Mississippi Bend Area Education Agency
Course Syllabus
Date Submitted:
Course title:
Instructor:
Address:
Phone Number:
Email Address:
1/14/11
The Brain & Learning III
Rocky Casini EdS
3222 Mulberry Ave.
563 263 1924
rcasini@machlink.com
Dates and Location
Dates
8/08/11 Monday
8:30 8/09/11 Tuesday
8:30 8/10/11 Wednesday
8:30 8/11/11 Thursday
8:30 8/12/11 Friday
8:30 8/13/11 Monday
8:30 All assignments due by: 6/20/11
Dates grades will be posted:7/20/11
At AEA?
If yes, Room:
Yes
Times
5:00
5:00
5:00
5:00
5:00
5:00
Other
No
If no: Location of course: Muscatine Community College, Larsen Room 76
Address:
152 Colorado St.
Muscatine, Iowa
Credit and Format Information
Number of Credits:
1
2
3
Type of credit requested
Graduate (Drake)
Audit
Yes
No
Workshop only option
Yes
No
Yes
No
Licensure Renewal
Dates for workshop only option:
Times for workshop only option:
CEUs available from AEA
Type of professional development proposed (check those that apply):
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Mississippi Bend Area Education Agency
Course Syllabus
Traditional Course – Open to ALL (all sessions face-to-face)
Online Course – Open to ALL
District Only Course - Name of district:
Building Only Course – Name of building:
Combination
Online/Traditional or
Traditional/Learning Team
Course Type: Content
Pedagogy
Instructor Reimbursement by (check one):
Local district AEA Other
N/A
Course Materials: If your course will need materials printed or books ordered,
please complete the Materials Form at the end of this syllabus form or in the
Instructor’s Toolbox on the MBAEA website.
Target Audience
Targeted Participants:
Grade Level(s) Pre-K 14
Content Area(s)
Science Teaching Strategies
Minimum class size 12 Maximum class size
60
Course Details
Published Course Description for website:
The Brain and Learning III is the third part of a series. The course is
designed for all educators who are interested in how they learn and how
to assimilate scientific research into their curriculum. Research is
providing educators with other neural pathways for better teaching. Part
III will emphasize the role of the senses in learning, intelligence, memory
and assessment.
Briefly describe the (1) district data which supports a need for the course and/or (2)
research/best practices to support course outcomes:
Research scientist in the area of cognitive development have given educators a vast
amount of on how we learn. As educators must evaluate our teaching methodology
and when possible we must incorporate this data into our lesson design to help our
children learn better. By teaching with an understanding of how one learns will
enhance a school curriculum, creating excellent schools that have excellent teachers
that are focused on student learning.
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Mississippi Bend Area Education Agency
Course Syllabus
If this is a district course, it is required that you list district goal(s) to be address:
N/A
Explain how this course addresses Multicultural, Gender Fair (MCGF) needs.
This class will emphasize an atmosphere that is based on the understanding of
equality. The presentation and content of this course will adhere to educational
fairness for both genders, diverse racial, social economic and disability groups. The
curriculum will provide learning experiences of different cultures and their
contribution to our society.
Course outcomes and evaluation: As educators they will keep accurate records to
assess if “better” learning took place.
1. Outcome: To understand the basic anatomy and physiology of the human brain.
Evaluation: Basic information about our brain will be presented to the class
participants. Then working in small groups the participants will develop 6-8
learning goals that will help them and their students in understanding this very
complex organ. Each participant will identify, label, and define terminology in each
drawing.
2. Outcome: To assist each participant in realizing that if students value
the information and it has relevancy it will be easier to learn.
Evaluation: As the “instructor” for this class I plan on modeling how
learning became easier for me when it had value to me. Then as class
participants you will share with the class your own experiences that
support this belief.
3. Outcome: To assist each participant in developing challenging, realistic
classroom assessments that are necessary to improve methods of teaching,
course content, and student learning.
