Summer I, 2011 MAT 728 Engaging Learners with Brain Compatible Teaching Instructor: Patti Carnahan, Ed.D carnahanp@stmary.edu Cell: 913-963-9961 Course description: Participants will examine the theories and research on how the function of the brain influences learning. This research will be analyzed in relation to teaching and learning in any classroom. Curriculum and instructional models related to the research will be studied. Action research principles will allow participants to examine the use of these theories and models in their own classrooms. University of Saint Mary Mission Statement The University of Saint Mary educates students of diverse backgrounds to realize their God-given potential by preparing them for value-centered lives and careers that contribute to the well being of a global society. University of Saint Mary Values Statement The University of Saint Mary believes in the dignity of each person s capacity to learn, to relate, and to better our diverse world. We value community, respect, justice, and excellence. Candidates in the Master of Arts in Education Program are responsible for meeting the following graduate level expectations: NCATE Standard #1 National Council for Accreditation of Teacher Education, www.ncate.org Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards. (Refer to NCATE Standards for target performance markers). NBPTS Five Core Propositions National Board for Professional Teaching Standards www.nbpts.org 1. Teachers are committed to students and their learning. 2. Teachers know the subjects they teach and how to teach those subjects to students. 3. Teachers are responsible for managing and monitoring student learning. 4. Teachers think systematically about their practice and learn from experience. 5. Teachers are members of learning communities.
USM Graduate Conceptual Framework Dispositions Professionalism Candidates will demonstrate their commitment to teaching and learning through aligning their course work with the Graduate Conceptual Framework Dispositions listed as follows: 1. Foster the learning of all students and the belief that all students can learn (NBPTS 2) 2. Dedicate themselves to life-long learning and professional development (NBPTS 2, 5) 3. Provide leadership in shaping change within learning communities (NBPTS 5) 4. Respect and honor diversity and global perspectives to promote fairness. (NBPTS 5) 5. Perform critical analysis and reflective practice. (NBPTS 4) 6. Fulfill professional responsibilities with honesty and integrity. (NBPTS 5) 7. Encourage and model self-assessment. (NBPTS 3) 8. Promote student learning utilizing assessments, technologies, and best instructional practices. (NBPTS 2, 3) USM Graduate Conceptual Framework Our conceptual framework builds upon the belief that teachers (our candidates) are leaders who shape change through research and reflective practice. The vehicle for accomplishing this is the Knowledge in Action conceptual model. The model rests on the theoretical framework of the practical argument, based on the work by Fenstermacher (Fenstermacher, G.D. & Soltis, J.F. [1992]. Approaches to teaching [2 nd ed]. New York: Teachers College Press). Following Aristotle, Fenstermacher distinguishes between the logic of knowledge use and the logic of knowledge production. The logic of knowledge use consists of premises that lead to action. The premises and the action constitute a practical argument. Because the University of Saint Mary advanced program in teaching is designed for professional practitioners, rather than professional scholars, graduate faculty found the discussion of the logic of knowledge use pertinent to the program and determined that the practical argument offers one of the most useful theoretical frameworks for an advanced program design. Students are encouraged to examine the premises of their practical arguments. These premises can be empirical propositions derived from research, or value statements, statements of faith, or beliefs derived from experience. The conceptual framework honors the complexity of practical decision making and repudiates the idea that teaching or any other kind of practice is merely the application of research knowledge. Education faculty are interested in assisting students in developing the habits of mind, sustaining such reflection, and in promoting commitment to doing so. The aim of the Knowledge in Action model, therefore, is to help students identify and improve their practical arguments. This should result in improved classroom practices and greater student achievement. By acquiring habits of mind aimed at examining and improving premises that ground action, practitioners improve their actions and results. While promoting a rigorous study of current educational research and critical analysis of practice through course work and field experiences, the University of Saint Mary program also encourages the reflective
