MSIT 3310 - Development and Learning

The course is designed to enable candidates to analyze, use, and incorporate an inclusive understanding of key theories of learning and how these theories deal with principles of development and influence teacher decision-making for middle-grade and secondary students.

"Everythig important is already known, the only thing is to rediscover it." ~Anonymous

nCOURSE GOALS:

1. Understand developmental theory and research methods.

2. Describe the development of early and late adolescence in the major developmental domains (physical, cognitive, psychosocial) and state the factors that positively/negatively affect their development..

3. Explain the differences between the major approaches to learning and motivation (humanistic, behavioral, cognitive) and describe the ethical issues that may arise with the use of learning and motivational strategies in the classroom.

4. Describe the ways in which early and late adolescents differ (skill level, ethnicity, SES). Demonstrate utility of the various approaches to learning and motivation to address diverse needs of children and present content related material in a meaningful way.

WebCT enhanced course at MSIT "Learning and Development (Cawein)"

Companion textbook web site: http://psychology.wadsworth.com/rathus_voyages2e .

GRADING

Students will be evaluated on a 600 point scale.

Three tests at 100 points each.........................................300

Classroom Attendance/Activities/Homework ..................100

Two article reflections at 40 points each.............................80

Poster Project ................................................................. 20

Microteaching...................................................................50

Field Experience...............................................................50

A GREAT QUOTE

"If we knew what it was we were doing, it would not be called research,  would it?"   ---    Albert Einstein

Another Great Quote

As I was preparing for this class, I told my 3-year old grand-daughter that I was studying theories. Mary Ella said, "I saw some theories before." Boy, was I shocked. I asked her what she saw. She said, "They are round like grapes. Some are red and blue and purple." After reflecting on this conversation, I couldn't help but think that I may be making the study of theories and research too complicated.