Online Course Syllabus EDFD630 Theories of Human Development and Learning. Important Notes:

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1 Online Course Syllabus EDFD630 Theories Human Development and Learning Important Notes: This document provides an overview expectations for this online course and is subject to change prior to the term start. Changes may also occur during the term due to faculty or SPS Distance Learning course updates. Some links may only be active once the term starts. For this course you must check the Regis Bookstore: for the most current online course material information. Learning Outcomes Prerequisites Required Course Materials Academic Honesty General Course Requirements Disclosing Disabilities Grading Criteria Special Projects Holistic Grading Assignments Course Description Participants study theories and principles human development and learning, emphasizing applications to teaching and practices in educational settings. The course considers normal development and conditions for learning, particularly in relation to various levels teaching. ( top ) Learning Outcomes On completion this course the student should be able to: Demonstrate familiarity with major theories human development and learning.

2 Apply theories to diagnose probable learning barriers and prescribe feasible teaching solutions. Analyze a contemporary learning issue from various developmental perspectives. Research advances in theories concerning the teaching/learning dynamic. Incorporate concepts development and learning into focused lesson plans. Performance Based Standards This course addresses the following standards which reflect the knowledge and skills required beginning teachers and necessary for the licensing all teacher education candidates in Colorado. Standard 5: Knowledge Classroom and Instructional Management 5.1 Create a learning environment characterized by acceptable student behavior, efficient use time, and disciplined acquisition knowledge, skills, and understanding. 5.3 Apply appropriate intervention strategies and practices to ensure a successful learning environment. 5.4 Raise the academic performance level a group students, over time, to a higher level. 5.5 Understand the cognitive processes associated with various kinds learning (e.g. critical and creative thinking, problem structuring and problem solving, invention, memorization and recall) and ensure attention to these learning processes so that students can master content standards. 5.8 Communicate with parents and guardians effectively in order to involve them as participants and partners in student learning. Standard 6: Knowledge Individualization Instruction 6.1 Employ a wide range teaching techniques to match the intellectual, emotional, and social level each student, and choose alternative teaching strategies and materials to achieve different curricular purposes. 6.3 Utilize his/her understanding educational disabilities and giftedness and their effects on student learning in order to individualize instruction for these students.

3 This course addresses the following standards which reflect the knowledge and skills required beginning teachers and necessary for the licensing all teacher education candidates in Wyoming. Standard 1: Teaching and Learning (ii) Student Learning. The teacher candidate understands all children have similar patterns learning, and these patterns vary individually within the areas cognitive, social, emotional and physical development; is competent in using developmental theories to provide appropriate learning opportunities to influence all students' learning and is respectful all students' diverse developmental levels. (iii) Students' Diversity. The teacher candidate understands how all students differ in their approaches to learning; is competent in creating instructional opportunities that are adapted to all students' diverse life experiences and developmental levels; and believes all students benefit from a mutually respectful learning community. (iv) Instruction to Students. The teacher candidate is knowledgeable about instructional strategies used to encourage all students' development critical thinking and problem solving skills and achievement performance standards; is competent in developing instructional strategies which incorporate technology, multimedia, commercial/teacher/student materials and collaboration; and believes appropriate learning experiences enhance all students' opportunities to learn. Standard 2: Teaching Experiences (i) Supervised Experiences. The teacher candidate has observed a variety education settings with students all ages, grades and diversity; and has utilized a variety educational theories to identify his/her knowledge, competencies and dispositions the pressional education standards. ( top ) Prerequisites none ( top ) Required Course Materials Text: Berger, K. S. (most recent edition). The Developing Person Through the Life Span. New York, NY : Worth Publishers, Inc. Varlas, L. (Winter 2002). Getting Acquainted with the Essential Nine. retrieved online 2/15/05:

