Students who want to excel in this course should consistently do the following:

Transcription

1 EDUC 557 Teaching Adults & Active Learning Online Course Margaret Glick This is a fully online course. You may enter the course through your Blackboard account. Technology requirements: A computer that is relatively up to date, high speed internet access, up to date browser, and the following plug ins: flash, quick time, and adobe reader. You will also need a headset. This online course will have high academic standards that are attainable for students who are curious, apply intellectual effort, read to understand, ask questions, think about the material, and are full participants in the course. There will be many opportunities for interaction between professor and students, and among students. You will be expected to be reading your LaVerne daily. If you are new to online work, please feel free to ask for help. I will help you or get you some help. You will be happy to learn more about the advantages of online teaching and learning. Online Help If you are new to online work, please be assured that I will help you as much as I can. We also have help available from The Center for Teaching and Learning and Office of Information Technology. We are all learners in this process, so please be willing to ask, teach, and learn. Students who want to excel in this course should consistently do the following: 1. Participate 2. Complete all class activities no later than the dates assigned. 3. Read all assigned material before engaging in online exercises. 4. Ask questions, clarify misunderstandings with peers and instructor, and apply effort with tasks. 5. Take notes when necessary either online or on class readings. 6. Focus on weekly key concepts listed in the syllabus. 7. Study for exams. 8. At all times be fully engaged with the material, deliberately making connection with the relevance to your career. 9. Be an enthusiastic and curious learner, extending beyond the required material at times. 10. Actively use your ULV account and blackboard effectively. These tools are our primary communication source and are a necessary part of our work. 11. Course requirements are subject to change by the student as well as the instructor. I want students to learn as much as possible. Therefore, students may need different readings and projects to maximize learning. Any student who would like to alter their readings or expectations may do so by negotiating with the instructor. However, any student who remains quiet accepts the status quo. I may decide to change readings, discussions or assignments to better meet the learning needs of the group. Goals: This course is designed to enable students to: 5. Write clear, achievable learning objectives for adults. 6. Write and deliver lesson plans that are clear, complete and could be delivered by anyone.

2 7. Describe adult learning theories, and apply them to teaching strategies that are inviting. 8. Describe learning from the point of view of cognitive and information processing theory and apply the theory to lessons. 9. Write a course syllabus that is clear, complete, and usable. 10. Deliver child development concepts using lecture/discussion and active learning strategies that are informative, correct, and engaging. 11. Develop assessments appropriate to the content, student level, and course syllabus. Required Texts: 1. Cranton, Planning Instruction for Adult Learners 2. Miller, P.A. Theories of Developmental Psychology. 3. Silberman, M. Active learning: 101 strategies to teach any subject Recommended Texts: National Research Council, How People Learn, Vella, J. Taking people to task Duckworth, E. Teacher to teacher learning from each other Davis, Tools for teaching Student Responsibilities 1. Weekly online work. Students are expected to do all online assignments, including interactive group work. All major assignments will be graded, and most of the weekly activities such as discussion boards and wikis will be graded. ANY work not completed will reduce student s grade. Missing an entire week of assignments (which could be a collection of single assignments from different weeks) will reduce student s grade by one full grade. Missing more work will threaten the student s opportunity to pass the course. 2. Daily check. Read your ULaVerne daily and check blackboard daily for announcements. You will be held responsible for knowing any information sent to you or posted for you. I will respond to all questions and inquiries within 8 hours of receipt from Monday at 8 AM until Friday at 4 PM. Over the weekend I may take a little longer, and on some weekends I may not be able to respond until Monday morning. 3. Virus free files. You are responsible to be sure that the files you send are virus free. Any file that fails our virus protection, or that come from unknown addresses will not be opened. 4. Assignments: All assignments are embedded in weekly instructions. There are two larger assignments that you may want to begin earlier in the term than the week in which they are due. These assignments are scaffolded and have portions due over time in order to give you instruction as you go and enhance your learning. These are a lesson presentation and a syllabus. Each of these assignments has an instruction page and grading rubric in the assignments section of blackboard. Participation will also be graded (see participation grading rubric in the assignments section.) 5. Communication: All communication within this course including discussion boards, s, blogs, etc. must be in high quality, graduate level English. Typos and sloppy writing creates miscommunication. A typo here and there will be ignored, but consistent poor quality writing will lower your grade by 10%. In addition students are expected to be as succinct and clear as possible. Respectful communication is expected. Any student who is unable to be respectful and tolerant of others will risk failing the course and being reported to the dean. (See university catalogue) 6. Tests. There will one mid-term. It will be given on line and will be timed. You will receive a study guides available the week prior to the exam. 7. Grading. All written work will be submitted on line. Writings should be well organized, well written and have no spelling or grammar errors, demonstrate knowledge of topic, demonstrate critical thinking, and use APA style. (See university writing standards). All papers must meet minimum graduate writing standards and be the original work of the author in order to receive a grade. Papers will be turned into a safeassign box and must be there no later than midnight of the due date! Late papers will be reduced by one grade. 8. Academic Honesty. All writing assignments must be the original work of the student. All blogs, discussion boards, wiki s, etc must be the original work of the student. There is no work in this class that would allow you to copy anything from a text, article, web site, work of another student, etc. Any