Evaluation: Each participant will take the Pre-test and keep their score in
their portfolio. During the last date of the class each participant will take
the Post-test. Working in groups of 3-4 they will share and discuss how
they have improved their understanding of the brain and learning.
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Mississippi Bend Area Education Agency
Course Syllabus
4. Outcome: Participants in the class will become familiar with the
process of human intellectual development and how each human being is
the same and yet different.
Evaluation: Working in small groups the participants will discuss early
childhood development. Each will cite some examples of how in their
development they exhibited the sameness/difference and how this affected
their teaching and learning.
5. Outcome: To better understand the differences between the male and
female brain.
Evaluation: Each participant will list 3-4 behaviors that seem to be
gender based. Then as a class we will compile the most common gender
behaviors that may affect learning.
6. Outcome: To better utilize the age-level developmental characteristics
of each child.
Evaluation: Class participants will discuss the latest research finding in
the field of early development. As a class we will review some samples of
a districts curriculum and how it correlates with children’s development.
7. Outcome: To assist each class participant in understanding memory
and recall and the role they play in the learning process.
Evaluation: As a class, information will be provided to better understand
different kinds of memory. In understanding how the brain stores and
how humans retrieve information the class participants will appreciate
the fact that learning actually changes the brain.
8. Outcome: To better understand how past knowledge and how the
brain uses this information to build new knowledge to be applied in
situations that may be different.
Evaluation: Each class participant will be asked to share and cite
examples of how they have used lessons that have a foundation built
around past performance.
9. Outcome: To help each participant discover how they use emotions to
obtain student attention.
Evaluation: As a class we will discuss how emotions play a role in
learning. Each participant will be asked to produce a list of several
Revised: 10-26-2010
Mississippi Bend Area Education Agency
Course Syllabus
strategies that when used in class, arouse student emotions. As a class we
will share how these strategies affected learning.
10. Outcome: To assist each class participant better understand the early
years of development especially diversities of some children.
Outcome: As a class we will discuss 5-10 “common” diversities that affect
classroom behavior. Dividing into small groups the participants will
evaluate some classroom procedures and how they might change/modify
them to help each student achieve success.
COURSE BIBLIOGRAPHY -- Texts, magazines, & articles
Armstrong, T. (1994) "Multiple Intelligences in the Classroom" Alexandria, VA, ASCD
Bragdon, Allen and Garmon, David (2000) "Brains That Work a Little Differently" Barnes &
Noble, USA
Caine R. & G. Caine (1994) Making Connections: Teaching and the Human Brain." Alexandria
VA. ASCD
"Discover" (June 2007) "the Brain" Special issue devoted to the brain. Howard, Pierce, (2006)
"The Brain" Austin Texas, Bard Press
"Newsweek" (August 2005) " Your Baby's Brain" Special; issue devoted to brain development.
Jensen, Eric, (1998) "Teaching with the Brain in Mind" Alexandria VA. ASCD Restak, Richard,
M.D. (2003) "The New Brain" Rodale Inc. USA
"Scientific American" (September 1992) "Mind and Brain" Special issue devoted to brain theory.
Sylwester, R. (1995) "A Celebration of Neurons" Alexandria VA. ASCD Society for Neuroscience,
(2006) "Brain Facts" Washington, DC.
'Guggenheim, Davis & Kimball Billy, (20100) " waiting For Superman" New York NY Public
Affairs Publisher
Willis, Judy M.D. (2006) "Ignite Student learning" Alexandria VA. ASCD
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Mississippi Bend Area Education Agency
Course Syllabus
What product will be used to determine the impact of the course on increased teacher knowledge
or skills or improved student achievement?
 X Pre and post assessment - A copy of the test is attached – scores will be sent at the end
of course.