4 MWLresources/marzchat1.html Movies on videotape or DVD: (learners are required to obtain these from their local libraries or video rental stores. It is strongly recommended that these be located well in advance the week they are needed): Good Morning, Miss Dove (Week 1, embedded in course) Sister Act 2 (Week 2) Drumline (Week 3) Finding Nemo (Week 4) The Princess Diaries (Week 6) Harry Potter and the Sorcerer's Stone (Week 7) ( top ) General Course Requirements The following five expectations will be in place for all who take this course: Readings: In order to gain the maximum potential from the learning environment, it is expected that you complete the assigned reading(s) in advance. Also, it is expected that you come to class prepared to share your impressions and interpretations, raise pertinent questions and issues, and remain open to the ideas and reactions the other class members. Assignments Deadlines: Participate in every assignment in a timely fashion. Pay close attention to the deadlines described at the top the Assignments page. It is recommended you print this document for a guide to your weekly schedule. Your facilitator will post any amendments or changes to these requirements in the Discussion Forum or they will be highlighted in the Week-by-Week content. Written Submissions: It is expected that all written submissions be sent (via ) to the instructor by the date it is due. All written work must be in a 12 point, readable font and spell-checked. Writing is a critically important skill for educational leaders! Therefore, please carefully revise and edit any papers before submitting them to the facilitator. Naming conventions for submitted files are outlined in the directions provided in Week-by-Week content. Typically, any file should be named with your last name and first intitial, then an underscore and the assignment name, all lower case with no space between the letters or the underline. (example: andersenw_howtoname) When there are more than five errors in writing conventions (including file naming), the paper will be returned with no credit until corrections are made. If returned papers are not corrected and sent back within 3 calendar days, points will be removed for lateness.

5 Electronic Communication: Assignments that are to be shared with classmates over the Internet or in the Discussion Forum will be clearly identified. When communicating with colleagues over the Internet, correct conventions are also expected. Thus, "Internet talk" (i.e., no capitals, abbreviated words, emoticons, and the like) is not acceptable for graduate writing. Other assignments that are due will need to be ed to the instructor. When communicating via , be sure to do a greeting and please sign your first and last name. Field Experience (15 hours): You will be expected to spend at least 15 hours in the field (schools and classrooms) doing observations and interviews. Since it can take time to get access to a school plan your time appropriately. Request a letter introduction from your faculty advisor and review strategies and protocol for entrée into schools. ( top ) Disclosing Disabilities If you have a documented disability requiring academic adjustments for this class, you should have already contacted the Director Disability Services at Regis ( ). The Director will contact your facilitator after reviewing your documentation to determine appropriate, reasonable accommodations. You should not proceed with this course until this process has been completed. ( top ) Grading Criteria The following components will be assessed to determine a student's grade for this course: Forum participation 30% Research paper 25% Field Observations 25% Lesson Plan 20% The timing assignments and the breakdown assessment components is given in the following table. Grading for Course Assignments

6 Week Assignment Point Value 1 Forum Participation 5% 2 Forum Participation 5% Observations 3 Forum Participation 5% 5% Observations 5% 4 Forum Participation 5% 5 Research Paper 25% Observations 6 Forum Participation 5% 5% Observations 5% 7 Forum Participation 5% 8 Lesson Plan 20% Observations 5% Total 100% ( top ) Special Projects Expectations and Rubrics Expectations and rubrics for grading your Forum participation will be posted by the facilitator. If you do not see this, please request a copy. Other rubrics and expectations are outlined below. Research Paper The purpose this assignment is twold: (1) for you to demonstrate your ability to research and discuss theories development and learning in relation to current education issues (2) for you to demonstrate your ability to select and justify a developmental theory as appropriate above other theories for dealing with a particular education issue. Total value is 25% your grade; the assignment will receive a maximum 25 points based on the following criteria:

7 Point Values Criteria Specific Aspects Criteria 8 Research 1 Adequate depth to support points comparison and conclusion Appropriate sources: 5 (1) in text citations (2) end paper references 1 Coverage : 5 (1) the education issue (2) theory #1 (3) theory #2 8 Content 1 How well topic is covered and directions are followed How well each theory is related to the education issue Comparison theories Reasonableness conclusion based on research 5 Graduate level 1 Clarity writing 5 Cohesiveness Flow Details Grammar 5

8 4 APA format 1 Follows the guidelines Consistency format Classroom Observations 5 The purpose this assignment is for you to demonstrate your ability to recognize how theories development and learning are (or could be) applied in the classroom. Total value is 25% your grade; the assignment will receive a maximum 25 points based on the following criteria: Point Values* Criteria Specific Aspects Criteria 10 Use the Observation Guide The guide will help you document where you went, what you saw, and what it means in terms the developmental theories covered in this course. In recording this information, be sure to address the following: 1 What elements development and learning were demonstrated or addressed in the behavior the students and in the approach the teacher? 5 1 What instructional methods did the teacher use, and did you detect any matches between those methods and the observed or probable learning/thinking styles the students? 5 1 What specific actions did the teacher take to deal with differences (individual, cultural, gender, etc.)? 5 Observations made during the early weeks the course should be updated to include additional developmental possibilities as additional theories are covered.

