UNIVERSITY OF CENTRAL FLORIDA
College of Education
I. Descriptive Information
Course Title:
Course Number:
Course Credit:
Intended Audience
Semester:
Instructor:
Internet Addresses:
Phone:
Class Time/Day:
Room
Office Hours:
Learning Theory and Assessment
EDG 4467
3 hours
Junior standing
Fall 2012
Dr. Robbie Ergle, Ph.D.
Roberta.ergle@ucf.edu
352-854-2322 x1804
Wednesday 1:00-3:50 pm
Bldg. 20/ Room 208
Before or after class or by appointment
Catalog Description
Principles of learning as applied to classroom teaching situations, with emphasis on behavior, cognition,
learning, motivation, and data-driven assessment. This course is designed for juniors who plan to receive
credentials to become classroom teachers.
Required Texts and Materials


Hoffman, B. (Ed.). (2013). Learning Theory and Assessment (2nd Edition). Boston, MA.
ISBN: 1-269-40269-2/ 978-1-269-40269-9
Live Text software
A. Course Objectives:
KEY:
CC
PEC
ESOL
FEAP
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Course Competencies
Florida Professional Education Competencies
English for Speakers of Other Languages
Florida Accomplished Practices
Through lectures, overhead, video and/or computer presentations, class discussions, student
presentations, written assignments, exams, field experiences, and group interactions the student will,
upon completion of the course, be able to:
Standards
1. Designs instruction for students to achieve mastery (FEAP 1C)
2. Develops learning experiences that require students to demonstrate a variety of applicable skills
and competencies (FEAP 1F) (PEC 7)
3. Adapts the learning environment to accommodate the differing needs and diversity of students
(FEAP 2H) (PEC 7) (FEAP 2H; ESOL 2.2a) (ESOL 2.2 a, b, c, & d) (PEC 14)
4. Modify instruction to respond to preconceptions or misconceptions (FEAP 3D) (PEC 7)
5. Relate and integrate the subject matter with other disciplines and life experiences (FEAP 3E)
(PEC 7)
6. Sequences lessons and concepts to ensure coherence and required prior knowledge (FEAP 1B)
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(PEC 4, 13)
Differentiate instruction based on an assessment of student learning needs and recognition of
individual differences in students (FEAP 3H) (PEC 13)
8. Support, encourage, and provide immediate and specific feedback to students to promote student
achievement (FEAP 3I) (PEC 9)
7.
9. Utilize student feedback to monitor instructional needs and to adjust instruction (FEAP 3J)
10. Selects appropriate formative assessments to monitor learning (FEAP 1D; ESOL 5.1a, 5.1b, 5.1d)
(PEC 1, 9)
11. Analyzes and applies data from multiple assessments and measures to diagnose students’
learning needs, informs instruction based on those needs, and drives the learning process (FEAP
4A, ESOL 5.1a, 5.1b, 5.1d) (PEC 1)
12. Uses a variety of assessment tools to monitor student progress, achievement and learning gains
(FEAP 4C) (PEC 1) (ESOL 5.1a; b; d)
13. Shares the importance and outcomes of student assessment data with the student and the
student’s parent/caregiver(s) (FEAP 4E) (PEC 1)
14. Collaborates with the home, school and larger communities to foster communication and to
support student learning and continuous improvement. (FAEP 1D)
15. Designs and aligns formative and summative assessments that match learning objectives and lead
to mastery (FAEP 4B)
16. Modifies assessments and testing conditions to accommodate learning styles and varying levels of
knowledge. (FAEP 4D)
17. Applies technology to organize and integrate assessment information.
(FAEP 4F)
B. Academic Course Requirements
1. In-School Field Experience
1. This course has been designated an UCF-sanctioned in-school field experience course:
http://education.ucf.edu/es/learning.cfm.
