EDCI 391/EPSY 335: LEARNING THEORIES
Thursdays 9:00am-3:00pm
June 1 to July 6, 2005
Library 402, Class #1971
INSTRUCTOR
Matthew Marino
matthew.marino@huskymail.uconn.edu
phone: (860) 416-4377
http://www.taskstream.com/main/?/marino3/matthew.html
OFFICE HOURS
3-4pm in the classroom
OR by appointment
COURSE DESCRIPTION
This course is designed for Education Majors as an integral part of the Neag School of
Education’s Teacher Certification Program for College Graduates (TCPCG). The purpose of the
course is to provide students with an understanding of the major historical and contemporary
theories of human development, learning, and motivation and their educational implications.
BROAD OBJECTIVES
This course seeks to increase students’ knowledge and understanding of:
1. cognitive, psychosocial, and moral development during childhood and adolescence
2. behavioral, cognitive, social cognitive, and constructivist theories of learning, particularly
those of Ivan Pavlov, B.F. Skinner, Jean Piaget, Albert Bandura, and Lev Vygotsky
3. complex cognitive processes, such as metacognition, concept learning, problem solving
and the transfer of learning
4. classroom management systems and the characteristics of positive learning communities
5. how the foregoing theories, processes and ideas can be applied in educational settings
such as schools and classrooms.
In short, this course aims not only develop students’ knowledge of the major psychological
theories related to human development and learning but also their understanding of the
educational implications and classroom applications of these theories.
REQUIRED TEXT
Jordan, E. A. & Porath, M. J. (2006). Educational Psychology: A Problem-Based Approach.
Boston: Allyn & Bacon. ISBN: 0-205-35912-4.
*Supplemental readings and handouts - TBA
Reasonable Accommodations
The University of Connecticut is committed to protecting the rights of individuals with
disabilities. Qualified individuals who require reasonable accommodation are invited to make
their needs and preferences known as soon as possible. Please contact the course instructor or
the appropriate University office (Center for Students with Disabilities, University Program for
Students with Learning Disabilities) to discuss your needs. If you have any medical conditions
that I should be aware of please let me know.
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COURSE REQUIREMENTS
Your grade for the course is based on your engagement with and mastery of concepts underlying
human development, learning, motivation, and teaching. Four major tasks will help determine
my assessment of how well you engaged with and mastered the class material:
1. Class Participation
12 points
We have only six class sessions for this condensed summer course and you (like me) are
expected to attend every one of them. With the exception of the first day, please come
class with all the readings completed and prepared to actively participate in class
discussions. If you must miss a class, please inform me in writing (preferably by email)
at least 48 hours before class (except, of course, in the case of emergencies).
2. Mid-Term Examination
25 points
The mid-term exam will be administered at the end of class on Thursday June15th. It will
include material from Chapters 2 thru 6 of the textbook as well as lecture notes. The
exam will consist of 50 multiple choice items (1/2 point each). The exam is designed to
assess both your understanding of the theories and concepts discussed as well as their
educational application.
3. Electronic Portfolio (TaskStream)
40 points
Forty percent (40%) of your final grade in the course will be determined by a series of
four short writing activities that you will post in your electronic portfolio (TaskStream).
Each of essays should be three pages in length (12-point font, double-spaced, one-inch
margins), and, with the exception of first essay, each should incorporate relevant
concepts, principles and/or theories from educational psychology. Finally, with exception
of the first assignment which will completed in-class, all of these essays should be
uploaded into TaskStream by midnight on the Sunday before the due date.
a. The Good Teacher
(10 points)
The purpose of this writing activity is to provide you with an opportunity to flesh
out your current conception of what a good teacher knows, does, and feels. In
other words, what knowledge, skills and/or dispositions do the best and most
effective teachers possess? Unlike the following essays, this one will be completed
in class during our first meeting together. Additionally, because this essay is
rooted in personal opinion or vision, it will also be assessed differently: you will
get all 10 points for simply completing and posting it (and 0 points if you don’t).
b. My Students: A Profile of Learners I Will Teach
(10 points)
This writing activity is designed to help you build an understanding of the
students you will be teaching in the coming year. More specifically, this essay
should provide a profile of the demographic and developmental characteristics of
your prospective students using vocabulary and concepts from your readings and
class discussion. Understanding the socioeconomic and cultural backgrounds of
your students as well as their cognitive, psychosocial and moral stages of
development will inform your teaching practice (see Chapters 2, 6 and 7).
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c.
How Students Learn: Theory into Practice
(10 points)
Chapters 3, 4, and 5 of our textbook describe several theories of human learning
and cognition. In this essay, you are asked to draw from one or more of these
theories and articulate your current understanding of how students learn. This
theoretical statement should be accompanied or followed by a general description
of its pedagogical implications. You are encouraged to create and employ a
rhetorical device, such as the use a metaphor or analogy, to communicate your
understanding of how students learn and its instructional implications.
d. Fostering a Community of Learners
(10 points)
One of the greatest challenges you will face as a new teacher is that of creating a
positive and productive learning environment for your students. Drawing on the
concepts and theories presented Chapters 9 and 10, describe the academic and
ethical climate of the classroom you hope to create. In addition, please provide a
one-page diagram of the physical environment of your classroom. Annotate this
by identifying the salient aspects of the space that might impact your teaching.