9 10 Posting Observations Postings in The Observation Game should summarize your observations so the following factors can be identified easily and clearly: Who: teacher(s) (gender, apparent generation, experience), students (ages, grades, abilities, and developmental levels, learning styles), others (parents, aides, administrators, observers) What: academic subject(s), developmental aspects, resources, successes, problems Note availability and use tools specifically for addressing various student characteristics, including learning/thinking styles. Look for books, music, audio and visual aids, manipulatives, computers, and models (including human ones). When: length lessons, timing lesson components, time day or season if applicable Where: schools, classrooms, relevant areas within the classroom or school facility Why: learning goals and objectives, rationale for teaching methodologies, developmental explanations for student behaviors 5 Sharing Observations With the Class (0-14) Observation hours How: teaching and learning activities and behaviors 1 Participation with a group if you are assigned to one Playing in The Observation Game Review and comment on the observations others Contributions concerning what others might have missed in identifying development and learning factors in their posted observations 5 One point will be deducted for each observation hour less than 15. *Point values for the first 3 assessment criteria assume all required 15 hours observation have been completed and are being addressed. If the required 15-hour assignment is not completed, points available for the first 3 assessment criteria will be adjusted as necessary. Lesson Plan

10 The purpose the lesson plan assignment is for the student to demonstrate how theories development and learning covered in this class can be applied in the classroom. Total value is 20% the grade, and the assignment will receive a maximum 20 points based on the following criteria: Point Values Criteria Specific Aspects Criteria 8 Coverage essential elements Who: teacher, students, others What: teaching and learning methodologies When: length lesson, timing lesson components, time day or season if applicable Where: delivery environment(s), homework Why: learning goals and objectives, rationale for teaching methodologies 8 Inclusion development and learning principles 2 Usability for the stated purpose How: implementation steps, evaluation 11. Specification development issues being used or addressed 2. Provision for differences in learning and thinking styles 3. Discussion development using the language development 4. Focus on development as central 11. Sufficient detail and clarity for another teacher to pick up this plan and teach a class with the same results 5 the creator the plan would get Adequate flexibility to accommodate minor variances in circumstances 5

11 2 Graduate level writing 1. Clarity 2. Cohesiveness 3. Flow 4. Format 5. Grammar Criteria for assessing and grading will be discussed throughout the course. All products will be assessed with an emphasis on depth understanding and connections made between content readings and class discussions. (See criteria below). Grading Scale: A = A- = B+ = B = B- = C+ = C = C- = D+ = D = D- = F = 59 or lower ( top ) ACADEMIC HONESTY Academic honesty is at the very foundation teaching and learning. Since trust is so important, the sanctions for presenting the work others as your own are severe. The handbook and the Regis University Bulletin describe the university policy in detail. You may not use the same paper for two courses; however you may discuss extension a previous topic as a new paper with the instructor. In

12 courses, presenting the work others as your own or using the same paper for two courses can lead to "F" grades and recommendation for expulsion from the program. If you are unsure how to document information please ask for help. ( top ) HOLISTIC GRADING CRITERIA FOR WORK The Graduate Teacher Education Program uses letter grades from A - F to represent the evaluation student work. Grades A and B are used for outstanding and very good work. As is common in graduate programs, a grade C or lower is used to represent a judgement unsatisfactory work. Plus and minus grades are used except that there is no grade A+. In teacher education, students are expected to achieve grades in their pressional education sequence no lower than a "B". The following is a description the standards for papers: "A" grade: An "A" paper shows appropriate choice topic, clearly defines the topic to be covered, explains how it will be covered, and then meets the goal it sets. Fact and opinion are clearly differentiated. Reasoned arguments are supported by appropriate evidence. The paper shows evidence extensive research and careful thinking about the topic. The paper flows smoothly and uses a minimum pressional jargon. Standard English grammar, spelling and punctuation are used throughout. APA style is used appropriately. "B" grade: A "B" paper also shows appropriate choice topic, clearly defines the topic to be covered, and explains how it will be covered. It differs from the "A" paper by showing less in-depth research and is less closely reasoned. The paper may flow less smoothly and there may be minor errors in grammar, punctuation, spelling, or citation style. "C" grade: A "C" paper indicates difficulties in one or more the following areas: structuring the topic and researching it appropriately, constructing reasoned arguments, difficulty in writing clearly, problems with using standard English, and/or serious problems with APA citation style. Any grade falling below a "C" is considered unacceptable at the graduate level. "D" grade: A "D" paper shows a predominance the problems associated with a "C" paper. "F" grade: A "F" paper lacks quality and master level work in all areas above. Any paper not turned in will carry a "F" grade. ( top ) Online Course Assignments EDFD630 This page provides an overview your course. For detailed instructions and information about assignments, refer to the Week by Week section this course.

