University of Arkansas, College of Education and Health Professions
Department of Curriculum and Instruction
I.
Program Affiliation: Curriculum and Instruction
Course Number and Title:
CIED 3033 Classroom Learning Theory
Catalog Description:
A survey of the major theories of learning with special
emphasis on human learning and implications for education.
Prerequisites:
CIED 1002, CIED 1011 and PSYC 2003
Professor/Instructor:
II.
Relationship to Knowledge Base: REFER TO THE SCHOLAR-PRACTITIONER
CURRICULUM MODEL – THIS WILL BE ONE OF THE DIMENSIONS OF
STUDY UNDER BASIC LEVEL OR ADVANCED LEVEL. This course is to help
the student to have the necessary knowledge, comprehension, and application that are
necessary to select and implement the best practices in both teaching and motivation
of learning. This course facilitates the student in being knowledgeable about
teaching, learning and motivating.
III.
Goal:
This is a core course in the five-year Master of Arts teaching program. It
is designed to introduce the preservice teacher to the learner and the learning process
as negotiated within a classroom. The roles of educators and students in the learning
process and the impact of the interactive classroom environment on learning are
examined. Developmental theories (cognitive, psychosocial, and moral), their
cultural and sociopolitical influences, and the implications of these theories and their
influences for education are reviewed. Major theories concerning the learning process
and their implications for the instructional process are also examined.
IV.
Competencies:
A. Explain the interactions of students, teachers, and materials in classrooms and the
implications of these interactions for classroom environments. (SP 2,3, 5, 6, 7)
B. Describe contemporary learners along a continuum of characteristics, i.e.,
socioeconomic status, ethnicity, gender, ability, etc., and discuss the implications
of these characteristics for instruction in the contemporary classroom and in the
future. (SP 2, 3, 4, 5, 6, 7)
C. Compare and contrast major theoretical positions on development and learning.
(SP 1, 4, 7)
D. Identify social (family structure, socioeconomic status, parenting styles, etc.) and
cultural (ethnicity, language, gender, etc.) factors that influence cognitive and
emotional development. (SP 1, 3, 4 6, 7)
E. Acknowledge the relevance/importance of social and cultural factors for student
learning and receptivity to learning process and for the development and
implementation of effective classroom practices. (SP 1, 2, 3, 4, 5, 6, 7)
F. Recognize and articulate how their own personal philosophies and preferences for
learning influence their educational practices. (SP 3, 4,7)
CLASSROOM LEARNING THEORY (CIED 3033)
Syllabus: NCATE
Page 2
Areas addressed:
A.
B.
C.
D.
E.
F.
G.
H.
Cognitive and affective dimensions of the classroom environment.
Major theories on cognitive and psychosocial development.
Behavioral and cognitive theories on learning; differences in perception and practice.
The application of research to the practice of education.
Contemporary learners - differences (cultural, physical, and academic); influences (media,
technology, etc.); and evolving familial patterns/realities.
Varying theoretical positions on teaching and learning, i.e., constructivism.
Motivation and its implications for learning and classroom practices/environments.
Assessment – practices, theoretical foundations, and instructional significance.
Course Requirements:
1.
Class attendance/participation: A constructivist approach is employed in class
whereby students are expected to be actively involved in their learning. Students are
encouraged to read the material, note any questions or areas where concepts were not
fully understood, and raise these questions during the class. A variety of learning
approaches are used within the class for interpreting and analyzing the material. To
maximize the learning, students are expected to attend (absences will be noted), be
prepared (completed readings prior to the class in which they are to be discussed), and
participate (share ideas/opinions and support/relate them with/to information from
readings, articles, etc.). As scholar-practitioners, students are encouraged to select
additional readings from other sources, i.e., magazines, professional journals, popular
press, etc., to further explore issues.
2. Reflections: Students will individually reflect on the class. The reflections are students’
mechanism for processing information, concepts, and ideas presented in class and in the
readings. For the instructor, they provide insights on how the information is being
incorporated by the students. The reflections are to be typed, one to two pages that
include the following: (a) summary of class material covered (readings, discussions,
activities, etc.); and, (b) discussion of reactions, analyses, and implications of issues
addressed. Reactions and analyses focus on: knowledge gained (What did I learn that
was new?); implications (What difference does it make to students, educators, the
educational process, etc.?); and, significance (How did the information impact you?
and/or, What do I still want to know?).
