ST. PETERSBURG COLLEGE
COLLEGE OF EDUCATION
"Preparing students to serve as effective, reflective and caring teachers."
COURSE SYLLABUS
EDF 4264
Learning Theory and Instruction
This syllabus course calendar and other attending documents are subject to change during the semester
in the event of extenuating circumstances.
Course Prefix:
Section #:
Credit Hours:
Co-requisites:
Pre-requisites:
EDF 4264
1657
Three
None
Admission to EPI-CT, or ICERT-NO, or RCERT-NO
Day, Time and Campus:
Modality:
Professor:
Office Hours:
Office Location:
Office Phone:
Email Address:
Tuesday
6:00-9:55
Blended
Michael T. Poulin
As Posted
Clearwater
NM 138
727-791-2788
Poulin.Michael@spcollege.edu
Clearwater
ACADEMIC DEPARTMENT: College of Education
Dean:
Office Location & Number:
Kimberly Hartman, Ph.D.
Tarpon Springs
BB 101
I. COURSE DESCRIPTION
This course is designed to cover principles of learning and student development and their applications to learning/teaching
situations. Self-concept, motivation, views of intelligence and assessment are examined with opportunities to analyze
teaching/learning episodes and to develop a repertoire of teaching approaches. Emphasis is placed on the interaction
between the role of the teacher and the needs and learning styles of students at various developmental ages and stages.
Teacher candidates create coherent, meaningful learning experiences using the major philosophical foundations of education
to develop learners’ competence in subject matter knowledge. Teacher candidates evaluate the suitability of the content
against learner intellectual, social, emotional, and physical characteristics.
II. MAJOR LEARNING OUTCOMES
1. The student will incorporate the fundamentals of curriculum development into lesson design by:
a. defining curriculum methods and strategies.
b. creating instructional plans that include appropriate ESOL and ESE accommodations.
c. selecting instructional goals that represent high expectations for students based on Next
Generation Sunshine State Standards and/or Common Core State Standards, depending on subject
matter.
Syllabus Coordinator: Michael Poulin
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Summer 2015
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d. selecting instructional goals that reflect important learning and conceptual understanding, and the
Next Generation Sunshine State Standards and/or Common Core State Standards depending on
subject area.
e. selecting instructional media and technology to support student needs, curriculum, instruction and
assessment.
f. constructing assessments based on identified objectives.
g. identifying teacher actions needed to begin, maintain and end a lesson.
h. applying the appropriate instructional strategies: learning how to learn, deduction and induction,
inquiry/discovery, lectures, questions and practices into lesson design.
i. self-assessing lesson plans on the basis of criteria set forth in Danielson’s A Framework for
Teaching (1996).
j. using brain-based learning and instruction in the classroom.
2. The student will evaluate the issues related to physical, cognitive, emotional, social and moral
development by:
a. naming the major contributors to physical, cognitive, emotional, social and moral development.
b. describing the characteristics of physical, cognitive, emotional, social and moral development.
c. analyzing the effect of student development on learning, given specific teaching/learning
situations.
d. distinguishing between cognitive and affective domains using Bloom's Taxonomy.
3. The student will explain the principles and contributions of major learning theories by:
a. contrasting empiricism and rationalism.
b. describing principles of constructivism.
c. listing contributors to behaviorism, Gestalt psychology, psychodynamics and developmental
psychology.
d. describing principles of each of the major learning theories.
e. distinguishing between classical conditioning and operant conditioning.
f. analyzing the use and effectiveness of learning theory given a specific classroom situation.
4. The student will evaluate the issues related to self-concept, motivation, views of intelligence and
assessment by:
a.
b.
c.
d.
e.
f.
stating examples of self-concept, self-esteem and self-efficacy.
describing the differences between extrinsic motivation and intrinsic motivation.
discussing the relationship of different learning theories to motivation.
identifying the origin and limitations of intelligence tests.
examining issues related to multiple intelligence and the impact on teaching/learning situations.
analyzing issues related to assessment of learning.
5. The student will apply knowledge of student development and learning to observed teaching/learning
situations by:
a.
b.
c.
reflecting on an observed teaching/learning situation and describing how student development
and learning theory impacted the situation.
describing techniques and strategies that promote or enhance critical, creative, and evaluative
thinking capabilities of students.
reflecting on an observed teaching/learning situation and describing how knowledge of student
development and learning theory could be used to increase the effectiveness of the situation.
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III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS
A. Required Textbooks
Textbook(s)

Required : Strategies and Models for Teachers: Teaching Content and Thinking Skills, 6th
Edition. Authors: Eggen, P., & Kauchak, D. ISBN: 9780132179331
Recommended • Effective Teaching Methods Plus MyEducationLab with Video-Enhanced,
8th Edition. Author: Borich, G. ISBN: 9780133400755•
Human Learning, 7th Edition,
Author: Ormrod. ISBN: 9780132595186
Students using eBooks must have access to the eBooks during class sessions.
B. Supplemental Material
Resources:
Materials:
Library:
http://www.spcollege.edu/libraries/
C. Technology
Technology is an essential tool for receiving and developing instruction. Students are expected to reference ANGEL
continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or
familiarize themselves with PowerPoint presentation methods.
The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to
disseminate information and engage preservice learners and students.