As such, the student will spend 15 hours over the course of the semester on a field experience activity
(in this case, most likely tutoring).The 15-hour in-school experience in Learning Theory and
Assessment concentrates on the relevance of psychological principles involved in learning and
instruction in a classroom setting. Under the supervision of a licensed Florida classroom teacher,
each student will work with individuals or small groups in such activities as tutoring or small group
instruction in a public school setting or an alternative community service or private
setting approved by the instructor and will reflect on how the psychological principles play a
role in the learning activities. No student is required to participate in a placement to which he or she
has a religious, political or moral objection. If you are taking another class with a service-learning
component, you may not use the same hours for both experiences. In order to give the student the
greatest possibility of observing any developmental stages and/or other changes in the public schoolaged students, a maximum of four hours per week will be permitted. All field experiences must
be completed in their entirety in one location. In other words, you cannot do half your experience in
one school and half someplace else. The necessary paperwork for the student will be discussed in
class.
2. This activity will address a need in our community (school-site tutoring or classroom support),
support our course objectives (involving EDF 4467 students in understanding and utilizing
psychological principles essential to motivated learning), involve a connection between the campus
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and the world around it (via alleviating the shortage of tutors available at school sites), challenge
students to be civically engaged (by having EDF 4467 students tutor students who come from
different cultures and who possess different life experiences), and involve structured student
reflection.
3. The commentary MUST relate material from the text and modules/lectures with what is occurring in
the service to the students in the classroom. The journal is to be reflective in nature; it is NOT to be a
blow-by-blow listing of events that occurred in the classroom. While students must participate in this
activity, it is the journal that is to be graded as the main part of the field experience.
Students failing to complete this course requirement will receive an “F” as their final
grade regardless of accumulated points!
2. ESOL Assignments (ALL THREE assignments and all of the components outlined below
must be completed to be deemed competent in the standards described below)
A. ESOL Assignment one: ESOL Domain(s), Standard(s) and Indicator(s): 2.2(b); 2.2(c);
2.2(d);
Domain 2: Language and Literacy (Applied Linguistics)
Standard 2: Language Acquisition and Development: Teachers will understand and apply
theories and research on second language acquisition and development to support ELLs’
learning.
2.2.b. Recognize the importance of ELLs’ home languages and language varieties, and build on
these skills as a foundation for learning English.
2.2.c. Understand and apply knowledge of sociocultural, sociopolitical, and psychological
variables to facilitate ELLs’ learning of English.
2.2.d. Understand and apply knowledge of the role of individual learner variables in the process
of learning English as a second language.
Objective: Compare and contrast first and second language acquisition processes, taking
individual and socio-cultural issues into account.
Written Response 1:
(1) Which facets of first and second language acquisition do you believe are the most similar?
Which do you believe are the most different? Give examples and a rationale.
(2) How much do we know about second language acquisition from neurobiological studies and
what do we still need to determine? What questions would you most like answered from future
research in this field?
(3) An employer interviewed applicants for a hotel clerk position. One applicant had the most
experience at the hotel (in housekeeping and catering) and had previously worked as a front desk
clerk at a Hilton in Colombia for 5 years before moving to the U.S. at age 25. She was clearly
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the most qualified, but the employer believed that her foreign accent made her “less likeable” to
guests. Not wanting to exclude the applicant, the employer told her to work on improving her
accent and to return in 3 months for another interview. If you were an expert consultant brought
in to determine whether the employee could be expected to eliminate the accent, what would you
advise the company and what evidence would you present to support your recommendation?
B. ESOL Assignment Two: ESOL Domain(s), Standard(s) and Indicator(s): 2.2(a)
Domain 2: Language and Literacy (Applied Linguistics)
Standard 2: Language Acquisition and Development: Teachers will understand and apply
theories and research on second language acquisition and development to support ELLs’
learning.
2.2.a. Demonstrate understanding of current and past theories and research in second language
acquisition and bilingualism as applied to ELLs from diverse backgrounds and at varying
English proficiency levels.
Objective: Reflect on one’s own foreign language study
Written Response 2: After readings and class lecture, use the following question to structure
your response— 1) Describe activities that you did in your foreign language class that illustrate:
(a) a behavioral perspective on second language acquisition; (b) a cognitive perspective, and (c)
a socio-cultural perspective.