3. Group Project: Students will participate in one of several group presentations on course
topics identified by the instructor. There will be four to six students in each group. The
presentations are to be 15 to 20 minutes in length. Presentations are evaluated based on
their effectiveness in conveying ideas, clarifying/extending information on the topic,
stimulating interest in the topic, answering questions, and integrating group members into
the presentation. There will be one grade given for the presentation, a group grade that
will be the same for each group member. A reference list of the resources (articles,
chapters, books, etc.) used during the preparation, i.e., researching the issues presented, is
an integral part of the presentation.
CLASSROOM LEARNING THEORY (CIED 3033)
Syllabus: NCATE
Page 3
4. Exams: There are three exams. The exam experience is a learning tool that gives
students a better understanding of how learning occurs.
5. Field experience: Students will be assigned to classroom teachers at an elementary
school or a secondary school where they must spend a minimum of twelve hours in the
classroom. Visits to the school and interactions with teachers and students are required.
Students are responsible for establishing a schedule with the supervising teacher,
maintaining that schedule, and completing duties assigned by the teacher. Successful
completion of field experience (including completion of hours and
passing/satisfactory grade from supervising teacher as well as the instructor) is
required to pass this course. (See Field Experience handout.)
6. Portfolio: A portfolio that reflects different aspects of the learning that has occurred in
the course it to be submitted to the instructor with selected items to be presented to the
class at the end of the semester. Some items for the portfolio are mandated and others
will be included at the discretion of the student. (See Portfolio handout). All students re
expected to participate in the presentation of portfolio items. Absences are noted and
points subtracted from the absentee’s final portfolio grade.
Evaluation:
Assignments will be graded as follows:
Reflections (2 @ 100 points)
Group Project:
Exams (3@100 points)
Portfolio
Field Experience
Grading Scale:
Points
1000 - 900
899 - 800
799 - 700
699 - 600
599 & below
200
100
300
200
200
Grade
A
B
C
D
F
Statement of Academic Honesty
The application of the University of Arkansas Academic Honesty Policy, is stated in the Student
Handbook, will be fully adhered to in this course. Grades and degrees earned by dishonest
means devalue those earned by all students; therefore, it is important that students are aware of
the University of Arkansas Academic Honesty Policy. Academic dishonesty involves acts, which
may subvert or compromise the integrity of the educational process.
CLASSROOM LEARNING THEORY (CIED 3033)
Syllabus: NCATE
Page 4
Inclement Weather Policy
The University of Arkansas’ Inclement Weather Policy will be adhered to in this course. In the
event of inclement weather, students should listen to local radio and/or television stations to see
if classes have been cancelled by university administration. Additionally, if the instructor will
not be attending due to severe weather, a message will be left on her voice mail letting students
know that class has been cancelled. This is also true for any emergencies that may result in class
being cancelled.
Expectations:
All work submitted for review and evaluation should be professional in appearance and content.
Papers are to be typed and double-spaced. Citations and bibliographic references are to adhere to
the APA (5th edition) style of writing. Plastic pages enhance the appearance of papers/reports
but inhibit instructor comments. Please refrain from using plastic page covers for submitted
work other than the portfolio.
All work should be submitted on date due. Maximum points to be earned on an assignment will
be reduced by 10% for each calendar day that the assignment is late. Assignments that are
more than seven days late will not be accepted. Students are required to attend all peer/group
presentations. Consequences for not attending presentations are provided.
The portfolio began in the Introduction to Education course is extended in this course.
Reflection on how your ideas or perspectives are evolving is encouraged. Discussion or
questions about evolving ideas, professional growth, and development will also be addressed in
class.
Questions and interactions are a major part of this course and are integral to the learning process.
Students are not compelled or mandated to question and/or respond. Students can ask questions
concerning topics studied or class requirements either in class or in the instructor's office. If no
questions are asked, the instructor assumes students understand the topics studied and the
assignments. Directly after class is not the optimal time for discussing issues. Students are
encouraged to see the instructor during posted office hours or make an appointment to clarify any
concepts or instructions before they become problematic.
Writing is an integral part of the class. Clear articulation, support and analysis of ideas (personal
and theoretical) are required.