13 Week Course Dynamics This course is designed to enable participants to apply new learning in their authentic community practice. To allow time for this, learners are encouraged to establish a strict schedule for completion course activities. Due Dates Exception to this schedule are noted next to the assignment in bold italics. Sunday-Wednesday: You should always complete your reading assignments from the course texts early in the week. You will also want to acquaint yourself with the expectations outlined in Week by Week and complete your research and Field Experiences by Wednesday. This will enable you to prepare for the discussions at the end the week that synthesize your learning. Wednesday: Unless otherwise noted, all initial postings in the Discussion Forum will begin by Wednesday. Saturday: All replies to the threads should be completed by Saturday. Saturday: All submissions are due to the facilitator by Saturday evening unless otherwise indicated in the course content. Advanced Preparation: These instructions are provided for those who wish to work ahead and are open for scheduling at any time prior to the due date for the actual deliverable. Readings As you complete your readings in the early part each week, keep notes on what you identify as important issues. These are for your personal reference and will help you with your written assignments and Forum Discussions. Communications When communicating with , please be sure to include your full name and include a greeting. Forum: Each week there will be a Discussion Forum section in which students will interact. You are encouraged to participate in the threaded discussions by using the REPLY and REPLY with QUOTE features. This facilitates the management the discussion and

14 will enable you to navigate the discussion more easily. Your skill and understanding this will increase with practice and you will be given many opportunities to practice. Assignments may be amended by you facilitator. Any adjustments would be posted in the Forum. Weekly Activities (See Week by Week for Details) Week 1 Getting Started Complete Technical Skills section, review syllabus, print assignment schedule Reading Berger, Chapters 1, 2, 3 Learning Activity Tour Introduction Video Good Morning, Miss Dove (embedded in week by week content) Forum Threads Introductions, Teaching Learning Dynamic, summary Advanced Preparation Theory Comparison Matrix, research paper, set up observations and learn game rules Top page Week 2 Reading Berger, Chapters 8, 11, and 14 Learning Activity Tour Biosocial Division Video Sister Act 2 Forum Threads

15 Biosocial Development, Observation Game, summary Classroom Observations and game Advanced Preparation research for paper and online database skills review Top page Week 3 Reading Berger, Chapters 9, 12, and 15 Learning Activity Tour Cognitive Division Video Drumline Forum Threads Cognitive Development, summary, Observation Game Classroom Observations and game Advanced Preparation final paper topic and theorists to facilitator Top page Week 4 Readings Berger, Chapters 10, 13, and 16 Learning Activity Tour Psychosocial Division Video Finding Nemo Forum Threads Psychosocial Development, summary, Observation Game Classroom Observations and game

16 Advanced Preparation review guidelines for paper and begin final editing Top page Week 5 Readings none Learning Activity Complete editing and finish writing paper final paper to facilitator Forum Threads Observation Game Classroom Observations and game Advanced Preparation research effective lesson plan writing Top page Week 6 Readings none Learning Activity Tour Learning Styles Department Learning Styles take Inventory Video Princess Diaries Forum Threads Inventories, Importance Learning Styles, summary Classroom Observations and game

17 Advanced Preparation wrap up observations; must complete by Week 7 Top page Week 7 Readings Review the Nine Strategies. Locate this information at the top the Teacher Education website home page: at Learning Activity Tour Teaching Tools Department Video Harry Potter and the Sorcerer's Stone Forum Threads Pulling it all together, Making matches, summary Classroom Observations and game Advanced Preparation download checklist and finalize lesson plan Top page Week 8 Readings none Learning Activity Lesson Plan write, present, evaluate Observation Game wrap up Forum Threads celebrate and final thoughts

18 Top page Online Course Evaluation We value your feedback. Please complete the online course evaluation located at the bottom the content in the Week by Week tab. 2003, 2005, Regis University. All rights reserved. Please contact if you need technical assistance or to report any problems.

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