C. ESOL Assignment three: ESOL Domain(s), Standard(s) and Indicator(s): 5.1(a); 5.1(b);
5.1(d)
Domain 5: Assessment (ESOL Testing and Evaluation)
Standard 1: Assessment Issues for ELLs Teachers will understand and apply knowledge of
assessment issues as they affect the learning of ELLs from diverse backgrounds and at varying
English proficiency levels. Examples include cultural and linguistic bias; testing in two
languages; sociopolitical and psychological factors; special education testing and assessing
giftedness; the importance of standards; the difference between formative and summative
assessment; and the difference between language proficiency and other types of assessment (e.g.,
standardized achievement tests). Teachers will also understand issues around accountability. This
includes the implications of standardized assessment as opposed to performance-based
assessments, and issues of accommodations in formal testing situations.
5.1.a. Demonstrate an understanding of the purposes of assessment as they relate to ELLs of
diverse backgrounds and at varying English proficiency levels.
5.1.b. Identify a variety of assessment procedures appropriate for ELLs of diverse backgrounds
and at varying English proficiency levels.
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5.1.d. Demonstrate understanding of the advantages and limitations of assessments, including the
array of accommodations allowed for ELLs of diverse backgrounds and at varying English
proficiency levels.
Reading (and/or other media): ESOL Tapestry Expert Series Video Lecture—ELL-Focused
Accommodations for Content Area Assessments: Dr. Jamal Abedi & Dr. Florin Mihai, available
at http://tapestry.usf.edu/assessments/index.html
Objective: Determine purposes, procedures, advantages and limitations of, and accommodations
for assessing English learners.
Brief Description: After viewing the Video Lecture and associated PowerPoint files, complete
the quiz about titled ESOL Assessment located on the class wiki.
Detailed Assignment Description URL: http://education.ucf.edu/stll/
Written Evidence: ESOL Quiz
Students failing to complete any ESOL course requirement will receive an “F” as their
final grade regardless of accumulated points!
3. Livetext Portfolio
The College of Education requires the development and completion of a professional portfolio. The
portfolio is described in the portfolio guidelines online at Live Text. A required component of that
portfolio is submitting evidence and writing reflections for two sections that address human development
and learning, and critical thinking.
A. Human Development and Learning - Field Experience - listed as “Reflective Journal” in
Live Text
1.
Students will relate research and theory on human development and learning to what is occurring in
their field experiences. They will write a series of reflective journal/logbook entries (3 minimum)
focusing upon how they are using or will use research and/or theory to help promote their students'
cognitive, physical, social, and emotional development. Students will choose the best representation
of the reflective journal/logbook entries and use it as evidence.
2. A high quality journal entry will (a) provide a detailed description of the student being
tutored/observed and include specific examples of relevant student behavior, and (b)
demonstrate a solid understanding of developmental theory and its application to
education. Each journal MUST include at least one reference in which you relate what happened in
the class to something you learned in class or in the Learning Theory & Assessment text. You must
use at least 3 of the terms based on their definition in the Learning Theory & Assessment text in each
journal entries and highlight these in yellow. In addition, each journal will be labeled with the date,
times, and place of your observation on the top of each journal entry.
3. Pre-professional teachers need a solid understanding of learning and human development. To
provide positive classroom environments, teachers must have the tools to support the intellectual,
personal and social development of all students. You will write an overall final reflection
summarizing your field experience that MUST focus on the developmental change you
observed over the course of the semester.
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Questions you might also address include, but are not limited to:
a. What have you learned about human development and learning and how can you apply it
to your own future teaching?
b. Describe a variety of instructional techniques to accommodate students' development levels,
needs (including ESL), and explain their effectiveness.
c. Indicate how you will take into consideration students' developmental levels when developing
or conducting a lesson.
B. Critical Thinking-Curriculum Evaluation Project– Listed as “Textbook Evaluation” in
Live Text
1. As a means of demonstrating your critical thinking ability you will be critically analyzing a lesson
to determine if it is developmentally appropriate for students and if it promotes students critical
thinking about the topic. Then, using the Common Core, you will be designing a series of new lessons,
questioning series, activities, and assessments to ensure that students are engaged in higher order
thinking about the specific topic you chose. Details for this assignment will be given in class.
Students failing to complete the LiveText course requirements will receive an “I” as
their final grade regardless of accumulated points!
D. Administrative Course Requirements
Format: All written assignments should be word-processed and professionally presented. Students are
responsible to keep a hard copy of all work. Unless otherwise indicated, format of papers should use a
double-spaced, 12 point font that is easy to read.
