MAT 620 90NT

LEARNING AND BEHAVIOR THEORIES

IN GENERAL AND SPECIAL EDUCATION

Spring 2004

 

Wendy Siegel, Ph.D.

TEC 224

985-549-3421

wsiegel@selu.edu

Office hours:  Mon 10-4

                        Tues 10-2

                        And by appointment

COURSE DESCRIPTION:

The study and application of learning and behavioral theories including taxonomies of learning, pedagogical principles, child and adolescent development, and teaching and managing diverse populations.

 

CONCEPTUAL FRAMEWORK STATEMENT OF THE COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT:

In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in today's world and to prepare students for the future, the College of Education and Human Development (COEHD) has identified four critical components of The Effective Educator: standards-based instruction (SB), knowledge of the learner (KL), best pedagogical practices (PP), and content knowledge (CK).

 

REQUIRED TEXT:

Eggen, P., & Kauchak, D. (2001). Educational psychology: Windows on classrooms. (6th ed.). New York, NY: Merrill/Prentice Hall.

 

Course Objectives:

By the conclusion of this course, the student will have developed knowledge and understanding of:

1.      1.      The different types of knowledge required in learning to teach. . (CC:2, K2) (CK, )

2.      2.      How research leads to knowledge that can be applied to classroom practice (CC:1, GC:1, K3)(GC:1, K1)(CK, PP)

3.      3.      The relationships between research and theory (CC:3, GC:1,K3, K7) (CK)

4.      4.      How professional decision making affects teaching (CC:1, GC:1, K3)(GC:1, K1)(CK, PP)

5.      5.      How reflective teaching uses educational psychology to improve professional decision-making? (CC:1, GC:1, K3)(GC:1, K1)(CK, PP)

6.      6.      How cognitive development is influenced by learning, experience, and maturation (CC:1, GC:1, K3)(GC:1, K1)(CK, PP)

7.      7.      Basic concepts in Piaget’s theory of cognitive development.(CC:3, GC:1,K3, K7) (CK)

8.      8.      Factors that influence personal development(CC:3, GC:1,K3, K7) (CK)

9.      9.      Factors influencing social development (CC:3, GC:1,K3, K7) (CK)

10. 10. Erikson’s theory for teaching (CC:3, GC:1,K3, K7) (CK)

11. 11. Relationships between self-concept and academic achievement, and what teachers can do to influence each (CC:3, GC:1,K3, K7) (CK)

12. 12. Different stages of moral reasoning and how they apply to classroom practice (CC:3, GC:1,K3, K7) (CK)

13. 13. How views of intelligence influence your teaching (CC:1, GC:1, K3)(GC:1, K1)(CK, PP)

14. 14. How socioeconomic status may affect school performance (CC:1, GC:1, K3)(GC:1, K1)(CK, PP)

15. 15. The influence of gender on different aspects of school success (CC:3, GC:1,K3, K7) (CK)

16. 16. Ways that schools and classrooms can be adapted to meet the needs of at risk students (CC:3, GC:1,K3, K7) (CK)

17. 17. The role of classroom teachers in working with students with exceptionalities (CC:3, GC:1,K3, K7) (CK)

18. 18. How different exceptionalities (mental retardation, learning disabilities, behavior disorders, communication disorders, and visual and hearing impairment affect learning (CC:1, GC:1, K3)(GC:1, K1)(CK, PP)

19. 19. Explain how instructional strategies can be adapted to meet the needs of students with exceptionalities.

20. 20. Describe different methods of identifying and teaching students (CC:1, K3)(GC:1, K1)(CK)

21. 21. Legal framework for working with students with exceptionalities (CC:1, K5)(PP, CK)

22. 22. The influence of classical and operant conditioning on student learning (CC:3, GC:1,K3, K7) (CK)

23. 23. Concepts of reinforcement, punishment, generalization, discrimination, satiation, extinction, and shaping

24. 24. Modeling and vicarious learning in classroom situations (CC:3, GC:1,K3, K7) (CK, PP)

25. 25. The influence of self-regulation on student learning (CC:3, GC:1,K3, K7) (CK)

26. 26. Behaviorist and cognitive theory views of learning  (CC:3, GC:1,K3, K7) (CK)

27. 27. Components of information processing, including sensory memory, working memory, and long-term memory (CC:3, GC:1,K3, K7) (CK)

28. 28. The role of cognitive process in learning (CC:3, GC:1,K3, K7) (CK)

29. 29. How teachers can help students develop metacognitive abilities (CC:1, GC:1, K3)(GC:1, K1)(CK, PP)

30. 30. Elements of constructivist views of learning (CC:3, GC:1,K3, K7) (CK)

31. 31. Learner differences (intelligence, socioeconomic status, culture, gender, at-risk factors) (CC:3, GC:1,K3, K7) (CK)

