/ EDU 300
Fall 2013
Learning and Teaching in Middle and Secondary ClassroomsTuesday and Thursday 9:30 a.m. – 10:45a.m.
Webb 317
Instructor: Dr. Jeanne Carey Ingle,
Assistant Professor
Phone: 860.465.3786
Office: Webb 146 /
Mondays 2:00 –3:00
Tuesdays 1:00 –3:00
Wednesday 11:00-1:00
And by appointment

Catalog Description: This course presents an overview of theories of learning most applicable to the teacher’s task of promoting students’ learning in classrooms. The task of meeting the learning needs of students ranging from gifted to the various handicapping conditions is addressed as well as the process of matching teaching practices with the range of learning styles typical of secondary classrooms.

Course Objectives/Outcomes / Standards
Compare and analyze key concepts in behavioral, cognitive, and humanistic approaches to learning theory. / ACEI: 1.0
CCCT: I, 1.1, 1.2
NCATE: 1b, 1c, 1g, 4a
ECSU: 1.1, 3.1
Identify, compare, and summarize key characteristics in a variety of theories in children’s and adolescents psychological, cognitive, and moral development. / ACEI: 1.0
CCCT: I.1, I.2
NCATE: 1b, 1c, 1g, 4a
ECSU: 1.1, 3.1, 5.1
Relate theories of growth, development and learning to current instructional strategies, teaching methods and school-based practices. / ACEI: 1.0
CCCT: I.1, I.2
NCATE: 1b, 1c, 1g, 4a
ECSU: 1.1, 3.1
Recognize and apply learning theory as a tool in the design of instructional plans and learning contexts. / ACEI: 1.0, 3.1, 3.2, 4.0
CCCT: I.1, I.2, II.2
NCATE: 1b, 1c, 1g, 4a
ECSU: 1.1, 2.1, 2.3, 3.1
Explore and describe how students’ learning is influenced by a variety of factors, including home language, ethnic background, cultural values, and socioeconomic status. / ACEI: 1.0, 3.2
CCCT: I.1, I.2,
NCATE: 1b, 1c, 1g, 4a
ECSU: 1.1, 3.1, 5.1
Detail and interpret various instructional strategies and teacher behaviors/attitudes that seek to ensure all students achieve academic success in school contexts. / ACEI: 1.0, 3.4
CCCT: I.1, I.2, II.2
NCATE: 1b, 1c, 1g, 4a
ECSU: 1.1, 2.1, 2.2, 2.3, 2.4, 3.1, 5.1

ACEI: Association for Childhood Education International; CCCT: Connecticut’s Common Core of Teaching; NCATE: National Council for Accreditation of Teacher Education

ACCESSIBLITY STATEMENT:

/ If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact the Office of AccessAbility Services at 465-0189. To avoid any delay in the receipt of accommodations, you should contact the Office of AccessAbility Services as soon as possible. Please note that I cannot provide accommodations based upon disability until I have received an accommodation letter from the Office of AccessAbility Services. Your cooperation is appreciated.

ACADEMIC SERVICES CENTER:

/
Students are encouraged to use the support offered by the Academic Services Center located on the ground floor of the Library. Tutoring, Math, Writing, and supplemental Advising Services are available for students in the Center at the following times: Sun. 2-9; M.-Th. 9-9, Fri. 9-5. (Closed Sat.) For further information call 465-4272 or check the ASC website at
Changes to Course Syllabus: / Over the course of the semester there may be changes and adjustments to the course syllabus and assignments. Students will be notified of any changes to the syllabus in class and through Blackboard Vista.

Communication/Technology:

/ We will be using Blackboard for this course. It expected that all students have access to the internet, and are able to navigate within Blackboard on a weekly basis. Additionally, you will watch videos from the series: The Learning Classroom: Theory into Practice. You MUST have access to a computer that is able to view these videos.

Required Text:

  • Human Learning, 6th edition, (2012). Ormond, J.E., Pearson, Upper Saddle River, NJ
  • Secondary School Teaching, 4th edition (2011), Kellough, Pearson, Upper Saddle River, NJ

On-line Resources:

  • Common Core State Standards Initiative. (2010). Common core state standards, Retrieved from
  • Connecticut State Department of Education. (2010). 2010 Common Core of Teaching: Foundational Skills. Retrieved from
  • Bransfrod, J., Brown, A., Cocking, R.(Eds.) (2000). How People Learn: Brain, Mind, Experience, and School. National Research Council: Washington. (AVAILABLE on-line:

You may buy the book if you choose; it is expected that you will have access to the on-line version or a print version over the course of the semester.

