DR. SUSAN C. BARFIELD PHONE: (406) 657-2316
E-MAIL: firstname.lastname@example.org OFFICE: COE 271
OFFICE HOURS (COE 271): Wednesdays 8:00 a.m.-12:00 p.m.
Tues. and Thurs., 7:30-8:15 a.m. (and by appt.)
Mayer, R.M. (2008). Learning and Instruction. 2nd Edition. Merrill /Prentice Hall.
Additional Required Readings are found in the Library and on Electronic Reserve through MSU Billings Library; course EDF 250, instructor Bohlmann.
This course focuses on human learning as it provides the basics for instruction and classroom management. The course provides comprehensive coverage of the principles, concepts, and implications of human learning from classical, operant, social learning and cognitive paradigms. It covers measurement, similarities and differences in learners, management and discipline strategies, and related corollaries of human learning applied to instruction.
Admission to the University.
The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches as well as the historical-legal-philosophical foundations of education. The teacher creates learning experiences that make these aspects of subject matter meaningful for students.
Standard 2: Student Development
The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development. MSU Billings teacher education candidates understand differences among groups of people and individuals. In the context of human similarity, candidates are aware of United States and global diversity, respect and value differences, recognize that students and their families may hold different perspectives and strive to meet individual student needs. (MSU Billings definition of diversity, 2001)
Standard 3: Diverse Learners
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Montana educators understand and teach with attention to the cultures of Montana Indian nations.
Standard 4: Multiple Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving.
Standard 5: Motivation & Management
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Standard 6: Communication & Technology
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Standard 7: Planning
The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Standard 8: Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Standard 9: Reflective Practice: Professional Development
The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others and who actively seeks out opportunities to grow professionally. MSU Billings teacher candidates demonstrate professional dispositions both on and off campus.
Standard 10: School & Community Involvement
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
The instructor will structure class meetings to 1) clarify the course readings, 2) expand upon the material that is presented in the course readings, 3) provide structured opportunities for discussion of the course material and experiences, and 4) provide activities to assist the integration of the course content. Early in the semester, students will be formed into semester long team-based learning groups. These groups will meet in class in the completion of class activities, film discussions, and case studies. Team-based learning groups will also collaborate on leading an in-class presentation. Groups will be expected to meet outside of class time in preparation for leading the presentation discussion.
Students are expected to come to class prepared for active participation in instructional conversation by having completed prerequisite reading and assigned work. Students will have verbal and written opportunities to explicate their understanding and will receive feedback on their understanding and progress. In this course, as in others, what you, as students, gain from the course is proportional to what you put into the course. This is especially true of your treatment of the course content outside of class. University guidelines delineate that a student should expect to spend approximately three hours working on course material for every hour of class time. Thus students should spend 9 hours of dedicated time outside of class for a 3.0 credit course. Further, it is understood that course work may require more time, depending on the individual student’s background knowledge and work habits. A single reading of course material will prove inadequate. Generally, it is to the benefit of students to read as much of each set of material as early as possible.
All written assignments completed outside of class for this course are to be typed or word-processed. As appropriate, written assignments should follow APA format – not limited to but to include 12 pt font, 1 inch margins, standard typeset. Papers will be graded on content, logical consistency, and overall quality of expression. The instructor reserves the right to return un-graded papers in which the quality of writing interferes with the communication of the content of the paper. Late assignments will have 5 points per week deducted from the total score received on that assignment. Revisited papers will lose 5 points and must be turned in one week after they are returned. Assistance in writing is available at the Academic Support Center.
Assignments are due in class on the indicated due dates. If you are unable to be in class on the day an assignment is due, you must turn the paper in prior to the due date or make arrangements with the instructor in advance.
Unless absence from class is prolonged or interferes with the completion of an exam or assignment, it is not necessary to notify the instructor. Material covered during a student’s absence remains the responsibility of the student. In-class activities, to include case studies, quizzes, and presentations missed cannot be made up.