4. Group Presentation: The Subject Matters
23 points
On the last day of class, small groups of students (based on subject area) will present
how the psychology of teaching and learning in their respective disciplines. The specific
content and format of these presentations is negotiable; however, they must use of the
theories and concepts discussed in this course and they must not exceed 20 minutes in
length (an additional 5 to 10 minutes will be allocated for questions from the audience).
These presentations may take the form of research presentation, teaching demonstration,
interactive workshop, or any form you think most appropriate for communicating your
ideas.
Grading Scale
Point Range
94 to 100
90 to 93
87 to 89
84 to 86
80 to 83
Grade
A
AB+
B
B-
and so on (I hope not!)
Students in this course are expected to maintain the highest standards of intellectual honesty. If
you have any questions about what constitutes academic dishonesty (cheating or plagiarism),
you should consult with me or some other authoritative source. Per University stipulations,
involvement in academic dishonesty will result in a failing grade on the assignment in question.
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COURSE SCHEDULE
Date
Thursday
06.01
Topics and Assignments
Course Overview and Introduction to Educational Psychology
What is educational psychology and what can it do for teachers?
Reading
Chapter 1
DUE: The Good Teacher (to be completed at the beginning of class)
Thursday
06.08
Thursday
06.15
Understanding Our Learners
Human Development, Cultural Diversity, and Individual Differences
Additional reading: Burton, J. K., Moore, D. M., & Magliaro, S. G.
(2004). Behaviorism and instructional technology. In Jonassen, D.H.
(Ed.). Handbook of Research on Educational Communications and
Technology. Mahwah, NJ: Lawerence Erlbaum Publishers.
DUE: My Students*
Chapter 2
Chapter 6
Chapter 7
Learning and Cognition
From Behaviorism to Constructivism
*Mid-Term Exam (to be taken in class after lunch)
Additional Readings:
Brooks, J. G., & Brooks, M. G. (1993). In search of understanding:
The case for constructivist classrooms. Alexandria, VA: Association
for Curriculum Development (ASCD).
Focus on chapter 3 – Coming to know one’s world.
Chapter 3
Chapter 4
Chapter 5
DUE: How Students Learn*
Thursday
06.22
Creating Positive Learning Environments
Managing a constructivist learning environment
Managing Behavior and Motivating Students
Chapter 9
Chapter 10
DUE: Fostering a Community of Learners*
Thursday
06.29
Creating Positive Learning Environments (continued)
Approaches to Managing Students and Classrooms
TBA
Teaching for Academic Learning
Domain General and Subject Specifics Strategies
Thursday
07.06
The Subject Matters: Group Presentations
Pulling it Altogether: Reflective Practitioners
Course Evaluations
4
TBA
COURSE GRADING RUBRICS
Class Participation
2 Points
1 Point
0 Points
Active listening and full
participation in small and/or
whole group discussions.
Moderate attempt to participate in
small and/or whole group
discussions.
No or minimal attempt to
participate in small and/or
whole group discussions.
Excused Absence.
Unexcused Absence.
E-Folio Assignments
Criteria
Absent/
Minimal
(1/2)
Emerging
(3)
Acceptable
(4)
Exceptional
(5)
Basic Writing
Mechanics
(10%)
Frequent errors in
spelling, grammar,
and punctuation
Errors in grammar
and punctuation,
but spelling has
been proofread
Occasional
grammatical errors
and questionable
word choice
Nearly error-free
which reflects clear
understanding and
thorough
proofreading
Structural
Organization
(15%)
Essay lacks logical
progression of
ideas
Essay includes brief
skeleton
(introduction, body,
conclusion) but
lacks transitions
Essay includes
logical progression
of ideas aided by
clear transitions
Essay is powerfully or
creatively organized
and ideas fully
developed
Focus and
Clarity
(25%)
Topic is not clear;
focus is lost focus by
inclusion of
irrelevant ideas
Essay is focused on
a topic but one or
more ideas seem
loosely related
Essay is focused on
a topic and includes
relevant ideas
Essay is focused,
purposeful, and
reflects clear insight,
critical thinking, and
ideas.
Understanding
of Theories,
Principles, &
Concepts
(25%)
Absence or apparent
misunderstanding of
relevant theories,
principles, and/or
concepts
Limited use and/or
understanding of
learning material
displayed by vague,
unclear language
Sufficient use and
proficient
understanding of
learning material is
demonstrated
High level of use and
understanding of
learning material;
clear, concrete, and
appropriate use of
theoretical principles,
concepts, &/or ideas
Claims
Supported with
Evidence
(25%)
Little to no solid
supporting evidence
for claims made in
the commentary
Some support but it
is loosely
developed and lacks
specificity
Support for claims
or ideas is clear and
specific
Specific, welldeveloped support
drawn from multiple
sources (class notes,
text, outside sources)
*Students may turn in late homework assignments for feedback. Late assignments will receive 0
points.
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