32. 32. Impact of diversity on information processing (CC:3, GC:1,K3, K7) (CK)

33. 33. Accommodating diversity (CC:3, GC:1,K3, K7) (CK,PP)

34. 34. Learner motivation on the basis of behavioral, cognitive, and humanistic theories (CC:3, GC:1,K3, K7) (CK)

35. 35. The role of motivation in developing self-regulation (CC:3, GC:1,K3, K7) (CK)

36. 36. How teacher’s personal characteristics promote student motivation (CC:1, GC:1, K3)(GC:1, K1)(CK, PP)

37. 37. How classroom climate variables promote student motivation (CC:1, GC:1, K3)(GC:1, K1)(CK, PP)

38. 38. Instructional factors that promote student motivation (CC:3, GC:1,K3, K7) (CK)

39. 39. How instruction and classroom management contribute to productive learning environment (CC:1, GC:1, K3)(GC:1, K1)(CK, PP)

40. 40. Identify essential teaching skills that help create productive learning environment (CC:1, GC:1, K3)(GC:1, K1)(CK, PP)

41. 41. How effective planning can prevent management problems (CC:3, GC:1,K3, K7) (CK, PP)

42. 42. Difference between cognitive and behavioral approaches to management (CC:3, GC:1,K3, K7) (CK, PP)

43. 43. How effective intervention techniques can eliminate management problems (CC:1, GC:1, K3)(GC:1, K1)(CK, PP)

 

Skills:

By the conclusion of this course, the student will be able to:

1.      1.      Articulate the role of research in educational psychology (CC:1, S1)(SBI, KL, PP, CK)

2.      2.      Articulate the taxonomies of learning and general principles of development (CC:1, S1)(SBI, KL, PP, CK)

3.      3.      Articulate theories of child and adolescent development, learning, and motivation(CC:1, S1)(SBI, KL, PP, CK)

4.      4.      Apply pedagogical principles to learning situations (gc:8, CC:8, S1, S8)(SBI,CK)

5.      5.      Incorporate technology into methods of teaching (CC:4, S8)(SBI, KL, PP, CK)

6.      6.      Use critical and creative thinking skills to construct effective instructional strategies

7.      7.      Identify and address the needs of students from diverse cultures, socioeconomic levels, etc. (GC:1, S3)(CK, KL, PP)

8.      8.      Distinguish the categories of exceptionalities and legal provisions for working with such students (GC:1, GC:2,S1, S3)(KL,CK)

9.      9.      Develop and implement effective classroom management strategies (CC:4, S8)(SBI, KL, PP, CK)

10. 10. Employ teacher-centered approaches to instruction (GC:5, S3)(SBI, KL, PP, CK)

11. 11. Employ learner-centered approaches to instruction (GC:5, S3)(SBI, KL, PP, CK)

 

Activities/ASSESSMENTS:  

(see guidelines online for more details on all assignments):


1. First day assignments (10 points):

a.      a.      Email (3 points) - Using the correct subject heading as described in “communication information”, email the professor to assure both email addresses are correct. If you do not get a reply email from your professor within 48 hours, post a notice to the correct discussion board thread informing the professor of the problem. 

b.     b.     Discussion board (4 points) – Make two posts following the procedures outlined in “communication information”. In the first post, you should introduce yourself to your class mates and professor. In the second post, you should respond to a peer’s post.

c.      c.      Drop Box (3 points) – Make a file that includes the following statement and your name: “I have read the syllabus, the schedule, and the communication information.”  Make a drop to the drop box following the directions in “communication information”.

 

2. ILS assignment (10 points) to be submitted on or before due dates. Students will take an on-line Learning Styles Inventory, then write a one-page, double spaced (ariel or times-roman font) paper summing up what they learned about their own learning styles, and how knowing their own learning style will help them teach their students.

 

3. Discussion Board ( 3 at 10 points each – total 30 points) Students must follow the procedures in “communication information” to make a minimum of two posts per discussion board assignment.

4. Quizzes (5 at 10 points each – total 50 points) Due to the fact that each quiz is available for a week, make up quizzes will not be offered once the due date has passed.

 

5. Field Experience Report (100 points).

(Total 10 contact hours).  Students shall visit a regular education and a special education classroom. These activities will extend the content of the text by students’ firsthand experiences with diverse learners, their families, educational professionals, and issues that influence learning and behavior. Specific formats are provided for each of the activities to help students plan, organize, and produce a written report for the assigned project.

The Instructor shall provide each student with an interview/observation format, which embraces the fundamental principals of learning. Students will submit a Field Experience Report based on the following:

•     Observation of the structure and organization of the educational setting, instructional methods, and students

•     Interview of one general education teacher

•     Interview of one special education teacher

•     Completed case study of one student from each setting (a total of two students - one special education student, and one regular education student)

 

6. Midterm & Final Exams (100 points each – total 200 points)

 

FIELD EXPERIENCES:

Hours: 10

Types: Observation and Interview

Documentation: Students will plan, organize, and produce a written report documenting the field experience.