All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)
D. Supplies
IV. COURSE REQUIREMENTS & EXPECTATIONS
A. School Based Hours Course Requirements
This course requires NO hours of observation/participation in an appropriate classroom setting as approved by the Office of
School Partnerships.
B. ALL Course Assignments
Assignment Title
VARK Survey & Discussion
Lesson Plan Draft
Case Study Analysis Assignment
Lesson Plan
Jing Online Oral Presentation
Classroom Motivation Activity
Video Evaluation of Lesson Plan
Lesson Plan Presentation
Final Exam
Total Points for Course
Syllabus Coordinator: Michael Poulin
Points
25 points
50 points
75 points
100 points
100 points
75 points
75 points
100 points
100 points
700 points
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UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least
75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in
order to successfully pass the course.
FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’
score on the line item of the rubric for assignments aligned to FEAP standards. For example, a 3 (Progressing)
or 4 (Target) is required in courses prior to final internship and a 4 (Target) is required for final internship in
order to successfully pass the course.
If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may
have an opportunity (within the term) to work with the instructor to improve the understanding of the concept.
The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the
event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.
Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical
Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table above.
* Assignments labeled with an (*) denote required assignments that must be passed at 75%.
For courses with lesson planning:
Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.” It means that,
if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then
rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment. Anything
adapted or used verbatim must be cited with credit given to the author(s). This includes specific citations on all supplementary
materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work. This applies to all COE
lesson plans unless the instructor directly specifies otherwise.
V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI
A. COE SYLLABUS STATEMENTS
https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing
B. SPC SYLLABUS STATEMENTS
http://www.spcollege.edu/addendum/
Each student must read all topics within this syllabus and the content of the links. If the student needs
clarification on any items in the syllabus or linked statements, he/she should contact the course
instructor.
If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters
set in this syllabus and any syllabus addendum.
VI. CALENDAR AND TOPICAL OUTLINE
Actual meeting dates for EDF 4264 Summer 2015:
5/19
5/26
6/2
6/9
EEX 4084 Dr. Dupoux’s class meets
2nd nite we meet
EEX 4084 Dr. Dupoux’s class meets
4th nite we meet
Syllabus Coordinator: Michael Poulin
EDF 4264 1657
Summer 2015
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6/16
6/23
6/30
7/7
7/14
7/21
EEX 4084 Dr. Dupoux’s class meets
6th nite we meet
EEX 4084 Dr. Dupoux’s class meets
8th nite we meet
EEX 4084 Dr. Dupoux’s class meets
10th nite we meet-Final Exam
Date
Readings & Assignments
Topic
Weeks 1 & 2
Module 1:
Introduction to Course
The Brain and Memory
Learning Styles &
Teaching Strategies for
presenting information to
Students
Introduction to Lesson
Plan Template & Content
ELL & ESE
Accommodations
Weeks 3 & 4
Weeks 5 & 6
Weeks 7 & 8
Eggan & Kauchuk Ch. 1 & 3
Week 1:
Complete the VARK survey online (http://www.varklearn.com/english/page.asp?p=questionnaire) and print out
your results. Bring the results to class for a class discussion. In
the class discussion, you will explain what you may have
thought about your learning style before taking the online
survey as well as your thoughts after taking the survey. Also,
you will discuss strategies that were suggested and/or that you
currently use that help you learn and retain new information.
Week 2: Lesson Plan Draft
Module 2:
Read: Eggan & Kacuchuk Ch. 2
Physical, Cognitive,
Social, and Moral Dev
Week 3: Lesson Plan Draft due online
Week 4: Case Study Analysis Assignment due
Workshop Lesson Plans in class
Module 3:
Read: Eggan & Kauchuk Ch. 4-7
Behaviorism –Ch. 3
Week 5: Jing Theorist Oral Presentations online
Social Cognitive Theory
Ch. 6 & 7
Week 6: Lesson Plan Due
FEAP 1a., 1c., 1f., 3e.
Module 4:
Read: Eggan & Kauchuk Ch. 8-10
Constructivism Ch. 12,
13, & 14
Week 7: Video Lesson Evaluation Assignment
Week 8: Classroom Motivation Activity
Motivation Ch. 16 & 17
Weeks
9 & 10
Module 5:
The Learning
Environment –
Approaches to Teaching
Week 9: Lesson Plan Presentations in class
Week 10: Final Exam
Course Review
Syllabus Coordinator: Michael Poulin
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Summer 2015
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VII. Uniform Core Curriculum Assignments
Uniform Core Curriculum Descriptor
FEAP 1.a. Aligns instruction with state-adopted standards
at the appropriate level of rigor.
FEAP 1.c. Designs instruction for Students to achieve
mastery.
FEAP 1.f. Develops learning experiences that require
students to demonstrate a variety of applicable skills and
competencies.
Assignment Title / Connection to Competency
Lesson Plan
Teacher Candidates will develop a lesson plan that
aligns with Florida State Standards and includes
learning experiences that require students to
demonstrate mastery of a variety of applicable skills
and competencies. The content of the lesson plan will
allow students to relate and integrate the subject
matter with other disciplines and life experiences
FEAP 3.e. Relate and integrate the subject matter with
other disciplines and life experiences.
Syllabus Coordinator: Michael Poulin
EDF 4264 1657
Summer 2015
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