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Approved by Faculty Senate.
University Studies Course Approval
Department of Program: Education Course Number: 303/304/305 Semester Hours: 4 Frequency of Offering: Every semester Course Title: Human Development and Learning Catalog Description: This course introduces students to the psychological and social dimensions of learning and development and their influence on students’ participation in school. The course focuses on psychological theories of learning and development and the relationship between psychological theory and classroom practice in classrooms. This is an existing course previously approved by A2C2: Yes Department contact person: Melanie A. Reap E-mail: mreap@winona.edu University Studies Approval is requested in: Arts and Science Core - Social Science Special Note: The attached syllabus is for EDUC 305. The syllabi and course objectives for EDUC 303/304/305 are the same. The division is based on level of specialization – EDUC 303 for elementary education majors, EDUC 304 for middle school and K-12 education majors, and EDUC 305 for secondary education majors. Students at all levels complete a 40-hour field experience and take EDUC 310/311/312 concurrently. University Studies Social Science objectives: 1. Understand humans as individuals and as parts of larger social systems Historically, education has viewed the learner as being isolated from the larger social system or as being within the specific culture of the school. These remain valuable theoretical constructs; however, current educational thought emphasizes that although learners are individuals they inseparable from their cultural milieu. They are individuals within a society and we must understand both the individual learner’s differences and the culturally connected learning differences. In ED305, students gain an understanding of this through their field experience and reflective journal entries, and class discussion.
2. Understand the historical context of the social sciences EDCU 305, while providing a basic knowledge of educational psychology, also presents an overview of the foundations of American education. Through readings from pivotal documents in American education and readings about current issues in education, students are exposed to the historical context of American education. Students also gain an understanding of the views society has held about adolescents by viewing movies such as The Blackboard Jungle, Sixteen in Webster Groves, and Stand and Deliver.
3. Identify problems and frame research questions relating to humans and their experience In this course, student teams must complete a 30-minute presentation on a current issue in education. The students must give the historical context of the issue, current ideas on the issue, and recommend a solution to the issue. Ideas for the presentations usually parallel the students’ experiences in their field placement or emerge from their reflection on their own school experiences. 4. Become familiar with the process of theory-building and theoretical frameworks used by the social sciences This course provides a basic understanding of educational psychology from Behaviorism to Constructivism. More precisely, we look at how these ideas have been incorporated into classroom practice and how society has valued and devalued approaches over time. Students are also led though a process of identifying their own educational philosophy and coming to a synthesis of learning and discipline within a classroom setting.
5. Understand research methods used in the social sciences Observational studies, case studies, surveys, and action research form the processes by which students gain an understanding of social science research. The field experience provides a laboratory for students to apply research techniques discussed in the class. Each student is required to complete a research project and present the findings to the class. 6. Describe and detail discipline-specific knowledge and applications EDUC 303/304/305 is a course geared directly towards future teachers. Therefore, understanding discipline specific knowledge and the application of such knowledge is the raison d’être of the course. Included in this course is the study of motivation, peer influences, societal influences, procedural/conceptual knowledge, and classroom behavior management. Most if this is presented via case studies and some via lecture.
7. Understand differences among and commonalities across humans and their experiences as tied to such variables as gender, race, socio-economic status, etc… This objective is a given in any education course. One cannot study modern American schools and not look at and try to understand how gender, race and SES have an impact on classrooms. In the course, students are reminded of this fact through viewing movies and reading current articles. The content of the movies and articles is reinforced during the field experience. Reflective journal entries force students to confront their prejudices and biases and to develop the skills needed to perceive the impact such factors may be having on a classroom or school.
Course Syllabus College of Education Winona State University
Department: Education Date of Revision: Spring 2000 Course Number: ED 305 Title: Human Development and Learning
Number of Credits: 4 Frequency of Offering: Each Semester Prerequisite(s): Concurrent enrollment in ED 310 Grading: Grade only. As part of the professional education sequence, human development and learning must be passed with a grade of "C" or better. Students who do not meet this minimum requirement will not be permitted to continue through the sequence until the course has been repeated successfully. Course applies to: Elementary Education: Preprimary majors A. Course Description
2. Statement of the major focus and objectives of the course
Course Outcomes. The student will: KnowledgeUnderstand typical developmental progressions and ranges of individual variation within and across developmental domains. B. Understand differences in how students construct knowledge, acquire skills, and develop habits of mind. C. Know about areas of exceptionality in learning. D. Understand the impact of individual experience, talents, prior learning, language, culture, and family and community values on student learning. E. Understand the impact of life styles, culture and social economic status on learning. F. Understand human motivation. G. Understand the principles of effective classroom management and develop a range of strategies to promote positive relationships, cooperation, and a positive, productive learning environment. H. Understands the role of subject matter in school learning. I. Understand and identify different approaches to learning and performance (e.g. learning styles, multiple intelligences, and performance modalities). J. Understand the role of teacher as researcher. K. Understand the impact of teachers’ beliefs and behaviors on student learning. Skills L. Use student thinking, experiences, and strengths as a basis for growth and their errors as an opportunity for learning. M. Create learning environments which foster self-esteem and positive interpersonal relations among all students. Professionalism N. Understand that all children can learn at high levels. Practice O. Understands the Minnesota Graduation Standards and their impact on teaching 3. Course outline of major topics and subtopics
III. Developmental Domains
B. Cognitive
C. Psychosocial (personal/moral)
IV. Individual differences that affect learning
N. Low incidence V. Learning Environments A. Alignment with Learning Theory B. Creating Community C. Classroom management strategies D. Models of Discipline (Kohn, Glasser, Dreikurs, Gordon) 4. Basic instructional plan and teaching methods utilized
5. Course requirements
Methods of evaluations will be based on: A. Papers
Theories Meece, J. L. (1997). Child and adolescent development for educators. New York: McGraw-Hill.
