Education 501. Education and the Cognitive Development of the Child and Adolescent. Dr. Preston D. Feden. Spring Semester, 2004

Transcription

1 Education 501 Education and the Cognitive Development of the Child and Adolescent Dr. Preston D. Feden Spring Semester, 2004 Main Campus Office: Olney Hall, Room 253 Phone: 215/ Fax: 215/ Office Hours: Monday, 4:30-5:30 PM Phone: 215/ Homepage: Course Description This course is designed to further the preservice or inservice educator's knowledge and understanding of how humans learn. The development of cognition and how people retain, understand, and use knowledge will be explored. The emphasis will be on the cognitive psychology of school learning, and instructional applications of cognitive science in the classroom and other educational settings. Specifically, this course will address the theoretical foundations of learning and instruction, and examine them in terms of how humans acquire knowledge from a cognitive developmental perspective, preschool through adult education. Emphasis will be given to school age learners. Information processing views of human cogniton will be studied first, as they relate to the acquisition and representation of knowledge. Then, several additional seminal theories will be studied as they relate to information processing views. Finally, implications for cognitively-oriented instruction will be explored. The emphasis will be on enabling teachers and prospective teachers to create, for children and adults, powerful learning experiences that are in harmony with the contemporary research on the manner in which knowledge is attained. This is a graduate level course. It presumes a basic knowledge of general psychology on the part of the student. Those who question their background of preparation for this course should see the instructor early in the semester so that supplementary readings can be suggested. Instructional Objectives of the Course At the conclusion of this course, the student should have attained all of the following objectives. The successful attainment of these objectives will depend upon each student's total commitment to, and involvement in, the learning activities designed for the course. The student will: 1. Understand two major, contrasting views of learning and development and the significance of one's personal beliefs in relation to these views and to interpreting the nature of cognitive development. 2. Understand information processing theory, and in this regard will know the components of an information processing model, the forms in which knowledge is represented, and the manner in which each form is learned and remembered, and will understand instructional procedures consistent with this theory. 3. Understand and be able to use the theories of classical and operant conditioning, Piagetian and neo-piagetian cognitive development theory, Vygotsky's contextualist theory, Bandura's Social Learning Theory, and Motivation theory to further refine information processing theory, and to further develop a personal theory of learning which is in harmony with empirical evidence of the manner in which children and adolescents develop cognition. 4. Be able to explain his or her personal theory, and put it into practice by developing, implementing, and then evaluating instructional pieces that are developmentally and pedagogically appropriate in domain-specific content areas such as mathematics, science, social studies, writing, or reading. 5. Given an instructional method or technique, write a report that describes it, relates it to the ideas, concepts, and skills studied

2 in this course, and evaluates its potential for promoting cognitive development among children and adolescents. 6. Demonstrate the ability to express himself or herself satisfactorily in both oral and written forms, to work collegially with peers, and to successfully work with children in a learning environment. State Standards The objectives listed above relate to the following standards for the Commonwealth of Pennsylvania's Preparation of Professional Educators: Chapter 354 General Standards B, D, E, and I; Elementary Education Standards I.A, II.B; Special Education Standard I.B; and Secondary Education Standards in each discipline relating to planning and implementing instruction in line with current theories about human learning. Graduate Work All students enrolled in this course are reminded that graduate work done at La Salle is substantial. La Salle's standards for graduate education are as follow: All graduate students are expected to: 1. Think critically and independently and master the skills presently demanded in their field of study; 2. Understand both current and traditional approaches to their discipline; 3. Become thoroughly familiar with the current literature of their discipline by regular use of standard references, current journals, and professional publications; 4. Contribute substantially to courses through research projects, seminar papers, case studies, and field experiences; 5. Apply facts and ideas learned in courses to original or application-oriented projects and papers; 6. Adhere in their written work to high standards of grammar, punctuation, organization, and style. Where appropriate, the official style manual adopted by the discipline should be followed (in the case of education and psychology, APA style is typically required). Textbooks (Do NOT purchase until we have met on the first night) Blythe, T., and Associates. (1998). The teaching for understanding guide. San Francisco: Jossey-Bass.. Hamilton, R., and Ghatala, E. (1994). Learning and instruction. New York: McGraw-Hill. (Main Text) Supplementary Readings Assigned on the first night of class. Required Articles ONE copy of all supplemental articles will be made available in the Bucks Center library. These do not circulate, and must be used at the Center. Course Outline and Class Schedule Following is an outline of class sessions, major topics, activities, and assignments that are to be completed prior to the class session for which they are due. There may be additional assignments made as the semester progresses, but these would not be major assignments. The instructor reserves the right to make changes to this schedule if, in his professional judgment, these changes are necessary. The Bucks Campus snow number is <PRIVATE>Jan. 12 Jan. 19 Jan. 26 Introductory Class Introductions. Forming a Learning Community. What is his Class About? Theoretical Models, Human Learning, and Practice. For Next Class Session: Compete Teach 1 Assignment (Handouts distributed in class) Martin Luther King Day Holiday Background: Situating our Study About How People Learn (Develop Cognitively) Influences on our study of cognitive development and teaching, Beliefs Inventory. Discuss lesson reflections. For next class: Read assigned book. Complete a concept map. Identify assumptions that underlie the author's main ideas.