  • - this is the link to part 2 but also links to part 1 – you need to watch both
  • The Learning Classroom: Theory to Practice, Background Reading text, available on-line at
  • You will be asked to watch videos from this series: The Learning Classroom: Theory into Practice
  • Please watch the documentary Bully – available on Netflix and on reserve at the library
  • PBS.org: 180 Days: A Year Inside an American High School:

There are 2 –2-hour episodes – you are responsible for watching all 4 hours on your own.

Optional Text:

  • Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement, 2nd edition, (2012). Dean, Hubbell, Pitler, and Stone.ASCD, Alexandria, VA
  • Making content comprehensible for English learners.4th edition, (2013)Echevarria, J., Pearson.Upper Saddle River, NJ

Supplemental chapters and articles will be made available by the instructor over the course of the semester or will need to be accessed via on-line resources by the students.

Course Expectations:

  • It is expected that you attend the weekly class. This course is designed as a student-centered course, where we will engage in discussions, assignments, and activities during class time. These activities provide you with an opportunity to deepen your understanding of the theories and concepts presented in the readings and during class. Your active and engaged participation in each class meeting and on any on-line discussion posts will be vital to your learning in this course. In addition, successful completion of numerous class assignments is contingent on your collaborative participation in various in-class activities related to the assignment. There is no way to “make up” whatever might be missed if you do not attend. Thus, your attendance and active participation are a vital aspect of your learning in this course. Missing one class is equivalent to missing a week’s worth of classes. Significant absence from class will impair your ability to successful complete assignments for this course and will impact final grade for the course. If you must miss a class, please inform the instructor of prior to your absence OR as soon as possible after the absence. The instructor does not distinguish between reasons for absence. After two absences from class, each additional absence will result in a drop in your final grade by half a grade. (Adjustments and exception to this policy may be made at the discretion of the instructor for students who develop significant illness that require more than a week absence from class, or if extenuating circumstances arise.)
  • This course will require a commitment of your time both during class and on out of class assignments. The weekly class is two and one half hours total. In addition, you should plan on between 3-5 hours of course reading and assignments weekly. This will include course readings, completion of course assignments, watching related videos and/or reading web-pages, and communicating via email and/or on-line discussions.
  • This course relies on your willingness to engage in discussions and activities with your classmates. It is expected that all students will adhere to accepted codes of ethical, personal, and civil conduct when during classroom discussions and/or when using email or on-line discussions. Please review university policies in this regard.
  • It is expected that you will complete all assigned reading and view any assigned videos prior to the class period when they you are assigned. This includes all reading, not just those that are required for completion of the reading response assignments. In addition, you must view assigned videos and/or web-pagesprior toeither classroom or on-line discussions. Lack of preparedness on a consistent basis will impact your final grade.
  • Because most of the assignments are directly attached to classroom-based activities and discussion, it is vital that assignments are completed on time. Assignments will be given due dates, and it will be to your benefit as a student to get these assignments done by those dates, as these assignments align with the topics of our weekly classes. Assignments will be accepted up to two weeks after the due date, however, points will taken off if an assignment is late. Assignments will not be accepted two weeks after the due date and will receive a “0”. (Exceptions to these policies will be made at the discretion of the instructor if extenuating circumstances arise, but these must be discussed and negotiated PRIOR to the due date for an assignment).
  • Assignments maybe submitted electronically via the assignment drop box on the course web page on Blackboard or by email – assignments may also be handed in at class. All email correspondence for this course should be completed via Blackboard. All correspondences from the instructor and course materials will be available on this page. It is your responsibility to check Blackboard regularly for course updates and emails.
  • It is your responsibility to be equipped for the online portions of this course. Technology related problems are not an acceptable explanation for not submitting your work on time. For technology support and issues, students must call the Help Desk At ECSU or email Email correspondence for this course is to be sent through the email tool on the Blackboard vista course web page.