Quality: Work is expected to be thoughtful, reflective, and of high quality in both content and
presentation. Work that does not meet university level standards will not receive full credit.
Late Assignments. The assignment may not be accepted, or the grade will be lowered by at least 10%
for each day it is late. Students should not email assignments unless directed to do so. If a student is
absent, the assignment may be emailed by the beginning of class or it will be considered late.
Attendance and Participation: You are enrolled in the College of Education because you are
preparing for the profession of teaching children. You will touch many children’s lives throughout your
career. The transition from being a student to teacher begins by approaching courses in a professional
and responsible manner. Pre- and in-service teachers do not look at teacher education courses merely
with the purpose of “getting a good grade” or “getting by.” It is expected that each of you will
demonstrate interest, enthusiasm, and professionalism in all of your classes. Two key components of
professionalism are attendance and participation. You will be assessed with regard to these.
There are no excused absences. However, you may miss one class without penalty. Each absence beyond
this would result in a reduction of your final grade by 5%. Chronically arriving late and/or leaving prior
to the end of class will reflect as an absence.
Students who disrupt the class process by repeatedly leaving and returning to class, chatting with
neighbors, talking or texting on a cell phone, doing work not related to class, or sleeping will have their
final letter grade reduced.
Since this class is not lecture driven, students do not need to bring computers for note-taking. If you
desire to have your computer open in class, it is your responsibility to remain in a word processing
program. Comply if the professor asks you to close your computer. Failure to do so will result in the
final grade being lowered. I believe you are dedicated to becoming the best teacher possible
and to that end, this component will not become an issue for you.
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Children: Children are not allowed in class.
Golden Rule/ Classroom Behavior: The criteria for behavior outlined in The Golden Rule and the
College of Education’s Fitness to Teach document will apply. A Student Concerns Form will be
completed on any student who hinders the learning process of classmates, exhibits any odd or disturbing
behaviors in words, actions, or written assignments, demonstrates emotional instability, or disrupts the
teaching and learning processes during the class period.
Professional Conduct: You are expected to dress in professional attire when conducting your field
experience hours. You are also expected to be professional and self-controlled with your peers and
supervisors in any online and/or face-to-face communications and/or conduct.
Technology Requirements: You must have an active email account and daily access to the Internet so
that you can check your email regularly for class updates and information.
1.
Grading System
1. Field Experience Journal/ Service Learning
20%
2. Critical Thinking Analysis and Lesson
10%
3. ESOL Assignments
15%
4. Chapter Assignments (* activities)
15%
5. Exam 1 and 2
25%
6. Final Exam
15%
Grading Scale
A
B
C
D
F
93-100%
85-92%
77-84%
69-76%
0-68%
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Tentative Schedule for EDF 4467 Fall 2013
Date
Topic
Reading for Week
1.
Aug. 21
Introduction to Text: Teaching
Critical Thinking
2.
Aug. 28
Introduction, Syllabus, Field Experience;
Livetext
ESOL Assignments
Overview of Educational Psychology
3.
Sept. 4
Theories of Development
4.
Sept. 11
Theorists;
Development Birth Through Adolescence
5.
Sept. 18
Intelligence
Chapter 3-4
*Reading Guide (3)
6.
Sept. 25
Chapter 4-5
*Reading Guide (4-5)
7.
Oct. 2
Behavioural and Social Theories of
Learning;
Critical Thinking Lesson Assignment
Exam 1 (Chapters 1-4, class lecture)
ESOL Modules Review
8.
Oct. 9
Information Processing;
ESOL Assignments
Chapter 6
9.
