom of your choice where you can complete your observation. Schedule an appointment with the administrator/principal and inform him or her of the purpose of your visit.

1.3. Course Project: Developing a Lesson Plan Using the Principles of Instructional Design

Overview: Your project for this course is related to different aspects of teaching and learning. Each week you will have to submit a project related deliverable. You are expected to complete this project individually.

This week, conduct research using the Internet to locate at least five resources that discuss Bloom’s Taxonomy. Summarize your research findings in 2-3 page Word document. Prepare a list of verbs that you might use in higher levels (analysis, synthesis, and evaluation) of Bloom’s Taxonomy. Create examples of performance objectives based on your verb list. Be sure your performance objectives include the following five components: Situation Learned Capability Verb Object Action Verb Tools, constraints, or special conditions

Your performance objectives should be in the form of a Microsoft

Word document about 3-4 pages in length and should follow the APA 5th edition.

2 Processes in Learning and Instruction I Analyzing Learning

Characteristics Defining Performance

Objectives Writing Goals and

Objectives Analyzing Learning Tasks Evaluating Intellectual Skills Providing Models of

Metacognition

Bigge & Shermis Chapter 3: What Are the

Two Current Major Families of Contemporary Learning Theory?

Gagne, Wager, Golas, & Keller Chapter 4: Varieties of

Learning: Intellectual Skills and Strategies

Chapter 6: The Learner Chapter 7: Defining

Performance Objectives Chapter 8: Analysis of a

Learning Task

Discussion Questions:2.1. The two major theories of contemporary learning are neobehavioristic and cognitive. If you were to select any one theory as the basis for your educational philosophy, which one would you select? Why? Discuss how you would apply this theory in your everyday classroom teaching. Provide an example of how you would develop a lesson plan using one of these philosophies as your basis for learning. Discuss the benefits of your chosen theory for your students.

2.2. Analyze how the three varieties of learning (information, attitudes, and motor skills) differ from each other. Discuss the learning conditions for each kind of learning. Provide an example for each of the three varieties of learning from your current work environment. Discuss how the conditions of learning apply to the examples you provided. Provide a rationale for applying the conditions of learning to your examples.

2.3. Differentiate between target objectives and enabling objectives with respect to their application and the procedures for creating the two kinds of objectives. Provide examples of both kinds of objectives. Examine the correlation between objectives (target and enabling) and task analysis. How is procedural task analysis different from learning task analysis? Provide examples to explain this difference.

Assignments:2.1. Field ExperienceBefore you visit your chosen school, develop a visitation checklist. This checklist will help you prepare the field experience report.

Focus on the following areas: Learning theories implemented by the school

o What are the school’s goals and objectives? o Which specific learning theory or combination of

learning theories does the school implement?o Why did the school choose those learning theories? o How do the school’s learning theories relate to its goals

and objectives?o Are these learning theories based on behavioral or

cognitive psychology?o How do these learning theories impact student

achievement?o Use Rita Dunn and Carol Tomlinson’s work on learning

styles and differentiated instruction and identify the school’s learning strategies.

Teaching strategies adopted by the schoolo What are the teaching strategies adopted by the school?o Are these teaching strategies in sync with the school’s

learning theories? o Are these teaching strategies aligned with Bloom’s

taxonomy of objectives?o Why did the school adopt these teaching strategies?o How do these teaching strategies impact student

achievement?o How do these strategies address diversity and educational

differences? Assessment strategies adopted by the school

o What are the assessment strategies adopted by the school?

o Are these assessment strategies in sync with the school’s teaching strategies?

o How do the school’s assessment strategies impact student achievement?

o How do the school’s assessment strategies impact teaching practices?

o How do these assessments cater to different learning style differences?

Your field experience report is due in Week 7.

2.2. Course ProjectThis week research and locate a website sharing motivational activities for students that pertain to learning theories. Compare these activities to Bandura's and Gardner's work. Evaluate yourself and your attitude toward your students. Keep a learning journal of your intrapersonal thoughts (Gardner). Define a learning task and write the steps using performance objective terminology.

Your completed project task should be in the form of a Microsoft Word document about 4-5 pages in length.

3 Processes in Learning and Instruction II Using Events of Instruction Designing Individual

Lessons Designing Instruction Using

Capabilities Assessing Student

Performance Assessing Models of Student

Assessment Evaluating Instruction

Gagne, Wager, Golas, & Keller Chapter 9: Designing

Instructional Sequences Chapter 10: The Events

of Instruction Chapter 12: Designing

the Individual Lesson

Bigge & Shermis Chapter 4: How Do the

Families of Contemporary Learning Theory Describe the

Discussion Questions:3.1. Use the Argosy University online library and the Internet to locate an example of an instructional map. Discuss how you would construct an Instructional Curriculum Map using the top-down approach for any course that you are currently teaching. Demonstrate the use of hierarchical sequencing rules in your example. Provide a rationale for your sequencing of objectives. Find one example of an Instructional Curriculum Map, and compare it with your map to analyze the four levels of instructional sequence. Also, examine the hierarchical sequencing rules in your researched example.