Students violating university policies regarding academic misconduct (which includes cheating, plagiarism, fabrication, or misrepresentation) or personal misconduct, as explained in Part IX, section B.1.A. Code of Conduct, of the Student Handbook, will be dealt with according to the specified disciplinary procedures outlined in Part IX, B.1.B.
Part IX, B.1.B: When academic dishonesty occurs or is alleged to have occurred, the instructor has the right and obligation to take appropriate action, which may include a verbal or written reprimand or warning, a grade of “F” (failure for the assignment or test involved or a grad of “F” for the course. The instructor is also to refer the incident for possible institutional adjudication as outline in Part IX, B, 4.
Cell phone use (to include text messaging) is not permitted in class. If you are expecting a serious call (e.g., family member illness) during class time, please inform the instructor before the start of class, set your phone to vibrate and leave the room to take the call.
Dispositions and Conduct of a Professional. It is important for students to understand that this course is foundational to the teaching profession. As a pre-service teacher, you are expected to display the dispositions and conduct becoming a professional. According to the National Council for Accreditation of Teacher Education (NCATE) dispositions are defined as
the values, commitments and professional ethics that influence behaviors toward students, families, colleagues and communities and affect student learning, motivation, and development as well as the educator’s own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice (NCATE, 2002, p.53).
ASSIGNMENTS (Assignments support INTASC Standards as indicated in parentheses)
High Yield Learning Activities (HYLA1 and HYLA2): There will be two High Yield Learning Activities during the semester. These activities are completed outside of class and ask students to apply course content. HYLAs will typically ask students to complete an interactive activity and provide a written report. Written directions for each HYLA will be provided as the semester progresses. Each HYLA is worth 25 points. The total for both HYLAs is 50 points. (Standard: 1, 2, 3, 4, 5, 9).
Group Presentation on Instruction: This activity will consist of a group presentation followed by leading a class discussion on a chapter from our text and the information it provides relative to the processes of learning and teaching. This project will be explained in detail early in the semester and a grading rubric will be provided. This assignment will be completed in team-based learning group. Evidence of preparation for the discussion will be graded on an individual basis with one grade being assigned to the entire group for the presentation and facilitation of the discussion (group members will also evaluate your participation). The assignment is worth 75 points. (Standards: 1, 3, 5, 6, 7, 9, 10).
Current Issue Journal Article PP and Discussion: To enhance your understanding of topics within educational psychology, to expand your research abilities, and to allow you to pursue additional related topics of personal interest, you will read a research article from a professional journal and prepare a PowerPoint presentation (no more than 10 slides). Write a summary of the article, including a brief description of the research and the author(s)’ conclusions. Explain how the research may or may not contribute to your profession, and give reasons why you believe you will or will not use this research in your profession. Journal articles must be current (written in or after 2009). Non-professional internet sources are not acceptable. Post your PowerPoint in D2L under DISCUSSIONS (must have the entire presentation on ONE file). Label your file with your last name and the PP topic. Presentations are due Monday, Oct. 18th so that online D2L discussions can be conducted the week of Oct. 18-22. You are expected to review at least three PP presentations and contribute to their discussions as well as facilitate for your own presentation (include an initial discussion question on Monday). This project is worth 25 points. (Standards: 1, 3, 5, 6, 7, 9, 10).
Class Participation and Professionalism: Attendance is a must in order to participate. Any student who misses more than one class during the semester should expect that the grade for participation will suffer. Attendance therefore is necessary but not sufficient as class participation. Professional behavior includes good attendance and active participation, handing in assignments on time, quality written work, cell-phones silence during class time, arriving on time and not leaving before the class is over, respect for alternative perspectives, not conducting personal conversations when others are speaking, participating in discussions but not monopolizing them, etc. In order to facilitate evaluation of each student’s contribution to class, one part of the final exam will consist of a self-evaluation of one’s participation. This will be used to assist in assigning points for this criterion. This category constitutes 50 points (2 pts./day). (Standard: 9, 10).