Oct. 16
Information Processing;
Cognitive Approaches
Chapter 7
10. Oct. 23
Student- Centered Approaches to
Instruction; Motivational Theory;
Lesson Analysis Critical Thinking Skills
Discussion
Chapter 8
11. Oct. 30
Junior Achievement Day (no class)
12. Nov. 6
Motivational Theory;
Exam 2 (Chapters 5-8)
Chapter 8
13. Nov.13
Teach Live Day at UCF/Orlando
Chapter 11-14
14. Nov. 20
Multiple Choice and Matching
Assessments; Norm-Referenced
Assessments;
Course Review and Synthesis; Service
Learning Debrief in Small Groups
Thanksgiving Holiday- No class
Chapter 11-14
15. Nov. 27
16. Dec. 4
Comprehensive Final Exam
(Chapters 1,2,3,4,5,6,7,8,11,12,13,14,
course lectures, handouts, discussions)
Assignment Due
Chapter 1
Chapter 2
Chapter 3
*Reading Guide (1-2)
Journal Reflection 1 Due
Exam 1 (Ch.1-4)
*Reading Guide (6)
Journal Reflection 2 Due
Livetext Critical Analysis
Lesson Due
*Reading Guide (Ch.7-8)
Exam 2 (Ch. 5-8)
Journal Reflection 3 Due
Service Learning
Documents Due;
ESOL Modules Due;
Final Journal Reflection
Due
Final Exam;
All LiveText
Assignments Uploaded
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University of Central Florida
EDF 4467 Service Learning Agreement
UCF Student Name:__________________________________________
EDG 4467 Professor: _________________________________________
Please rate the performance of the UCF student in the following areas so that we may know his/her
strengths and weaknesses.
0= Not able to judge
1= Poor
2= Needs Improvement
3=Good
4=Excellent
_______
1. The UCF student has worked cooperatively with the teacher.
_______
2. The UCF student has established rapport with the students.
_______
3. The UCF student’s speech and behavior served as an appropriate model for students.
_______
4. The UCF student was able to complete tasks without much direction from the teacher.
_______
5. The UCF student was able to apply his/her own initiative to assigned activities.
_______
6. The UCF student was able to meet a need in the classroom.
_______
staff.
7. The UCF student maintained a professional relationship with students, teacher and
_______
8. The UCF student was punctual and responsible in communicating volunteer times with
teacher.
_______
9. The UCF student’s dress and appearance was professional.
_______
10. The UCF student seemed to enjoy this experience.
The UCF student volunteered in my classroom _____________hours on the following dates:
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
Teacher’s Signature:_______________________________
Date: _____________________
Teacher’s Name Printed: ____________________________ Grade: ____________________
You may send this form back with the UCF Student or fax it to: 352-873-5872 Attn: Dr. Robbie Ergle
Please contact me with any questions at: Roberta.ergle@ucf.edu
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School of Teaching, Learning and Leadership
University of Central Florida
Dear Teacher,
Thank you for your willingness to welcome and University of Central Florida service-experience
student into your classroom. The purpose of this experience is two-fold. It will provide the UCF student
with an opportunity to experience the real world of teaching and we hope it will also meet a need in your
classroom. The minimum time requirement for this field experience is 15 hours ideally over a period of 68 weeks.
During the service learning experience, it is expected that the UCF student dress and act in a
professional manner at all times. The student will be making connections between the theory and
educational research studied at the university and the application of these in the classroom teaching and
learning.
In addition, we hope that the UCF student will have a chance to actively engage with the students
in your classroom. While our UCF student should never be left alone with students, it is encouraged that
you use them for classroom support such as tutoring, small group support, and teacher support such as
grading or filing, creating bulletin boards, or other support that you feel is appropriate.
Hopefully, this learning experience will serve several community needs. First the UCF student
will aid your students who need extra help or enrichment. Secondly, the UCF student will assist you as an
extra pair of hands, eyes, and ears in the classroom. Finally, the UCF student will experience the real
world of education and consequently make decisions about entering the education profession.
The student will ask you to sign a contract once the service-learning has been completed. UCF
will not individually supervise the students in this volunteer program so we ask for your cooperation in
filling out a short performance evaluation at the end of the service-learning experience. You can send this
form back to UCF with the student, or you can fax in the form at: 352-873-5872 Attention: Dr. Robbie
Ergle/UCF.
If you have any questions or concerns about this service-learning experience, please contact UCF
at: 352-854-2322 x1824 or by email at: Roberta.ergle@ucf.edu. Thank you for your help in providing an
important learning experience for our students as they begin their entry into the teaching profession.
Sincerely,
Dr. Robbie Ergle, Ph.D.
UCF/Ocala Program Coordinator
Roberta.ergle@ucf.edu
3001 SW College Road
Ocala, FL 34478
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