3 Feb. 2 Feb. 9 Feb. 16 How Do Humans Learn? A Tale of Two Theories Discuss books. The Broken Eggs Problem (lesson demonstration). Two major traditions of psychology that relate to cognitive development. Demonstration of powerful strategies for promoting cognitive development. For Next Class: Watch Lorenzo's Oil (movie) and read (carefully and thoroughly) the Hamilton & Ghatala text, Chapters 3 and 4. Complete The Viewing Guide questions. How Do Humans Learn? An Information Processing Perspective The Student's Mind: Information Processing Theory. Together, do theoretical explanation of powerful strategies that were demonstrated last week. For Next Class: Read the chapter assigned to you in Hamilton & Ghatala; Outline the important concepts of the theorist or theory; Select one or two ideas or concepts that you think are especially important in understanding or explaining how people learn; Think about how you would help others learn this (these) idea (ideas) using IPT. How Do Humans Learn? IPT and Other Theoretical Perspectives Informal presentations to instructor on IPT and explanation of powerful strategies. Discuss the power of a good theory. Assumptions that underlie IPT. What would a good lesson look like? Demonstration lesson by instructor, discussion; Rubrics for your lesson; For Next Class: Continue work on your chapter and the theory/theorist you will be presenting to your peers. Feb. 23 Other Perspectives (Continued): Tonight is a work evening, no formal class session. Meet in "expert" groups to discuss theory/theorist and to continue preparations for your lesson two weeks from tonight. Arrange a group meeting with the instructor on the evening of March 1 to discuss chapters and lessons, as needed. For Next Class: Complete final preparations for your 30-minute lesson, including detailed plans, materials, and anything else that you will need. Mar. 1 La Salle Mid-Semester Break. Group meetings scheduled, time and place to be determined. Mar. 8 Other Theories: Teach 2 Tonight you will help others to understand an important idea or two from your chapter. You will put into practice what you have learned to date about how people learn. You will use ideas from IPT and your chapter to conduct your lesson. All self-evaluations and peer feedback sheets are due to me by Thursday evening. Drop them off at Bucks Center, or use one of the other options that I will offer in class. For Next Class: Write (type) a two to three page formal response to the questions: Based upon what I now know from theory and practice, how would you approach and teach your lesson from Teach 1 differently? Why? What would you do the same? Why? Mar. 15 Mar. 22 Putting It All Together Feedback from instructor and peers; Discussion of what was learned from Teach 2 activity; How do people learn? A conversation with the experts (Learning About Learning video) Review for exam. EXAM For Next Class: Read Watson & Konicek, 1990; Read Feden, Bring in notes. Think about Teach 3. Final Exam will be distributed this evening. It is due by 6:00 PM on Monday, April 26. You may submit it to me anytime up to that date and time