 IC map or Rubric scores showing growth from beginning of course to end of course on
lesson plan
 Observations scored on observation tool demonstrating growth in application of learning to
the classroom setting
 Scores on implementation logs
 Pre and post assessment demonstration student growth
 X other (Please describe the tool and how it will demonstrate increased teacher knowledge
or skills or improved student achievement.) Each participant will be required to develop a
class portfolio. This instrument will be used by the participant to assist them while working
in small groups and sharing information that is required so they will better understand
how students learn and incorporate this into their curriculum for better teaching.
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Mississippi Bend Area Education Agency
Course Syllabus
Grading Criteria: What level of proficiency is required for A, B, C, or Pass/Fail (both qualitative and quantitative)? In
order to receive a passing grade for relicensure credit, participants must complete the A or B work. All participants must
complete the same amount of coursework. The quality of work will be based on criteria established by the instructor and
presented to students at the start of the course.
Please attach one of the following:
 rubric (The rubric & grading system can be put together in one measurement tool)
 checklist
 other measurement tool used to determine quality of course work
A or Pass
1. Attendance at all sessions. If an emergency arises and/or a grave reason a participant can not
meet a session the participant must meet with the instructor to discuss make up options.
2. Complete course outcomes and be able to demonstrate application of the new knowledge in the
classroom.
3. Read assigned literature.
4. Participate in class discussions by sharing, team work, presentations, learning logs.
5. Develop a portfolio that will reflect your commitment to learning.
B or Pass
A "B" grade represents a less than complete understanding/mastery of the course work.
C
Any grade below "B" represents insufficient class, participation, content understanding, and lack
of commitment to the course requirements.
F
A failing grade reflects not meeting 80% of the requirements on the grading rubric.
Revised: 10-26-2010
Mississippi Bend Area Education Agency
Course Syllabus
CHECKLIST FOR PORTFOLIO
1 ____ SYLLABUS
2 ____ PRE & POST TEST
3 ____ CLASS PRESENTATION
4 ____ SMALL GROUP NOTES FOR OUTCOME 1, 2, 8, & 10
5 ____ DOCUMENTATION FOR OUTCOME 7
6 ____ COURSE DRAWINGS FOR OUTCOME 3
7 ____ NOTES FOR OUTCOME 4, 5, & 6
8 ____ VIDEO REVIEWS/CRITIQUE
9 ____ HANDOUTS
10 ____ ARTICLES
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Mississippi Bend Area Education Agency
Course Syllabus
CONTENT OUTLINE
2. OUTLINE
3. WELCOME, MAKE-UP ETC.
4. INTRODUCTION / 9 – MONTHS ARTICLE
5. D. C. SCHOOLS ARTICLE
7. FEWER STUDENTS ARTICLE / ARNIE DUNCAN ARTICLE / GAP ARTICLE IMBALANCE
8. CHARTER
9. GATES ARTICLE
10. DIGITAL ARTICLE / CHINA ARTICLE
12. BRAIN “FACTS”
14. THE DEVIDED BRAIN MODULE 5 / PHINEAS GAGE MODULE 25 -- OVERHEAD OF BRAIN
18. AGGRESSION
MODULE 24
19. TRUTH ARTICLE
24. HELP
27. SUPER MEMORIST MODULE 20
28. DOGS MARION BRADY ARTICLE
32. DARLING-HAMMOND ARTICLE
33. FUNCTION AND ORGANIZATION MODULE 1
34. IDEAS TO HELP STUDENT / FERTILE MINDS ARTICLE / LAUGHTER ARTICLE
BABY ---PBS VIDEO
41. HORMONES MODULE 2
CHILD – PBS---VIDEO
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Mississippi Bend Area Education Agency
Course Syllabus
Iowa Professional Development Model (IPDM): Iowa Professional Development Model
(IPDM): This class will assist educators that are continuously improving their effective
teaching strategies to increase student achievement.
Theory: Brain research has given validity to teaching techniques used by effective
teachers.
Demonstration: The course content has incorporated demonstrations that clarify and
support the research of brain based learning.