3.2. According to Gagne, instruction is a set of events external to the learner, but designed to support the internal learning process. List

Learning Process? the four varieties of learning and discuss how you would design a lesson plan for each using Gagne’s events of instruction. What would you do differently in each of your lesson plans? Research and provide examples of lesson plans for each variety of learning. Discuss the basis on which you would differentiate the instruction, activities, and resources of each of your lesson plans. Provide a sample lesson plan for each of the four varieties of learning.

3.3. Discuss the behaviorists’ and cognitive interactionists’ descriptions of the learning process. Compare the two descriptions of learning and identify the similarities and differences between them. Of the two descriptions, which one do you think is better and more practical? Provide a rationale for your choice of description. Discuss how you would implement this description in your lesson plans. How will your chosen description of learning benefit your students in terms of achievement and enhanced learning? Why?

Assignments:3.1. Field ExperienceAfter you develop your visitation checklist, visit your chosen school and make notes of all your observations. Analyze your observations from your school visit. You should analyze the following: Whether the learning theories implemented by the school are

appropriate for its curriculum Whether the school’s teaching strategies are in sync with its

learning theories Whether the school’s assessment strategies are in sync with its

teaching strategies Whether the school’s assessment strategies and weeks address

both cultural and educational differences

Summarize your conclusions based on your analysis. In your analysis, include information from your text that addresses different

learning styles.

Your field experience report is due in Week 7.

3.2. Course Project This week, write a 4-5 page paper on the following: Post a summary of the content and strategies that you think

Bruner and Vygotsky would suggest teaching reading to a culturally diverse group of seventh graders at an urban middle school.

Evaluate each theory and correlate it with NCLB. Contrast the key ideas of Bruner's work with Vygotsky's and

Gardner's.

Choose a theorist and create a 5-6 slide presentation based on his theory. The Learning to Learn program is presented as a system of how to learn strategies versus how to learn study skills. Scan either of your prescribed text and consider the impact of one learning strategy and the type of teaching that would be required to use it.

Your completed project task should be in the form of a Microsoft Word document about 4-5 pages in length, and the presentation will be in the form of 5-6 PowerPoint slides.

4 Behavioral Learning Theories Operant Conditioning

(Skinner) Thought and Language

(Bygotsky) Comparing Behavioral

Theories Impact on Instructional

Design

Bigge & Shermis Chapter 5: How Does

Skinnerian Operant Conditioning Work?

Chapter 6: How Does Vygotsky’s Thought and Language Imply a Theory of Learning?

Discussion Questions:4.1. Discuss how the Operant Conditioning learning theory differs from the Thought and Language learning theory in terms of the impacts on goals and objectives of instruction, the effects on classroom teaching, and the applications to different intellectual skills. You can use a Word document or a table for the comparison.

4.2. Examine the impact of behavioral learning theories—Operant Conditioning and Thought and Language—on instructional design.

Discuss how you can apply behavioral learning theories to develop instruction that meets students’ individual needs in the classroom. If Skinner and Vygotsky were to identify the major defects in today’s education system, what do you think they would be? Based on Skinner’s and Vygotsky’s learning theories, suggest remedial measures to address these defects.

4.3. Research and locate programs in your school district that are based on Vygotsky and Skinner’s theories of learning. Analyze how the learning outcomes of these programs map to the concepts of Vygotsky and Skinner’s theories. Also, analyze the effectiveness of these programs in the classroom in terms of their contribution to student achievement and ease of use for teachers. Provide reasons for the success or failure of these programs.

Assignments:4.1. Field Experience This week continue working on the field experience report. Your field experience report is due in Week 7.

4.2. Course ProjectThis week, compare Vygotsky's theory to Gardner's Multiple Intelligences. Discuss the potential uses of the Multiple Intelligences theory in learning. Summarize your reading on learning outcomes and how parents play an important role in the process. Compare your summary to the most recent studies on Parent Involvement. Identify school programs that use Vygotsky's theories. Discuss how they have changed the zone of proximal development.

Your completed project task should be in the form of a Microsoft Word document about 3-4 pages in length.

5 Cognitive Learning Theories Bigge & Shermis Discussion Questions:

Cognitive Interactionist (Bruner)

Linear-Interactionist Social-Cognitive

Multiple Intelligences (Gardner)

Comparing Cognitive Theories

Motivation and Multiple Intelligences

Impact on Instructional Design

Chapter 9: What Is the Cognitive-Field Interactionist Theory of Learning?