examination of personal values. Such critical reflection involves contemporary issues and their relationship to instructional methodologies, leadership, program development, and performance assessment. See the visual representation of the USM Conceptual Framework Model at the end of this syllabus. University of Saint Mary Master of Arts in Teaching Program Outcomes This course addresses the bolded program outcomes: 1. Candidates draw from their knowledge of education theory and research to undergird the formal and informal education processes that impact P-12 students learning and the environment. 2. Candidates demonstrate knowledge of diverse learners, including all forms of exceptionality, and create instructional opportunities that meet the needs of all learners. 3. Candidates critically reflect on ethical and moral implications of actions as they relate to all learners. 4. Candidates apply their knowledge of curriculum content and design to support learners construction of knowledge. 5. Candidates implement appropriate instructional models, strategies, and technologies to enhance the learning of all students. 6. Candidates utilize measurements and evaluation accurately and systematically to monitor and promote learning. 7. Candidates apply quality principles of leadership, including skills of effective communication, collaboration and motivation to shape change and improve the learning community, and 8. Candidates demonstrate the ability to be reflective practitioners by identifying a problem, examining research, advocating solutions, implementing a plan, and measuring and evaluating outcomes. Course Outcomes (CLO): 1. The teacher as a researcher will review and synthesize professional resources related to brain based learning to articulate a clear philosophy of a brain-based classroom 2. The teacher as researcher will apply ideas found in research to create an inquiry-based action research project. 3. The teacher a researcher will conduct a review of professional literature related to the chosen problem related to brain-based instruction. 4. The teacher as researcher will select, evaluate, and use brain-based strategies to engage learners in the classroom. 5. The teacher as a researcher will demonstrate and evaluate one s own work in the course and synthesize the new learning related to brain-based research with professional goals. 6. The teacher as a researcher will share reflections and discuss with classmates the final results from the brain-based research project.
Course Policies Academic Honesty Academic honesty is the policy of the University of Saint Mary. Academic dishonesty includes, without limitation, any form of cheating whether in or out of the classroom; the presenting of purchased or stolen papers, computer programs, reports, or other written work as one s original work; failure to acknowledge the source of quotations, unique ideas, figures, tables, charts, and diagrams through academically acceptable attribution when these are used in papers, reports or formal presentations, falsification of information; and destruction concealment or unauthorized modification of academic materials of the University, faculty, other student or any other persons) for purposes of self-gain or diminishing the academic work of another. Violations of academic honesty will result in penalties ranging from failure of an assignment, failure in the course, dismissal from the program, and/or dismissal from the University of Saint Mary. If an instructor fails a student in a course or significantly lowers the final grade because of academic dishonesty, he/she will file a written report with the Vice President of Academic Affairs. A student who has serious reason to challenge a judgment of cheating or plagiarism may use the standard appeal process. Accommodations Please contact the professor at the beginning of the semester or when special needs are identified if accommodations are required for your participation in the learning environment. Disability Policy USM supports the Americans with Disabilities Act and makes reasonable accommodations for students with disabilities. If students have special needs that prevent full expression of their abilities, they should contact the course instructor during the first week of class to discuss resources and accommodations. Reasonable Accommodation Any student may request a reasonable accommodation from his or her supervisor or instructor. All requests for reasonable accommodation will be shared only with individuals conducting official USM business or with members of the USM community who have a need to know in order to act in the student s educational interest. Attendance Instructors monitor attendance throughout the course. Attendance is based upon participation in the course and communication with the instructor. Textbooks:
