TE 301 -001
Learning Theory and Teaching Practice
LSSU - School of Education
Spring 2004
Instructor:
Office:
Telephone:
Fax:
E-mail:
Office hours:
Dr. Jennifer McIntyre
Class time: T, Th 5:00 – 6:50 p.m.
320-B South Hall
Classroom: CAS 123
906-635-2736 (office)
Credits: 4
906-635-7565
jmcintyre@lssu.edu
Wed. 3:00 p.m. -6:00 p.m., Thurs. 2:30p.m. – 4:30p.m.
And by appointment
Course Description:
A study of contemporary theories of human learning: how they are generated, researched
and applied in teaching practices. Emphasis is placed on analyzing the advantages and
disadvantages of various approaches to teaching and learning and the decisions which
teachers make in applying theory to diverse classroom situations. Coursework includes
extensive classroom observations and fieldwork in K-12 schools. Prerequisite: TE 150,
TE 250 and admission to the teacher education program.
Texts: Anita Woolfolk, (2004). Educational Psychology, 9th Edition, Allyn & Bacon
Michigan Curriculum Framework
STAGE 1: DESIRED RESULTS
Understandings:
Pre-service teachers will understand that the study of theories of teaching and learning
will assist in creating effective teaching and learning environments.
Essential Question: How do learning theories enhance classroom practice?
Knowledge and Skills:
At the end of this course, students will be able to:
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
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explain and/or demonstrate how learning theories can be helpful to educators
articulate their own past assumptions and beliefs about how learning occurs
and reflect on how those beliefs compare to the theories studied in the course
articulate different models for the role of the teacher and explain possible
advantages and disadvantages associated with them
demonstrate an understanding of current research on motivation and apply that
to situations of teaching and learning
write and assess lesson plans using the Understanding by Design (UbD)
approach
TE301- Syllabus
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Knowledge and Skills continued:
 explain or demonstrate the inter-relationships which should exist among
curriculum standards, lesson plan objectives, and assessment instruments
 articulate the advantages of developing learning communities and strategies
for developing learning communities
 describe their learning in relationship to the Entry Level Standards for
Michigan Teachers (MELS)
 demonstrate a genuine curiosity, enthusiasm for learning, be punctual and
attend all classes
STAGE 2: ASSESSMENT EVIDENCE
1. Reflective Learning Journals:
The purpose of the learning journal is to assist students in documenting and
analyzing their learning toward the Entry-Level standards for Michigan Teachers
(MELS). It also serves as a record of personal development in TE 301. At the end
of each week students will be required to write a one page journal reflection
demonstrating their learning from class activities and readings toward one or
more of the MELS. Due dates: Feb. 3, Feb. 24, Mar. 23, and April 13
(Value: 15 %)
2. Research Article Critique
Students will engage in theoretical research by critiquing one refereed article
relating to educational theory and practice. Critiques should be double- spaced,
typed, and no more than three pages in length. The first page should be a brief
summary of the article highlighting the major points. The remaining two pages
should be a critical analysis of the concepts presented in relation to discussions in
class, information in the textbook, other readings or classroom experience. Due
dates: Jan. 27 (Value: 05%)
3. Design AUP: (Acceptable Use Policy)
Students are to explore the Nine Content Modules in the website:
http://ptft.merit.edu “Preparing Teachers for Tomorrow.” After consulting
Content Module # 6 students are to design an Acceptable Use Policy (AUP) for
Internet Use in the classroom. Due Feb. 10 (Value 05%)
4. Group Project:
In teams of 4 or 5, students are to create questions on learning theorists for a
jeopardy board game that will review/reinforce the concepts featured in the
following chapters.
Chapter 2
Cognitive Development & Language: (Piaget & Vygotsky)
Chapter 3
Personal, Social & Emotional Development
(Erikson, Kohlberg, Gilligan)
Chapter 4
Learner Differences and Learner Needs (Gardner)
Chapter 6
Behavioral Views of Learning ( Thorndike & Skinner)
TE301- Syllabus
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The levels of questions should be based on Bloom’s Taxonomy (Chapter 12 p.
435 - 436). Each team will also create a rubric to be used as a form of
evaluation for the game. Due Feb. 26 (Value 10%)
5. Field Experience (Requirement)
The course requires a series of observations in local schools in order to provide
the pre-service teacher with further opportunities to gain first-hand knowledge
about education and schooling. Each student will be expected to spend at least 15
hours (five half-days) in local school settings. This experience will be coordinated
through the Field Placement Director (635-2886 – ddansdill@lssu.edu)
6. Field Observation Report
Students will complete a field report based on their observations in the classroom.