7. References and Bibliography
8. University Studies objectives This course meets the following University Studies Social Science objectives: 1. Understand humans as individuals and as parts of larger social systems Historically, education has viewed the learner as being isolated from the larger social system or as being within the specific culture of the school. These remain valuable theoretical constructs; however, current educational thought emphasizes that although learners are individuals they inseparable from their cultural milieu. They are individuals within a society and we must understand both the individual learner’s differences and the culturally connected learning differences. In ED305, students gain an understanding of this through their field experience and reflective journal entries, and class discussion. 2. Understand the historical context of the social sciences EDCU 305, while providing a basic knowledge of educational psychology, also presents an overview of the foundations of American education. Through readings from pivotal documents in American education and readings about current issues in education, students are exposed to the historical context of American education. Students also gain an understanding of the views society has held about adolescents by viewing movies such as The Blackboard Jungle, Sixteen in Webster Groves, and Stand and Deliver. 3. Identify problems and frame research questions relating to humans and their experience In this course, student teams must complete a 30-minute presentation on a current issue in education. The students must give the historical context of the issue, current ideas on the issue, and recommend a solution to the issue. Ideas for the presentations usually parallel the students’ experiences in the field placement or emerge from their reflection on their own school experiences. 4. Become familiar with the process of theory-building and theoretical frameworks usedby the social sciences This course provides a basic understanding of educational psychology from Behaviorism to Constructivism. More precisely, we look at how these ideas have been incorporated into classroom practice and how society has valued and devalued approaches over time. Students are also led though a process of identifying their own educational philosophy and coming to a synthesis of learning and discipline within a classroom setting. 5. Understand research methods used in the social sciences Observational studies, case studies, surveys, and action research form the processes by which students gain an understanding of social science research. The field experience provides a laboratory for students to apply research techniques discussed in the class. Each student is required to complete a research project and present the findings to the class. 6. Describe and detail discipline-specific knowledge and applications EDUC 303/304/305 is a course geared directly towards future teachers. Therefore, understanding discipline specific knowledge and the application of such knowledge is the raison d’être of the course. Included in this course is the study of motivation, peer influences, societal influences, procedural/conceptual knowledge, and classroom behavior management. Most if this is presented via case studies and some via lecture. 7. Understand differences among and commonalities across humans and their experiences as tied to such variables as gender, race, socio-economic status, etc… This objective is a given in any education course. One cannot study modern American schools and not look at and try to understand how gender, race and SES have an impact on classrooms. In the course, students are reminded of this fact through viewing movies and reading current articles. The content of the movies and articles is reinforced during the field experience. Reflective journal entries force students to confront their prejudices and biases and to develop the skills needed to perceive the impact such factors may be having on a classroom or school.
Sample semester schedule for EDUC 303/304/305 – Human Development and Learning SCHEDULE OF TOPICS/EXAMS
University Studies objectives are listed in parentheses (Objectives 1,5,and 7 are also met via your field experience) WEEK 1 (2,4,7) Who are our students? Historical view – reading: Hard Times (excerpt) WEEKS 2, 3, & 4 (1,4,6) Constructivism – Social constructivism/Vygotsky Cognitive constructivism/Piaget Information Processing Model Social Cognitive Approach/observational learning – Bandura Behaviorism – Skinner WEEK 5 EXAM 1 WEEK 6 (1,2,4,6) Social, emotional and moral development: Bronfenbrenner Erikson Kohlberg Piaget Historical view – video: The Blackboard Jungle WEEK 7 (1,2,4,6) Multiple Intelligences theory – Gardner Historical view – video: Sixteen in Webster Groves WEEKS 8, 9, & 10 (1,3,5,6) Classroom management and behavior control Case studies WEEK 11 EXAM 2 WEEK 12 (1,2,4,6) Societal influences in schools Video – People Like Us Reading: - Savage Inequalities (excerpt), Other Peoples Children (excerpt) WEEK 13 Pulling it together and putting it to use Video: The First Year Reading: Educating Esme (excerpt) WEEK 14 Presentations WEEK 15 Presentations Debriefing on field experiences ALL WORK IS DUE BY THE END OF THIS WEEK. |