For your assignments, you are required to cite all references using the Publication Manual of the American Psychological Association (6 TH ed.). You are encouraged to purchase the most current version of this text. You can access an online resource for APA style at http://www.apastyle.org/elecref.html. Jensen, E. (2008). Brain-based learning: The new paradigm of teaching. Thousand Oaks, CA: Corwin. Willis, J. (2006). Research-based strategies to ignite student learning: Insights from a neurologist and classroom teacher. Alexandria, VA: ASCD. Required assignments for Engaging Learners with Brain Compatible Teaching 1. Participate in all threaded discussion boards using substantive posts and responses to course mates posts. 2. Create an annotated bibliography with 10 sources that demonstrate your investigation/acquisition of knowledge about the current and/or role of brain-based research in education; post, discuss, and respond with a significant post of 50 words with at least one of the classmates. 3. Critically examine the classroom environment as a result of your research and study on brain-compatible teaching; create a problem statement which leads to an in-depth analysis of a brain-compatible teaching. 4. Synthesize and evaluate credible professional literature related to the chosen problem within the classroom; create a written synopsis of the literature on brain-based instruction. 5. Evaluate and site the credible professional research to determine possible braincompatible strategies to introduce in the classroom 6. Apply the ideas found in brain-based research to create an implementation plan for addressing the problem. 7. Synthesize the action research data and report results based on 3 specific artifacts; write a refection based on the results 8. Synthesize, evaluate, and share reflections of the action research process and results of the brain-based project. Grading Scale: Final grades are based on the following scale: 92-100% A 82-91% B 72-81% C Below 72% unsatisfactory graduate work; failing
Calendar for the Course Unit 1 (three weeks) Read: The entire Willis text and pages 2-27 of the Jensen text, and additional research and professional sources about brain-compatible teaching. Write: A research based paper on My Ideal Brain Compatible Classroom. Unit 2 (two weeks) Read: Finish the Jensen text. Read additional research on brain-based education. Write: An annotated bibliography on your research and a philosophy statement that demonstrates your beliefs. Unit 3 (one week) Write: Your problem statement Discuss: Your problem statement Unit 4 (one week) Write: A review of literature related directly to your problem. Unit 5 (one week) Write: Your advocated solutions Discuss: Your advocated solutions Unit 6 (one week) Write: Your implementation plan/implementation plan narrative (for non-classroom teachers). Unit 7 (three weeks) Classroom teachers: implement plan Non-classroom teachers: interviews Discuss: progress update Unit 8 (two weeks) Submit: Three artifacts with reflections Unit 9 (one week) Discuss: Final reflections
Conceptual Framework Dispositions NBPTS National Board for Professional Teaching Standards University of Saint Mary USM Education GRADUATE PROGRAM OUTCOMES (GPO) Matrix GPOs Graduate Program Outcomes MAT 723 Action Research in the Classroom MAT 733 Research Based Teaching Strategies and Assessments MAT 735 Meeting the Needs of Diverse Students MAT 728 Engaging Learners with Brain Compatible Teaching MAT 726 Technology in Reflective Teacher Leadership 1 Draw from theory and research that undergird and impact P- 12/16 learning & learning environment 2 Demonstrate knowledge of diverse learners, exceptionalities; meet needs of all learners 3 Critically reflect on ethical and moral implications of actions as they relate to all learners 4 Apply knowledge of curriculum content and design to support construction of knowledge 5 Implement instructional models, strategies, technologies to enhance learning of all X X X X X X X X X X X X X X X X X 2, 5,7, 8 4, 5, 6, 7, 8 4, 5, 6 2, 8 5, 7, 8 2, 4 5 4 2 3 6 Utilize measurements and evaluation to monitor and promote learning X X X X 4, 5, 7, 8 3 7 Apply principles of leadership, shaping change; communication, collaboration, motivation 8 Be reflective practitioners; identify problem, examine research, advocate, plan, measure, evaluate X X X X X X X 2, 3, 4, 5, 6, 7 2, 3, 4, 5, 6, 7, 8 4, 5 4
University of Saint Mary Education Department Graduate Programs Knowledge in Action Conceptual Model Defining Problem-based Inquiry within the University of Saint Mary Conceptual Model Beginning Premise Statements Empirical, Value, Faith, & Experience Action Identify a challenge or problem Describe setting and scenario State problem Clarifying Examining Improving Research & review Gather information to solve problem Generate alternatives Advocate solutions Implementing Better Action Establish outcomes Develop a plan Implement plan Record progress New Premises & Redefining Statements Empirical, Value, Faith, & Experience New Action Continue process Reflecting on Processes Reflect upon impact on teaching and learning Refine practical argument Measuring and Evaluating Collect artifacts Outcomes & data Analyze results Knowledge in Action Conceptual Model Problem-based Stages of Inquiry (Bulleted items refer to Problem-based Inquiry)