4 Mar. 29 Teaching for Conceptual Change Discuss the Watson & Konicek and Feden article. What does it mean to teach for conceptual change? Group up for Teach 3 assignment. The exam will be reviewed at the end of tonight's session. (See Next Page) For Next Class: Read appropriate section of developmental characteristics handout; Do: a preliminary plan for teaching a lesson to children/adolescents. You will need to arrange to work with your group sometime during this week to complete a preliminary design for your lesson, keeping in mind the idea of core concept/generative topic, characteristics of the learners you will teach (Elkind), and all that has been learned to date about how children learn. Bring the plan to class on April 5. Apr. 5 Designing a Lesson for Children or Adults Gauge lesson against tonight's demonstration lesson; clarification of core concepts or any other questions; Finalize lesson plan and logistics for Teach 3. Your lesson must be taught and critiqued as a group between tomorrow and April 19. It must be videotaped (VHS or VHS-C Format) Apr. 12 Teaching for Conceptual Change -- Teach 3 There is no "formal" class meeting this evening. Some groups may have to teach their lessons tonight. Other groups may use this time to review their tapes and complete their lesson critiques. Groups may use this time in any manner that they wish, and do not have to come to Bucks Center this evening. Apr. 19 Apr. 26 Reflecting on Your Lesson Plans, lesson tapes, and critiques are due this evening. Discussion about what was learned about how children learn. Lessons will be summarized and shared with the group-as-a-whole. Final Exams Due Next Week, 6:00 PM Sharp! Putting It All Together, Again Class activity on putting all information together; reflection on focused Instructor's feedback and evaluation of Teach 3. Final Exams Due Tonight (6:00 PM sharp). Instructional Methodologies Class time will be divided among the following: lectures to clarify material in the assigned readings or to present new or relevant material not covered by the readings; discussions of the required readings in both large and small groups, and exploration of their implications and significance; problem-solving and experiential learning activities to enhance understanding and application of course topics.; reviewing and sharing brief written assignments related to lectures and reading; student presentations, both formal and informal; discussion of reports and projects required of students in this course. The guiding principle of this course is that, to fully understand the material, students must be active learners in every sense of the word. This means that a considerable amount of time outside of class will have to be devoted to reading assigned and other materials, thinking about them, and then doing something with them. Course Requirements Requirement 1: Contribution to the development of a learning community through regular attendance, rigorous preparation, and active participation in class activities. Evidence that you are prepared includes bringing assignments to class and submitting them for feedback, offering your insights, and listening to others. In addition, in order for a learning community to be effective we all must be responsible for helping one another understand course concepts. Effective participation in collaborative learning assignments, doing one's fair share of the work, and providing helpful feedback to peers are all important behaviors in this course, and in the teaching profession. [Please note: In this course, the student's presence and active participation in class activities constitutes a substantial part of the work of the course. If an absence is unavoidable, it is the student's responsibility to hand in, on time, any work that is due, and to make up in a timely fashion any work that is missed. Permission to make up work is NOT automatic, and will be granted at the discretion of the instructor. A student who finds it necessary to be absent from class should, as a matter of courtesy, inform the instructor in advance if at all possible. Routine preparations are to be completed before the class meeting for which they were assigned. They are expected to be complete, thorough, and thoughtful. Preparation and participation are worth a maximum of 20 points. To earn 18 or more points, attendance must be perfect, preparations generally excellent, participation active, and behavior very

5 professional. Requirement 2: Examinations will include an in-class exam (worth a maximum of 50 points) and a take-home final (worth a maximum of 100 points). Requirement 3: Teach 1 includes planning a short lesson, teaching it to a group of people, and writing a paper that reflects back upon both the planning and teaching of the lesson. Details will be handed out in class. It is worth a maximum of 10 points. Requirement 4: Teach 2 requires each student to present one chapter from the textbook to his or her peers, using techniques from information processing theory and the theory they are presenting. It also requires self- and peer evaluation. This assignment will be explained in more detail in class. It is worth a maximum of 50 points. Requirement 5: Teach 3 is a lesson, done in collaboration with a group of peers, planned for and implemented with children or adolescents, videotaped, and critiqued by the children, the group, and the instructor. The assignment will be explained further in class. It is worth a maximum of 80 points. Determination of Final Grade Final grades will depend upon the degree of success with which students complete the requirements described above and give evidence of achieving the objectives set forth for the course. Percent Grade Percent Grade A B A C B+ Less than 71 F B All assignments in this course are given a maximum point value. Your final grade will determined by calculating the percentage of the maximum points possible at the semester's end that you actually earned. For example, if there were 310 points possible and you earned 260 points, your percentage is 84% and your final grade is "B." Please understand that only points earned are shown on assignments returned to you. Grades are not determined until the end of the course. You can keep track of your own percentage of points earned to total points as the semester progresses by using simple division. General Grading Criteria Most assignments will have specific rubrics, determined a priori, and shared with the students ahead of time. Other criteria may emerge as the assignments are evaluated. General criteria that will be used in assessing student work include the student's ability to: 1. grasp significant ideas, concepts, and issues relevant to the course content; 2. articulate these ideas, concepts, and issues; 3. analyze and synthesize information culled from a variety of sources; 4. recognize, identify, and discuss significant unexpressed assumptions that underlie ideas, concepts, and issues; 5. derive implications beyond those in the sources used, and to relate content and ideas to other issues or areas of knowledge; 6. offer and support personal interpretations and criticisms with good reasons and evidence; 7. relate human development and learning theory to the solution of practical problems faced by educators.