Chapter 7: How Does Bruner’s Cognitive Interactionist, Narrative-Centered Psychology Treat Learning and Teaching?

Chapter 8: What is Bandura’s Linear-Interactionist Social-Cognitive Learning Theory?

5.1. Research at least two resources that discuss the concepts of social-cognitive learning theory and cognitive field interactionist learning theory. Compare the social-cognitive theory and cognitive field interactionist learning theory with respect to their views on learning and intelligence and their applications to teaching. Which theory, according to you, would be more practical and applicable in real-life classrooms? Why? Discuss how you would apply any one theory in your classroom teaching.

5.2. According to Bruner, a narrative is one of the most common and powerful means of human communication and learning. Do you agree with this view? Why or why not? How would you integrate narratives into your classroom instruction? Do you think it would be effective? Why or why not? Discuss Bruner’s idea of teaching. How will you integrate the seven aspects suggested by Bruner into your classroom instruction? How will the integration of these aspects into your instruction help your students learn better?

5.3. Research at least two resources on Howard Gardener’s Theory of multiple intelligences. Post a summary of his theory of Multiple Intelligences based on your research and understanding of it. Discuss how this theory will help you cater to the individual needs of your students. How will you design instruction using this theory? What aspects will you consider while designing instruction for an integrated classroom? How will this theory benefit your students? Provide an example of a lesson plan that is based on the Multiple Intelligence theory and caters to an integrated classroom.

Assignments:5.1. Field Experience This week continue working on the field experience report. Your field experience report is due in Week 7.

5.2. Course ProjectThis week, discuss how you would remodel a lesson plan to include interpersonal intelligence or group learning. Conduct research using the Internet and locate organizations or institutions considered to be in the forefront of research on learning and teaching. Describe the offices or departments of your organization charged with the improvement of instruction. Describe the role teaching and learning play in your school’s or district's mission statement.

Your completed project task should be in the form of a Microsoft Word document about 3-4 pages in length.

6 Learning Theories and Teaching Role of Behavioral Theories

in Teaching Role of Cognitive Theories

in Teaching Theories and Student

Achievement Impact of Theories on

Teaching Practices Impact of Technology on

Learning Theories Integrating Technology into

Teaching Technology and Classroom

Climate Technology and Multiple

Intelligences

Bigge & Shermis Chapter 10: How Does

Learning Transfer to New Situations?

Chapter 11: How Is Learning Related to Teaching Practices?

Chapter 12: How Many Teachers Teach for Explanatory Understanding?

Gagne, Wager, Golas, & Keller Chapter 11: Technology

Affordances Chapter 15: Online

Learning

Discussion Questions:6.1. Discuss the role of behavioral and cognitive learning theories in teaching. How can you implement these theories in your instruction? How will implementing these theories impact your teaching practices? What changes will you need to make to your teaching practices? How effective will it make your instruction? How will implementing these theories impact student achievement? Will the theories aid student achievement? Why or why not? Select a lesson plan you have used in the past and apply either a behavioral or a cognitive learning theory to this lesson plan. What changes in your classroom teaching will you need to make? How will this affect your students’ learning?

6.2. Many proponents of educational reforms believe that schools are just a part of a broader learning ecosystem and that digital technology will open new learning opportunities. Do you agree with this? Why or why not? How will integrating technology into the curriculum impact instruction? What effect has it had on learning? Will it facilitate learning or hinder it? Why? Provide an example of a time when technology helped your classroom instruction and an example where interfered with it.

6.3. Discuss the four levels of the teaching learning process and determine the behavioral or cognitive learning theories underlying the four levels. Discuss how each level of learning builds upon the previous one. Discuss how the instruction at each level differs from the instruction at the previous level. How do the underlying behavioral or cognitive learning theories impact the teaching-learning process and assessments? What level of the teaching-learning process do you implement in your classroom instruction? Why? How do you ensure that the instruction at each level you use in the classroom builds upon the previous level? Provide an example of the level of teaching learning process you use.

Assignments:6.1. Field Experience This week continue working on the field experience report. Your field experience report is due in Week 7.

6.2. Course ProjectCreate three activities based on either the behavioral learning theories or the cognitive learning theories that you learned in Weeks 4 and 5. Base your activities on any one or more of these learning theories: Operant Conditioning, or Thought and Language, or Cognitive Interactionist, or Linear-Interactionist Social-Cognitive. Along with the activities, include answers to the following questions: Who is Gordan Shaw? What did he do? What does it mean? What classroom applications does the work of Gordan Shaw

have for us as parents and educators?

Your completed project task should be in the form of a Microsoft

Word document about 3-4 pages in length.