Theory to Practice Assignments:

  1. School/Classroom Profile (10 points): You will be asked to do some research regarding your clinicalor classroom placement. Please see a lengthier explanation below.
  1. Video Discussion (20 points): You will be asked to write 5 video discussions (4 points each) – 2 pages each. Please see the checklist for assessment criteria. You must be prepared to participate in a class discussion on the video.
  1. Checks for Understanding (30 points):You will be asked to write 15 reflections (2 points each) where you make connections between the theories presented in class and your experiences in clinical (or in your work as a teacher). You will do this during class. This is a quick write – no more than 10 minutes – you must attend class to do this assignment.
  1. Lesson Plan Project (25 points): You will be asked to develop alesson plan using the Eastern template. You will write a 2-3 page paper about your lesson plan. You will present your lesson to the class.We will critique these plansthrough the lens of learning theories that undergird the instructional decisions made in the plans and by identifying the instructional strategies and models employed in the plans. You will do this as a small group project. A rubric and instructions will be given to you the week of October 1.
  1. Professional Reading Project(10 points): You will be asked to write one reflective paper (2-3 pages each) where you make connections between the theories presented in class, 3 journal articles of your choosing and your experiences in clinical (or in your work as a teacher). Please use APA format for all citations.
  1. Disposition Reflection Rubric (10 points): I’ll use this rubric to evaluate your classroom participation and to evaluate your 1 page reflection.

Assignment / % of final
Video Discussions (5 total) / 20
School/Classroom Profile / 10
Checks for Understanding (15 total) / 30
Lesson Plan Project / 25
Professional Reading Project / 10
Dispositions Rubric (class participation) / 10

Disposition Rubric

At the end of this course, you must submit a 1-page reflection (this is your check for understanding to be handed in during your last class) describing your strengths and challenges with respect to target or acceptable dispositions as explained in the rubric. Grades will be determined by carefully comparing your reflection with my notes. Although you will write your disposition reflection at the end of the course, you will have opportunities to demonstrate required dispositions throughout this course. If needed, meetings will be conducted with individual student(s) to discuss how dispositions can be improved.

Target (3) / Acceptable (2) / Unacceptable (0-1)
Class participation / Attended every class, always came on time, submitted all assignments by their due dates, was not distracted, and was actively engaged in group and whole class activities. / Missed oneclass, almost always came on time, submitted all assignments by their due dates, was not distracted, and was actively engaged in group and whole class activities. / Missed more than one class, often came late, and/or was inactive or distracted in group/whole class activities.
Professionalism / Read professional and research journal(s) in their discipline(s) to improve their own personal and professional growth, sought membership of professional organization(s) to become involved in the professional community of educators, and demonstrated passion and enthusiasm for their discipline(s) and methods of teaching. / Read professional and research journal(s) in their discipline(s) and demonstrated some passion and enthusiasm for their discipline(s) and methods of teaching. / Did not read professional and research journal(s) in their discipline(s) and/or did not demonstrate passion and enthusiasm for their discipline(s) and methods of teaching.
Respect / Displayed professional and ethical behavior in the class, always paid attention and listened to peers and the instructor of the class with respect, and often responded thoughtfully and appropriately to the ideas of peers and the instructor. / Displayed professional and ethical behavior in the class, and always paid attention and listened to peers and the instructor of the class with respect. / Did not display professional and ethical behavior in the class and/or did not pay attention to the ideas of peers and the instructor of the class.

Grading Scale

95-100 A; 90-94 A-; 87-89 B+; 84-86 B; 80-83 B-; 77-79 C+; 74-76 C; 70-73 C-; 65-69 D+; 60-64 D; below 60 F

Weekly Schedule

Meeting / Class / Weekly Topic / Readings & Projects Due
8/28/13 / 1 / Course Overview
What it means to be a teacher / Course Overview
Discussion: What it means to be a teacher
CHECK FOR UNTERSTANDING 1 - Survey
9/3/13 / 2 / Common Core of Teaching
Common Core State Standards
Unpacking standards / Read:
Common Core of Teaching (CCT)
Common Core State Standards (CCSS)
CHECK FOR UNTERSTANDING 2 - CCSS
9/5/13 / 3 / Analysis of standards activity
Reference websites:


9/10/13 / 4 / Common Core in the Curriculum
Video Analysis
Review of unpacked standards / Read: From Common Core Standards to Curriculum: Five Big Ideas by Jay McTighe and Grant Wiggins (distributed in class)
Check for Understanding 3 – CCSS and curriculum
9/12/13 / 5 / Current State of Education in Connecticut and in the U.S.
Student Symposium / Read 3 articles about education policy/activities in the state of CT – bring these articles with your review sheet for each to class.
  • Review sheet on Blackboard and handout.
  • Resource sites are available on Blackboard.
  • Please use your own sites as well