The report should follow the format provided on the LSSU Education Website
http://education.lssu.edu ( F050-a LSSU Focused Observation Guide). The report
should also include any connections between what is learned in TE 301 and
classroom observations. Due date April 1 (Value 15%)
7. Lesson Plan
Students will design and submit a lesson plan based on the Understanding by
Design Template (UbD) provided on the LSSU Education Website.
8. (a)Plan, Teach and Evaluate two lessons or (b) complete a Child Study
a. Plan, Teach and Evaluate two lessons: Students will plan, teach and
evaluate two lessons that are suitable to the learning environment and
students that they have observed (teacher – directed and/or student
centered, note chapter 12). Students will submit the lesson plans as
well as a report on the advantages and disadvantages of the lessons
used. Due April 15 (Value 20%)
b. Child Study: During the field portion of the course students will be
required to engage in several activities that will provide opportunity to
study the cognitive, social and emotional development of a child. As
well as informal observations students will interview a child with a
series of interview questions that are created based on their
understanding of developmental theory. At the end of the field
experience, students will compile the data, analyze it, report findings
and articulate their conclusions about the child’s development. This
report will not only be provided to the instructor but may also be
shared with the collaborating teacher and /or the child’s parents/
guardian. Due: April 15 (Value 20%)
8. Exam: There will be an exam at the end of the semester. The content of the
examination will be based on the text, assigned readings, classroom discussions, videos
and lectures. (Value: 15 %)
TE301- Syllabus
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9. Professionalism
A. Class attendance and participation will be an important aspect of this course.
You will be asked to prepare for and participate in each session, so your absence
will affect not only your own learning but also the learning of others in the class.
Please inform the instructor if you are unable to attend. It will be your
responsibility to ensure that a classmate picks up copies of any handouts for
sessions missed.
B. Submit assignments promptly and professionally. Have a peer check for
spelling, grammar, and punctuation.
C. Sources: If you have used an idea from any source including the instructor
and your classmates, acknowledge the source. Use an appropriate format (such as
APA) for in-text citations and bibliographies.
Grading :
Professionalism (Class Work, Preparation, Attendance)
Reflective Journal Responses
Research Article Critique
APU
Lesson Plan
Group Project
Field Observation Report
Lesson Plan Report or Child Study
Exam
98 – 100 A+
94 – 97 A
90 – 93 A-
88 – 89 B+
84 - 87 B
80 – 83 B-
10%
15%
05%
05%
05%
10%
15%
20%
15%
78 – 79 C+
74 – 77 C
70 – 73 C-
All students enrolled in this course as a requirement of the Teacher Education Program
must earn a B- or better to continue their studies Teacher Education classes.
Disability Services and Accommodations for Students
In compliance with Lake Superior State University policy and equal access laws,
disability–related accommodations or services are available. Students who require such
services are to meet with the instructor to discuss their needs. They also need to register
with the Resource Center for Students with Disabilities which is located in the South
Hall Office 206. The telephone number is (906) 635-2454
TE301- Syllabus
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STAGE 3: LEARNING ACTIVITIES
Date
Topics
Reading
Assignments Due
Assignments
Jan. 13
Jan. 15
Jan. 20
Jan. 22
Jan. 27
Jan. 29
Feb.3
Feb. 5
Feb. 10
Feb. 12
Feb. 17
Feb. 19
Feb. 24
Feb. 26
Mar. 9
Mar. 11
Mar. 16
Mar. 18
Mar. 23
Mar. 25
Mar. 30
Apr. 1
Apr. 6
Apr. 8
Apr. 13
Apr. 15
Apr. 20
Apr. 22
Introduction
Teaching & Educational Psychology
Cognitive Development
& Language
Personal, Social,
& Emotional Development
Learner Differences
& Learner Needs
Culture
& Community
Behavioral Views
Of Learning
Cognitive Views
Of Learning
Complex Cognitive Processes
Social Cognitive
& Constructivist Views of Learning
Motivation in Learning & Teaching
Creating Learning
Environments
Teaching for
Academic Learning
Teaching for Self-Regulation
Creativity, and Tolerance
Standardized
Testing
Classroom
Assessment
Chapter 1,
Chapter 2
Chapter 2
Chapter 3
Chapter 3
Chapter 4
Chapter 4
Chapter 5
Chapter 5
Chapter 6
Chapter 6
Chapter 7
Chapter 7
Chapter 8
Chapter 9
Chapter 9
Chapter 10
Chapter 11
Chapter 11
Chapter 12
Chapter 12
Chapter 13
Chapter 13
Chapter 14
Chapter 14
Chapter 15
Chapter 15
Critique # 1
Journal # 1
APU
Journal # 2
Group Project
Journal # 3
Field Observation
Journal # 4
Child Study
Exam
Note: This schedule is tentative and may be changed due to emerging issues.
TE301- Syllabus
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