7 Effective Teaching-Learning Strategies Group Instruction Technology and Computer

Education Assessments and Learning Performance Measures and

Learning Best Practices in Teaching

and Learning

Gagne, Wager, Golas, & Keller Chapter 13: Assessing

Student Performance Chapter 14: Group

Learning Environments Chapter 16: Evaluating

Instruction

Bigge & Shermis Chapter 13: How Does

Exploratory-Understanding Level Reaching and Learning Proceed?

Chapter 14: How Are Teaching Learning Theories Related to Computer Education?

Discussion Questions:7.1. Discuss the characteristics of group instruction. Select a lesson plan that you currently use to teach an integrated classroom and discuss how you will use this lesson plan to teach a small group. What changes will you make to this lesson plan to cater to a larger group?

7.2. Discuss the correlation between learning and assessment. How do you ensure that this correlation is always maintained in your assessments? How are assessments related to instruction? How will you develop objective-referenced assessments for your students? How will you develop norm-referenced assessments for your students? On what basis will you decide which type of assessments to use? Provide an example of an objective-referenced assessment and an example of norm-referenced assessment.

7.3. In a formative evaluation plan for an instructional module, there should be four stages of formative evaluation: expert review, developmental tryout, pilot test, and field trial. Discuss how you will develop a lesson that includes these four stages of formative evaluation. Provide the sequential description of the process instruments and the data to be collected for the evaluation.

Assignments:7.1. Field ExperienceThis week you will submit your field experience report. Your field experience report should be 4-5 pages long. Also, include the following documents along with your report: The visitation checklist you developed before the school visit.

The visitation checklist should include questions about the school’s implemented learning theories and adopted teaching

and assessment strategies. Your observations from your school visit. These should be

detailed and cover every item included on the visitation checklist.

An analysis of your observations along with information from your text that addresses different learning styles. The analysis should also include information about:

o The appropriateness of the school’s implemented learning theories to its curriculum.

o The relationship between the school’s teaching strategies and its learning theories.

o The relationship between the school’s assessment strategies and its teaching strategies.

o The ability of the school’s teaching strategies and assessments to address cultural and educational differences.

o A summary of your conclusions based on the analysis of your observations.

Your report as well as other documents should be submitted as Microsoft Word documents, in Times New Roman 12 pt font, and double-spaced. Adhere to the current established APA guidelines for spelling, punctuation, and grammar.

7.2. Course ProjectThis week conduct research using the Internet and locate at least three resources that discuss the purpose of assessments and rubrics, and the process of creating them. Summarize your findings in a 2-3 page Word document. In your summary, also include answers to the following questions: What is your state’s standardized test? Checking your state department of education what does the state

give as reasons or purposes for your state assessment?

How do we effectively use norm-referenced tests? How does Gardner feel about assessment?

Describe three situations in which standardized testing would be preferred and three situations where authentic assessment would be the best choice.

Your summary should be in the form of a Microsoft Word document about 3-4 pages in length.

8 Summary Assignments:8.1. Reflect on the autobiography you completed in Week 1 and answer the following questions: Have you achieved your goals for this course? How will what you’ve learned from this course help you

overcome challenges in applying learning theories to teaching? (Refer to the list of challenges you submitted in the autobiography.)

How will what you’ve learned from this course help you overcome challenges in using instructional design principles? (Refer to the list of challenges you submitted in the autobiography.)

What is the most important thing you learned from this course? What information will be most relevant to you in your work

environment?

8.2. Course ProjectCreate a short unit lesson plan in your chosen area. Incorporate Gagne’s Nine Events of Instruction and Gardner’s Multiple Intelligences. Your plan should include one or more of the following learning theories: Operant Conditioning Thought and Language

Cognitive-Interactionist Linear-Interactionist Social-Cognitive

Your lesson plan should be in the form of a Microsoft Word document about 3-4 pages in length.

Grading Criteria

Grading ScaleGrading requirements

Library:

All resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords. 

Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at http://library.argosy.edu. Detailed descriptions of online resources are located at http://library.argosy.edu/misc/onlinedblist.html.

A 100 – 93A- 92 – 90B+ 89 – 88B 87 – 83B- 82 – 80C+ 79 – 78C 77 - 73C- 72 – 70F 69 and below

Discussion and Participation 40%Project 45%Field Experience 10%Autobiography and Reflective 5%

100%

In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.

Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/.

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy

It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director

of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

The Argosy University Statement Regarding Diversity

The Argosy University provides equitable access through its services and programs to students of any social, geographic and cultural background, regardless of gender, and strives to prepare all candidates to work with and provide services to diverse populations. Argosy demonstrates its commitment to diversity through the development and support of a diverse educational community.