Practice: Collaboration (coaching, feedback, reflection): Each of these effective
teaching strategies will be used to insure that the participants understand the
complexity of the learning process.
Course materials: Folder for portfolio, and a notebook
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Mississippi Bend Area Education Agency
Course Syllabus
COURSE RUBRIC
TITLE of the Course: The Brain and Learning Part III
Name: Rocky Casini EdS
A
B
Not Acceptable
Participation
Was an asset to the learning
goals of the class. Consistently
stayed on task. Very self directed
A leader in group work. Helped
Direct the group in reaching a
Consensus.
Assisted with most
of the learning goals.
Was focused on the task
most of the time.
Contribute very little to
the learning goals. Often
not on task
Organization
Developed an exceptional
portfolio containing class
notes, handouts, syllabus
evaluations and assignments
Developed a portfolio
but it did not contain
all required material from
checklist.
Portfolio was not acceptable
Continuous
Improvement
Understands the many challenges
facing the youth and is willing
to evaluate his/her teaching skills
to reach all students. Discusses and
poses questions as a active member of
the team.
Understands the many
challenges facing some
of the youth. And, usually will
modify his/her teaching skills
to reach students.
Presently does not indicate a
willingness to evaluate his/
her teaching skills
Tests
Demonstrates competence in learning
the content of the course. Consistently
searches for data and information on
brain research. Incorporates new
thinking into lesson presentations.
Demonstrates competence
in learning most of the
content of the course
Does not exhibit a clear
understanding of the course
content
Presentations
Utilizes the proper use of
instructional strategies &
uses available resources
Utilizes the proper use of
some instructional strategies
& uses most resources
Does not exhibit using the
instructional strategies
properly
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Mississippi Bend Area Education Agency
Course Syllabus
RUBRIC FOR CLASS PRESENTATION
Presenter_____________________________________ Date___________
Evaluator_____________________________________
Rate each category from 5 – 1, please circle choice.
(5 being Excellent – 4 Good – 3 Average – 2 Fair – & 1 Poor)
Spoke clearly and confidently______________________________ 5 4 3 2 1
Effective introduction & ending_____________________________5 4 3 2 1
Knew the content area of the topic___________________________5 4 3 2 1
The information presented was clearly explained_______________ 5 4 3 2 1
Explained how the material presented supported class goals_______5 4 3 2 1
Gave clear responses to class questions_______________________ 5 4 3 2 1
Total points
__________
Comments __________________________________________________
__________________________________________________
__________________________________________________
Revised: 10-26-2010
Mississippi Bend Area Education Agency
Course Syllabus
Brain & Learning III
HYPOTHALAMUS
NEOCORTEX
CONTROLS APPETITE
HORMONE LEVELS
SEXUAL BEHAVIOR
SITE OF HIGH COGNITION
AND INTEGRATION OF
SENSORY INFORMATION
THINK TWICE LAST PART
TO FULLY DEVELOP
BASAL GANGLIA
HIPPOCAMPUS
PART OF MOTOR
CONTROL AND IN
PLANNING AND
STARTING ACTIONS
MANAGES PRE-FRONTAL
CRUCIAL TO MEMORY
AND LEARNING
OF FACTS
AMYGDALA
CEREBELLUM
RESPONSIBLE FOR
ANXIETY, FEAR & EMOTIONS
IMPULSE DECISIONS
AND SOCIAL SKILLS
MOTOR CONTROL
COORDINATION ,
SUPPORTS HIGH LEVEL
OF LEARNING ESPECIALLY
MATH, MUSIC
BRAIN STEM & SPINAL CORD
IMPORTANT FOR REGURGITATION
AND PAIN SENSATION
CORPUS CALLOSUM
CONNECTS LEFT AND RIGHT
BY A BUNDLE OF NERVES
MAY BE INVOLVED IN
PROBLEM SOLVING
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