Quizzes: Quizzes will address course readings and content discussed in class. Quizzes will be conducted during class time and cannot be made-up if missed. Each quiz is worth 25 points.
Final: There will be one cumulative exam during the semester. The format will be discussed in class. Make-up exams will be permitted and arranged only in extreme circumstances. The final will be worth 50 points. (Standard: 1, 4, 5, 8).
Late assignments will have 5 points per week deducted from the total score received on that assignment. Revisited papers will lose 5 points and must be turned in one week after they are returned. Due to the large amount of spam on my computer, all email correspondence should include the class and section, your name, and the subject in the SUBJECT area of the email message (ex: SUBJECT: “EDU 397 Smith Question”)
All written and oral work will be evaluated with attention to accuracy, insight, form and substance, clarity, and composure in the case of oral work.
· insight well beyond mere correctness & flawless writing—indicates superior work—no suggestions for improvement are necessary
· accurate extension of concepts, insight & very well written—indicates excellent work—few suggestions for improvement are necessary
· accurate interpretation & written without errors—indicates above average
· generally accurate ideas & written without major errors—indicates passing
· flawed ideas & flawed writing—indicates much work needed to pass course
· major errors in ideas & major flaws in writing—indicates failure on this work
The final grade for the course will be based upon the total points accumulated.
Group Presentation on Instruction 75 pts. 75 pts.
Current Issue Journal Article PP and Discussion 25 pts. 25 pts.
Participation and In-class Activities 50 pts. 50 pts.
Quizzes 25 pts. each X 2 50 pts.
Final 50 pts. 50 pts.
TOTAL NUMBER OF POINTS 300 pts.
A- 276-284 pts.
B+ 268-275 pts.
B 260-267 pts.
B- 252-259 pts.
C+ 244-251 pts.
C 236-243 pts.
C- 228-235 pts.
D+ 220-227 pts.
D 212-219 pts.
D- 204-211 pts.
F below 203 pts.
Students with Disabilities:
MSU Billings is committed to providing equal access. If you anticipate barriers related to the format or requirements of this course, please meet with me so that we can discuss ways to ensure your full participation in the course. If you determine that disability-related accommodations are necessary, please contact Disability Support Services (located in the Academic Support Center). We can then plan how best to coordinate your accommodations.
Sept 9 Course Overview
14 Introduction to Learning and Instruction (Chapter 1)
21 Learning to Read Fluently (Chapter 2)
23 Learning to Read for Comprehension (Chapter 3)
28 Learning to Write (Chapter 4)
30 Learning Mathematics (Chapter 5)
Oct 5 Learning Science (Chapter 6)
7 Quiz #1 (Chapters 1-6)
12 Teaching by Giving Productive Feedback (Chapter 7)
Current Issue Topic Approved by Dr. Barfield
Current Issue Topic Approved by Dr. Barfield
Current Issue PP due posted on D2L
18 Current Issue PP due posted on D2L
19 Current Issues in Educational Psychology D2L Discussion
21 Current Issues in Educational Psychology D2L Discussion
Nov 2 ELECTION DAY – No classes
4 Teaching by Explaining Examples (Chapter 9)
9 Teaching by Guiding Cognitive Processing During Learning (Chapter 10)
11 VETERAN’S DAY – No classes
16 Quiz #2 (Chapters 7-10)
18 Teaching by Fostering Learning Strategies (Chapter 11)
HYLA 2 NCLB due
23 Teaching by Fostering Problem-Solving Strategies (Chapter 12)
Dec 2 Teaching by Priming Students’ Motivation to Learn (Chapter 14)
Parental Influence and Motivation
7 Classroom Management Strategies & Working with Parents
9 Course Summary
FINAL: Tuesday, Dec. 14th 10:00-11:50 (Chapters 11-14)
FINAL: Tuesday, Dec. 14th 10:00-11:50 (Chapters 11-14)
Updated 12/1/10 (dates subject to change depending on class progress)