3 student found to copy any information, design, map or other work from anywhere will risk an F in the course and will be reported to the appropriate Dean. 9. Syllabus. This syllabus is subject to change. The student is responsible to be aware of any changes sent by or posted on blackboard. Professor will not be responsible for information posted but not read on blackboard. Weekly Work & Other Assignments Weekly reading, course work and Exit Cards (200 Points). Each week you will be expected to participate in a wiki with definitions. Your participation grade will depend on the frequency and quality of your wiki postings and discussion board work among other things. We will also have exit cards (short assessments) on the material learned during the week. Exit cards, wikis, and class participation, etc. will total 200 points. Lesson: (100 points)students will choose a chapter from the child development theory book for presentation to the class. The lesson must include an advanced organizer, handouts, visuals, a lecture portion and an activity portion (See handout). Course outline/syllabus: (200) Students will use a Child Development textbook approved by the instructor to write a syllabus for a phantom course. The textbook must be a developmental text that covers child development from prenatal through adolescence. Assessments: (100)Student will prepare the assessments (exams and papers) for the above course including rubrics. (See handout) Midterm Exam: (100) Students will take one exam which will cover adult learning theory, cognitive/ constructivist theory, and other child development theories. Attendance: Attendance is mandatory. Much of the course content will be delivered in class, and will be enhanced through student discussion and participation in class activities. No points will be earned for attendance. See attendance/late policy. Blackboard: Students are required to use blackboard as directed by instructor, to receive through ulv addresses Grading: Grades will be calculated as follows: Maximum points possible= 700 Lesson presentation-lesson plan+oral presentation= 100 Assessments 100 Midterm 100 Syllabus 200 In-class and blackboard work 200

4 Grading Chart Assignment Points Possible Lesson presentation + plan 100 Blackboard work 200 Assessments 100 Syllabus 200 Mid-term 100 Total points 700 Points Received Final Grade Points Received A A B B Schedule: Note: Key concepts are described here for you to focus your reading. Do not limit your reading to these areas, as other concepts will be introduced and expected. However, key concepts are expected knowledge prior to weekly blackboard work. If you don t understand you should ask (on blackboard, by , etc.) Reading should be done prior to weekly discussions or activities or quizzes. Lectures and videos should be viewed after reading and before engaging in other blackboard work. s will be among small group members (4 or 5). Each discussion will require an original posting, and responses to all group members. Original postings should occur no later than midnight Tuesday, and responses from Wednesday to Friday. All other blackboard assignments will have due dates in the instructions. Date: Online Activities Due on Monday Reading: Key Concepts: Week One Intro video Lecture #1, Introduction blog Goals for the class Salient Features wiki - dispositions goals, etc. Survey Introduction blog Journal blog Salient Features wiki Survey Week Two Intro Lecture #2 & 3, review/preview Matching Activity wiki Cranton ch. 1 Course Introduction, survey, syllabus, goals, objectives, agreements, teacher dispositions, expectations Adult Learning Theory, theories of instruction, theories of learning, Dewey,

