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 planning and preparation of instruction for middle-grade and secondary students.
"Everythig important is already known, the only thing is to rediscover it." ~Anonymous
COURSE GOALS:
1. Understand developmental theory and research methods.
2. Describe the development of early and late adolescence in the three developmental processes (physical, cognitive, psychosocial) and understand 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.
GRADING
Students will be evaluated on a 1000 point scale.
TESTS .................................................................... 300
Philosophy statement) ............................................. 100
Article reflections....................................4@25..... 100
Mini-teach .............................................................. 50
Group Lesson Plan ................................................. 50
*Field Report ......................................................... 100
Lesson Plan ............................................................. 100
Additional classwork as assigned .......................... 200
Grading Policy:
Grades will be calculated based on the percentage of the total possible points as follows: A is 90-100, B is 80-89, C is 70-79, D is 60-69, and below 60 is F. Assignments are due at the beginning of the class period on the due date (or the next date that the class meets). Late work will be given a 20% deduction, with an additional 10% deduction for each additional class day.
Some courses have a required field component. If the field work is not complete when grades are due, then an “X” grade will be assigned until the required work is completed.
Attendance is important for teacher candidates. After TWO absences, your grade may be reduced by 2% per absence.
*Field Experience Required: A minimum of ten (10) hours is required. Placements will be made by the field office coordinator.
Major themes for each unit of study for this course (Domain 1 Lesson Planning & Preparation):
Unit One How do teachers learn about their students? (1a,1b,1c,1d) Topics include diversity, Erikson, use of research/theory, school resources
Unit Two How does learning take place? (1a,1c,1d,1f) Topics includethe brain, Piaget, writing objectives/goals, assessment
Unit Three How do teachers design coherent instruction that addresses individual needs? (1e) Topics include differentiation, relationships, personalized learning, whole child instruction
"If we knew what it was we were doing, it would not be called research, would it?" --- Albert Einstein
A Short Story
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 that she was able to see such an abstract thing. I asked her what it was that 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 way too complicated.