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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 major learning theories including those proposed by Skinner, Pavlov, Bandura, Piaget, Bruner, Sternberg, and others. Current and historical research into the application of theoretical knowledge in education
systems are addressed. Prerequisite: Graduate standing.

Prerequisite(s) / Corequisite(s): Graduate standing.
Text(s): Most current editions of the following:

Most current editions of the following:

Our Minds, Our Memories: Enhancing Thinking & Learning at all Ages
By Ormrod, J.E. (Pearson)
Psychology of Learning for Instruction
By Driscoll, M.P. (Pearson)
Psychology Applied to Teaching
By Snowman, J., McCown, R., Biehler, R. (Houghton-Mifflin)
Human Learning
By Ormrod, J. E. (Pearson)
Course Objectives

•   To  understand how students learn, develop, and differ in their approaches to learning. (MoSPE 2)
•   To provide learning opportunities that are adapted to diverse learners  and that support the intellectual, social, and personal development  of  all students. (MoSPE 2)
•   To develop long-range planning, based upon student, district and state standards data. (MoSPE 3)
•   To use a variety of instructional strategies and resources to encourage students' development and critical thinking, problem solving, and performance skills. (MoSPE 4)
•   To understand individual/group motivation and behavior and create  a learning environment that encourages active engagement in learning, positive social interaction and self-motivation. (MoSPE 5)
•   To model effective verbal, nonverbal, and media communication techniques with students, colleagues and families to foster active  inquiry, collaboration and supportive interaction in the classroom. (MoSPE6)

•   To continually assess the effects of choices and actions on others to become a reflective practitioner (MoSPE 8)
•   To grow professionally  in order  to improve learning for all students. (MoSPE 8)
•   To develop effective working relationships with students, families, school colleagues and community members. (MoSPE 9)

Measurable Learning

• Knows and identifies child/adolescent developmental stages and can apply them to students.
• Applies knowledge of learning theory in all aspects of instructional design.
• Recognizes diversity and the impact it has on education.
• Is able to plan lessons and learning activities to address a student's prior experiences, multiple intelligences, strengths and needs in order to
positively impact learning.
• Demonstrates an understanding that instruction should be connected to students' prior experiences and family, culture, and community.
• Understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives.
• Knows and understands the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives.
• 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
• 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.
• Recognizes and identifies the influence of classroom, school and community culture on student relationships and the impact on the classroom environment and learning.
• 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.
• Understands the importance of and develops the ability to use effective verbal and nonverbal communication techniques.
• Develops sensitivity to differences in culture, gender, intellectual and physical ability in classroom communication and in responses to student communications.
• Has knowledge of the development, use, and analysis of formal and informal assessments. 
• Develops a knowledge base of assessment strategies and tools, including how to collect information by observing classroom interactions and using higher order questioning.
• Uses analysis of data to determine the effect of class instruction on individual and whole class learning. 
• Understands strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students.
• 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.
• Is knowledgeable of and demonstrates professional, ethical behavior and is aware of the influence of district policies and school procedures on classroom structure.
• Understands school-based systems designed to address the individual needs of students by working with the cooperating teacher/ supervisor to engage with the larger professional community across the system to identify and provide needed services to support individual learners.
• Recognizes the importance of developing relationships and cooperative partnerships with students, families, and community members to support students' learning and well-being.

Topical Outline:

• Behaviorism
• Information Processing Theory
• Cognitive development
• Intelligence
• Constructivism
• Social learning theory
• Humanistic theory
• Child and adolescent development
• The teacher as a scientist and practitioner
• Instructing, managing, and motivating students
• Dealing with exceptionality in the classroom
• Evaluating learning outcomes


Recommended maximum class size for this course: 15

Library Resources:

Online databases are available at You may access them from off-campus using your CougarTrack login and password when prompted.

Prepared by: Kristi Miller Date: September 17, 2013
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 objectives and cover the subjects listed in the topical outline. 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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