Loyola University of Chicago
School of Education
Curriculum and Instruction Department
Fall Semester, 1999
Loyola University of Chicago
School of Education
Curriculum and Instruction Department
Fall Semester, 1999
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Course title: Credit hours: Instructor:
Class location/time:
Class dates: Office location/hours: |
CIEP 557
Section TBA Seminar in Learning Theory and Teaching 3 Kenneth Kaufman, Ed. D.
Elgin D2 Cohort, Off-campus site
(9/10,11) (10/2,3) (11/5,6) (12/3,4) Loyola Mallinckrodt, Room 260 B
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Course Description: Advanced readings in behavioral and cognitive instructional psychology are studied and critically examined. Inquiry will span the full range of ideological beliefs and initiatives ranging from the critical theorists to the conservatives. A dialogical-dialectical communications environment will prevail in class. Communication will situate a group dialogue making reasoning, planning and monitoring public and shared (J. Bruer, 1994)
Selected representative learning theories and accompanying pedagogical implications will be examined. For each theory identified the class will probe with Socratic-type questioning and organizational mental modeling for clarification and elaboration of: assumptions, evidence, viewpoints, implications and consequences.
A special strand of this course will be the examination of the link
between movement and cognition. Researchers have verified that "the part
of brain that processes movement is the same part of the brain that processes
learning ( E. Jensen, 1998). Throughout the course intervals of movement
and the arts will be interspersed with the traditional more sedate learning.
Course Objectives
Participants will evidence a level of mental representation or analysis which enables them to articulate their conceptual structure/scheme/mental model, images of functional theories of learning
Participants will evidence the ability to articulate and apply the concept of "restructuring" (i.e., creation of new schemata) both globally and domain specific.
Participants will evidence knowledge across a continuum of contemporary learning theories and accompanying pedagogical implications (i.e., instructional methods and content of teaching).
Participants will apply critical thinking techniques, visual tools and organizational learning models (e.g., reflection and inquiry) to their examination of contemporary learning theories and accompanying pedagogical implications.
Participants will develop and articulate a point of view and supporting premises and assumptions about selected contemporary learning theories and accompanying pedagogical implications; they will describe convincingly what they believe, what they are doing and why they are doing it (i.e., their internal model).
Participants will focus some but not all inquiry on their reform initiative.
Evaluation Criteria
Active evidencing during classroom dialogue of constructing knowledge by speaking with fluency about course concepts and by posing questions and problems pertinent to course concepts and objectives.
Representing knowledge structures both globally and in the content domain of your choice by using the meta-cognitive tool of concept mapping (individually or in groups).
Developing/posing focus questions or problems that require drawing inferences as a reading guide for classmates.
Creating or collaborating in the creation of brain-compatible mini learning experiences (movement and fine art) for incorporating into the eight seminar sessions for this class.1
1 Based on Eric Jenen’s brain compatible theory, see Celebration and Physical Rituals, p. 80, and the Movement and Learning suggestions p.88 for learning experiences to complement and enhance classroom learning.
Final Exam – Participants will articulate, orally, a point of view and supporting premises and assumptions about selected contemporary learning theories and accompanying pedagogical implications; they will describe convincingly what they believe, what they are doing and why they are doing it, i.e., their "internal model" … As related to learning theory.
Resources
(Each participant needs to acquire only 1 text. Because the Shunk and Uljens books are more expensive, two participants may share in the cost of one book. As the semester progresses we will exchange all of the books regularly so that you will do some reading in several different resources.)
Hyerle, D. (1996). Visual Tools for Constructing Knowledge. Alexandria, VA: Association for Supervision and Curriculum Development.
Jensen, Eric. (1998). Teaching with the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development.
Phye, G.D. (Ed.). (1997). Handbook of Academic Learning: Construction of Knowledge. N.Y: Academic Press.
Senge, P ( 1994). The Fifth Discipline Handbook.
Shank, R. and Cleary C. Engines for Education. Hillsdale, NJ: Lawrence Erlbaum Associates Publishers
Shunk, Dale (1996). Learning Theories (2nd Ed.) Englewood Clifs, NJ: Prentice Hall, Inc.
Uljens, M. (1997). School Didactics and Learning. East Sussex, U.K.: Psychology Press Ltd.