 

ABSENCES:

Attendance is crucial for an understanding of the material and is required for all tests and announced activities. To be excused from any of the above, advanced permission must be obtained from the instructor or a score of 'O' will result.

 

If the student is sick and unable to take an exam, the student will not be penalized if a verifiable note from a doctor is presented. Under this condition, a make-up exam can be taken at a time designated by the instructor.

 

Each student is responsible for ALL chapter readings, class lectures, activities, quizzes and tests.

 

LATE WORK/MAKE UP WORK:

The student must be prepared for all class assignments and readings in order to fully benefit from the course.  Assignments must be turned in ON THE DATE DESIGNATED.  Work will be evaluated based on thoroughness and fulfillment of criteria for each assignment.  Work must be typewritten and free of errors in grammar, mechanics, and spelling.  All citations must be completed in APA style format.

 

MAKE-UP EXAMINATIONS WILL NOT BE GIVEN unless PRIOR arrangements have been made.

 

UNLESS PRIOR APPROVAL IS GRANTED FROM THE INSTRUCTOR, ALL ASSIGNMENTS MUST BE TURNED IN ON THE ASSIGNED DATE OR FULL CREDIT CANNOT BE EARNED. LATE ASSIGNMENTS WILL BE PENALIZED 10% PER EACH DAY. ASSIGNMENTS TURNED IN MORE THAN THREE DAYS LATE WILL NOT BE GRADED.

 

Grading Procedures:

Grading Scale:

Writing Assignments/Quizzes/ Group Discussions  100  points

                   

A =   100% - 94%

 

Field Experience                                                        100  points

B =   93% - 87%

 

Mid-term Exam                                                            100  points

C =  86% - 80%

 

Final Exam                                                                100 points

D =  79% - 73%

 

Total Points                                                                 400

F  = 72% and below

 

LAST DAY TO DROP:

The last day to drop or resign from the University without grade penalty is Friday, March 19, 2004.  Students are responsible for completing required forms when they find it necessary to discontinue University work prior to the end of the semester. Failure to do so will result in a grade of "F" in the course.

 

POLICIES:

 

•     ACCOMMODATIONS: If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act, you are required to self-identify with the Office of Student Life, Room 202, Student Union; Phone 985-549-2247; FAX 985-549-3482.

 

•     All students must demonstrate proficiency in written composition, as written communication skills are basic to teaching. The writing component of this course will be graded on correctness of grammatical usage, word choice, and spelling as well as content.

 

•     Students who are having difficulty with completing coursework are expected to consult with the instructor prior to the end of the semester.  An “I” grade is intended for students who are passing the course but have documented serious unforeseen circumstances that prevent course completion.

 

•     Students are expected to maintain professional standards of behavior at all        times when fulfilling course requirements. Thought should be given to appropriate attire during visits to school setting requirements. Confidentiality should be maintained at all times.

 

•     Free discussion, inquiry, and expression are encouraged in this class. Classroom behavior that interferes with either (a) the instructor's ability to conduct the class or (b) the ability of students to benefit from the instruction is not acceptable, e.g. Flaming (rude posting).

 

•     ACADEMIC HONESTY: (From the General Catalog) “Cheating on examinations, plagiarism, improper acknowledgement of sources in essays and the use of a single paper or essay in more than one course without permission are considered very serious offences and shall be grounds for disciplinary action.” Possible disciplinary actions include receiving an “F’ for the paper, the course, or in extreme cases, probation, suspension, or expulsion.

 

PRAXIS REQUIREMENT—FALL SEMESTER 2003 AND AFTER

 

Student teachers and interns must successfully pass all required parts of the Praxis prior to student teaching or an internship effective with the Fall Semester 2003.  This includes the test titled Principles of Learning and Teaching (PLT) for all majors and the Specialty/Content test when required in the major field.

 

Student Teaching Requirements for Elementary and Secondary Education

Refer to the web page for the Office of Performance Assessment:

www.selu.edu/Academics/Education/opa.htm

 

Portfolio Requirement

Students must follow MAT portfolio requirements as instructed.

 

Important Reminders

 

o       o       Do not wait until the last test date prior to student teaching to schedule the PLT and

o       o       Specialty/Content tests.

o       o       Attend a workshop presented by the Teacher Development Center prior to taking the PLT.

o       o       Remember to code Southeastern Louisiana University (RA 6656) to send your official scores to the College of Education and Human Development Dean’s office.  The Dean’s office must have original copies.

o       o       Include your social security number on all Praxis registration forms.