HUMAN LEARNING AND COGNITION

Dr. Linda Olivaoffice:ACAD IV, A-Wing,Room 429410455-2382e-mail - oliva@umbc.eduHome Page on the World Wide Web - http://umbc7.umbc.edu/~oliva

"Teaching is even more difficult than learning. We know that but we rarely think about it…teaching is even more difficult than learning because what teaching calls for is this: to let learn. The real teacher, in fact, lets nothing else be learned than – learning. The teacher is ahead of his apprentices in this alone, that he has still far more to learn then they – he has to learn to let them learn. The teacher must be capable of being more teachable than the apprentices."M. Heidegger

Course Overview

Human Learning and Cognition examines prominent theories of human development and cognition and their relevance to teaching and learning processes. Participants also explore human learning research from various perspectives.Through diverse instructional formats and interaction patterns, participants cultivate an ability to use research findings and experiential knowledge to improve educational practices.The course is designed to address characteristics of teaching and learning as specified by the Essential Dimensions of Teaching (Maryland State Department of Education), the Dimensions of Learning (McREL Institute), and the Interstate New Teachers Assessment and Support Consortium (INTASC).

Required Readings:Handouts and web-based readings will be assigned in class.

Recommended Text:Ormrod, J. E. (1999).Human learning (3^rd ed.).New Jersey:Merrill.

Course Activities

This course is designed as a participatory seminar that is carried out in the classroom and in an on line-learning environment.Course content is explored through discussions, reflective writing exercises, group exercises, reading assignments, student presentations, learning projects, and resources on the World Wide Web.

Learning Outcomes:

1.Apply theories of cognition and learning to the teaching/learning processes.

2.Critique cultural assumptions of major theories of development and learning.

3.Identify teaching behaviors associated with various humanistic, behavioral, social, and cognitive approaches to instruction.

4.Utilize research-based practices to guide understanding of teaching.

5.Engage in self-reflection and collegial dialogue to analyze and improve professional practice.

6.Evaluate various teaching methods and strategies.

Class Attendance
Attendance and participation in class activities are essential components of the learning process.Students are expected to fully attend every scheduled class. In the event of a missed class, it is the student's responsibility to obtain announcements and materials from their classmates or the class web site. Since attendance is such an important part of this course, please do not miss a scheduled class without contacting me in advance.

Late Policy and Incompletes

All work should be submitted by the due date. In the case of an emergency, students may request an extension prior to the due date.The scores of assignments handed in late will most likely be reduced by at least 15%.Students who have completed over 80% of class activities and are unable to complete course requirements due to extreme personal circumstances may submit a written request for an Incomplete.

Course Requirements

1. Please read assigned materials in advance of scheduled class.
   
   

3. Each student will be a member of a "Book Club" that is charged to collectively explore a book and make a presentation that illustrates the main points of book and promotes discourse about the topic. This activity is graded on a group basis. A more complete description of this requirement is included in syllabus.

4. Five written asynchronous discussions on relevant topics will be hosted in the class on-line environment. Students must complete one main posting on each of these Discussion Boards that demonstrates their mastery of scheduled topics.  The main posting must be in-depth, well supported, substantiated by a strong reference, and be the equivalent of at least two full pages of text. To get full credit for the online Discussion Board activities, students must also actively engage in a written dialogue as demonstrated by making at least two meaningful replies to classmates’ main postings. Each Discussion Board has a particular content focus and some prompts for reflective writing. Students are encouraged to construct postings that explore issues about the scheduled topic that are most relevant to their own interests.
   
   
5. The main products of this course are a service learning experience and journal that promotes meaningful learning and the integration of theory, research and practice. See Service Learning handout for complete details. Students who are not able to fulfill the service learning requirements may opt to construct a major scholarly paper that applies major theories of learning and cognition with current research and practice.
   
   

 

Book Review	6 points
8 In class learning tasks– 4 points each	32 points
5 On line learning tasks– 4 points each	20 points
Service learning project	42 points
TOTAL	100 points

 

Grading  Scale

A 90 – 100 pts.

B  80 - 89 pts.

C 70 - 79 pts.

D 60 – 69 pts.

F below 60 pts.

CLASSROOM MEETINGSHuman Learning and CognitionWednesdays 4:30 –7 p.m.

Necessary changes to this schedule will be announced in advance.

 

Session	Date	Topics  Assigned and suggested readings and resources will be distributed in class and posted in the course web environment.
1	1/30	Introduction to the Processes of Learning and Cognition Research Methodologies
2	2/6	Nature of Intelligence Behaviorist Views of Learning  Social Learning
3	2/20	Developmental Issues and Student Diversity Language Acquisition  Perception and Attention  Neural Processes in Learning
4	3/6	Cognitive Views of LearningMemory MetacognitionTransfer of Learning  Problem Solving Strategies
5	3/13	Service Learning Forums – ATTEND ONE OF FOLLOWING SESSIONS: 4:30 – 5:30 p.m. OR 5:45 – 6:45 p.m.
6	4/3	Effective Teaching Strategies Orchestration of Methods  Technology Enriched Learning Environments  Motivation and Learning
7	4/17	Book Club Presentations
8	5/1	Revealing and Assessing Learning Accountability
9	5/8	Service Learning Experience Poster Session

Course Web Environment

Academic Integrity

I am strongly committed to upholding standards of academic integrity.All class members assume responsibilities of an active participant in UMBC’s scholarly community in which academic work and behavior are held to the highest standard of honesty.Cheating, fabrication, plagiarism or helping others to commit these acts are all forms of academic misconduct and will result in disciplinary actions.I look forward to participating in a course culture that reflects academic integrity and facilitates the best work from us all. Please see the complete student academic conduct policy or contact me for further information or clarification,

Discussion  Board	TOPIC	AVAILABLE	POSTINGS DUE	RESPONSES DUE	SCORED BY
#1	Behaviorist Views of Learning Social Learning Intelligence	1/30	2/8	2/15	2/18
#2	Developmental Issues and Student Diversity Language AcquisitionPerception and Attention Neural Processes in Learning	1/30	2/22	3/1	3/20
#3	Cognitive Views of LearningMemory Metacognition Transfer of Learning Problem Solving Strategies	2/6	3/8	3/15	3/20
#4	Effective Teaching Strategies Orchestration of Methods Technology Enriched Learning Environments Motivation and Learning	2/20	4/5	4/12	5/12
#5	Revealing and Assessing Learning Accountability	3/6	5/3	5/10	5/12

Book Club Description and Scoring Criteria

This assignment involves an in-depth and critical review of a current book in a cooperative learning group.Please use your book club to significantly explore and share perspectives about the content and quality of the book.Group members will make a presentation to the class about the essential messages and themes of the book as well as a critique.Club members should also host a discussion about the implications of the book.Ensure that all students in the book club participate in the review and presentation.All club members will receive the same score.Please distribute a complete citation of the book to class members and bring a copy of the book for review.Book Clubs will make their presentations on April 17, 2002.

This assignment will be scored by the following criteria:

 

Criteria	Possible Points
Articulation and exploration of the themes and messages of book	2
critical analysis of book	2
quality/depth of discussion, originality, and creativity	2
TOTAL	6 points