9/17/13 / 6 / Maslow and Piaget / VIEW 1: Learning as We Grow: Upload
Video Discussion due (1)
Read: Human Learning Chapters 16 and 12
Read Kellough Chapters 1 and 2
9/19/13 / 7 / Maslow and Piaget / Read Kellough Chapter 4
Readings handed out in class
View 180 Days: Video Discussion due (2)
Check for Understanding 4 – Maslow and 180 Days.
9/24/13 / 8 / Blooms Taxonomy / Read Kellough: Chapter 3
VIEW 4: Building on What We Know: Cognitive Processing : Upload
Readings Handed out in class
School/Classroom Profile AssignmentDue – See attached Description
9/26/13 / 9 / Check for Understanding 6 – Blooms in the classroom
10/1/13 / 10 / Differentiation in the classroom
Introduce Lesson Plan Project / Kellough: Chapter 9
Readings as assigned
10/3/13 / 11 / Check for Understanding 7 - Differentiation
10/8/13 / 12 / Behaviorism / VIEW 5: Feelings Count: Emotions and Learning. Upload
Video Discussion due (3)
Human Learning Chapters 3,4,5
Verbal update on your lesson plan activity.
10/10/13 / 13 /
CHECK FOR UNTERSTANDING 8 – Please write a brief (no more than 1 page typed) check for understanding following your viewing of this module.
10/15/13 / 14 / School Climate
Multiculturalism
Bullying / View 6: The Classroom Mosaic: Culture and Learning Upload
Human Learning 6
Kellough 5, 6
Readings given in class
10/17/13 / 15 / Be prepared to discuss the film Bully
CHECK FOR UNTERSTANDING 9 – Please write a brief (no more than 1 page typed) check for understanding following your viewing of this film.
10/22/13 / 16 / Constructivism
VYGOTSKY / View 7: Learning from Others: Vygotsky
Human Learning 13
10/24/13 / 17 / CHECK FOR UNTERSTANDING 10 - Constructivism
10/29/14 / 18 / Memory: the basic components / View 8: Watch it, Do it, Know it: Cognitive Apprenticeship Upload
Video Discussion Due (4)
Human Learning 8
10/31/13 / 19 / CHECK FOR UNTERSTANDING 11
11/5/13 / 20 / Long Term Memory: Storage and Encoding, the nature of knowledge, retrieval and forgetting / View 9: Thinking About Thinking: Metacognition Upload
Human Learning 9, 10, 11
11/7/13 / 21 / CHECK FOR UNTERSTANDING 12 – Reflection on Clinical Placement – No more than - 1 Page typed – be prepared to share with class
11/12/13 / 22 / Data Driven Decision Making and Introduction to Assessment / View 10: How We Organize Knowledge: upload
Video Discussion due (5)
Kellough 7
11/14/13 / 23 / CHECK FOR UNTERSTANDING 13 - Assessment
11/19/13 / 24 / Motivation
Classroom Environment / View 11: Lessons for Life: Learning and Transfer
Human Learning 16
Kellough 4
Professional Reading Project – Research Symposium
11/21/13 / 25 / CHECK FOR UNTERSTANDING 14 – Classroom Environment
11/26/13 / 26 / Metacognition
Organizing for Instruction / View 12: Expectations for Success: Motivation and Learning: upload
Human Learning 14
Kellough 10
12/3/13 / 27 / Professional Resources / View 13: Pulling It All Together: Creating Classrooms and Schools That Support Learning: upload
Kellough 11
CHECK FOR UNTERSTANDING 15 – Semester Reflection
12/5/13 / 28 / Lesson Plan Project Due

Newspaper Article Review Sheet

Please include the following:

  • Title of the article
  • Author
  • Newspaper/magazine/online source retrieved from
  • Significant facts
  • Your opinion (2-3 sentences)

Be prepared to share with a group
Video Review Checklist

(1 point for each item)

______Your review includes a brief summary of the video

______Your review includes a link to your own experience as a teacher

(or student if you have not worked in a classroom yet).

______Your review includes an appropriate reference from our class readings.

______Your review is no longer than two pages.

“QUICK WRITE” RUBRIC

For Check for Understanding Assignments

(for journal entries, schema activators, learner log entries, or 5-10 minute writing tasks)