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Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 560
Course Title: Theories of Learning
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

The study of psychological principles in educational environments. Emphasis is on the major learning theories including those proposed by Pavlov, Skinner, Bandura, Piaget, Vygotsky, and others.  Classroom instruction and assessment, child and adolescent development, memory, and motivation are also among the topics addressed.  Prerequisite: graduate standing.

 
Prerequisite(s) / Corequisite(s):

Prerequisite: graduate standing.

 
Course Rotation for Day Program:
No Day Course Rotation
 
Text(s): Most current editions of the following:

Psychology Applied to Teaching
By Snowman, J., McCown, R., Biehler, R. (Houghton-Mifflin)
Recommended
Human Learning
By Ormrod, J. E. (Pearson)
Recommended
Ed Psych
By Snowman, J., & McCown, R. (Cengage)
Recommended
 
Course Learning Outcomes
  1. Knows and identifies child/adolescent developmental stages and uses this knowledge to adapt instruction. (2.1)
  2. Applies knowledge of the theory of learning in all aspects instructional design. (2.3)
  3. Recognizes diversity and the impact it has on education. (2.4)
  4. Can plan learning activities to address students’ prior experiences, learning styles, multiple intelligences, strengths, and needs in order to positively impact learning. (2.5)
  5. Demonstrates an understanding that instruction should be connected to students’ prior experiences and family, culture, and community. (2.6)
  6. Understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives. (3.2)
  7. Understands the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives. (3.3)
  8. Demonstrates knowledge of researched-based models of critical thinking and problem- solving, including various types of instructional strategies, to support student engagement in higher level thinking skills. (4.1)
  9. Knows how classroom management, motivation, and engagement relate to one another and has knowledge of strategies and techniques for using this to promote student interest and learning. (5.1)
  10. Recognizes and identifies the influence of classroom, school and community culture on student relationships and the impact on the classroom environment and learning. (5.3)
  11. Demonstrates competence in the use of basic classroom management techniques that reduce the likelihood of student misbehavior and address any misbehavior that does occur with the least disruption of instruction. (5.4)
  12. Understands the importance of and develops the ability to use effective verbal and nonverbal communication techniques. (6.1)
  13. Develops sensitivity to differences in culture, gender, intellectual, and physical ability in classroom communication and in communication with families. (6.2)
  14. Has knowledge of the development, use, and analysis of formal and informal assessments. (7.1)
  15. Develops a knowledge base of assessment strategies and tools, including how to collect information by observing classroom interactions and using higher order questioning, and uses analysis of the data to determine the effect of class instruction on individual and whole class learning. (7.4)
  16. Understands strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students. (8.1)
  17. Identifies and understands the use of an array of professional learning opportunities including those offered by educator preparation programs, school districts, professional associations, and/or other opportunities for improving student learning. (8.2)
  18. Is knowledgeable of and demonstrates professional, ethical behavior and is aware of the influence of district policies and school procedures on classroom structure. (8.3)
  19. Recognizes the importance of developing relationships and cooperative partnerships with students, families and community members to support students’ learning and well-being. (9.3)
 
Major Topics/Skills to be Covered:
  • Behaviorism
  • Information Processing Theory
  • Intelligence
  • Constructivism
  • Social learning theory
  • Humanistic theory
  • Child and adolescent development
  • The teacher as scientist and practitioner
  • The study and application of learning theory
  • Instructing, managing, and motivating students
  • Working with exceptionality in the classroom
  • Evaluating learning outcomes
  • Diversity in education and learning
 

Recommended maximum class size for this course: 15

 
Library Resources:

Online databases are available at http://www.ccis.edu/offices/library/index.asp. You may access them using your CougarTrack login and password when prompted.

 
Prepared by: Kristina Clevenger Date: November 1, 2016
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

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15/03