5 Week Three Week Four learning theories v. theories of instruction Example of Transformative learning blog Interview with theorists wiki View video #1 Exit Card- Intro review/preview Lecture #4 & 5, view video #2 plan a brief learning experience Active Learning strategies cognitive style v. learning style blog journal using this information Exit Card Intro review/preview Lecture #5 & 6, View videos #4 and 5 - vocabulary most effective active learning strategies active learning online outline of your presentation using this information Exit Card forum Journal blog Cranton ch. 2, Silberman ch. 1 Silberman ch. 3 & 4 Freire, Knowles, Gagne, Mezirow, Transformative Learning, adult v. child learning theory Cognitive Theory, information processing, cognitive styles, learning styles, multiple intelligences, lesson design, Kolb Active Learning, objectives, domains, cognitive, affective, psychomotor, strategies, engagement & processing, Bloom s Taxonomy Week Five Intro Cranton ch. 3 Components of a

6 Week Six Week Seven Lecture #7 & 8 Sorting Activity How do clear objectives help? learning domain scenarios - elements of clear objective and aligned example using your presentation View videos #6 & 7 with questions Intro Lecture #6 & 7 Sequencing Activity strategies for sequencing mind map w/jing scenarios for different sequencing methods connecting to real world Intro Survey comfort level in writing Lecture #8 & 9 Web site search/analysis OWL site flow chart for writers Small group wiki top five from s wiki Survey Cranton ch. 4 & 5 Silberman ch. 2 Articles from OWL web site Articles from Six Traits web site lesson, Goals, objectives, conditions of performance, observable behavior, criteria for success, learning domains, elements of clear objective, cognitive, affective, psychomotor Sequencing learning, 4 elements to consider prior to sequencing learning event, hierarchical task analysis, conceptual sequencing, procedural analysis, experiential sequencing Improving student writing, writing process, graphic organizers, traits of proficient writers, methods for scaffolding writers

7 Week Eight Week Nine Week Ten Purdue s Online Writing Lab why assessment of writing is so complex and how we can clarify it examination and assessing two writing samples your personal writing proficiency Mid-Term Journal - reflect on mid-term and first half of class reflect/self correct mid-term Survey what s working for you? What s not? Instructor evaluation/feedback Intro Lecture #10 Sorting activity three components Matching activity materials to objectives - vocabulary Describe four of your favorite teaching strategies learned this week and explain why. - scenarios using components effectively Intro Survey Sort Match entry First Four requirements of lesson Matching activity Timed Essay Cranton Ch. 6 Cranton Ch. 7 & 8 Silberman pp. 50- Mid-Term Three components of materials, delivery system, message, form, concrete to abstract continuum, instructional materials, matching materials to objectives, strategies, differentiation Evaluating learning and teaching,

8 Week Eleven Week Twelve Week Thirteen Week Fourteen Week Fifteen Lecture #11 & 12 Matching activity assessments to learning domains - Inspecting tables from textbooks - how do rubrics act as a learning tool for a student? - Ways in which you will include formative assessments in your course Intro Lecture #17 videos #14 & 15 inspect for effectiveness of presenter Small group wiki create a mind map, list, or some other tool that describes a cohesive, complete syllabus Most helpful elements of syllabi in your opinion most challenging element of creating/designing lesson In-class presentations In-class presentations In-class presentations Intro entry *Lesson plan due Syllabus due 55 & assessments, formative, summative, rubrics, matching assessment techniques to learning domains Review of prior learning - Syllabus, cohesiveness, sequencing learning, assessments, rubrics, effective presentation skills, posture, gestures, tone, inflection, rate, volume, etc. Feedback, adult learning, theory to

9 Lecture #18 Giving and receiving feedback Whole group wiki top ten do s and don ts for teachers of adults RAFT to a colleague regarding teaching adult learners What is the most helpful kinds of feedback to give? To get? How can we ensure this happens in future courses you teach? most challenging element of presenting lesson action