UAS SOE graduates will be informed, reflective, and responsive teachers within diverse classroom, school, and community contexts
ED 333 The Learner and the Learning Process
3 creditsWednesdays 6:00 to 7:00 p.m.
Instructor:Jeffrey L. Lofthus, Ph.DE-mail:
Office:UASSchool of Education Phone: 796-6404Fax: 796-6550
11120 Glacier Highway. Juneau, AK99801
Office Hours: Tuesdays 9-12 and 1-3
Web Meeting/Elluminate Live: Go to our class site at log in and go to “WebMeet” for our class sessions. Log in well before class time so you can call the Help Desk for assistance if you encounter difficulties. If you have difficulty with your audio/microphone, go to “Tools” and “Audio” and “Audio Setup Wizard.”
UAS Technology Support Help Desk: 796-6400 or 1-877-465-6400 and or
UAS Library: 796-6466 or 1-888-550-6167 or – see the links listed under Egan Library Online on the UAS Online class homesite. Jennifer Ward ( and 796-6285) is the Outreach Services Librarian available for your support.
UAS SOE Office: 866-465-6424, 907-796-6424 or 796-6424
Order all texts from MBS Direct: at or call 1-800-325-3252
Course Context
This course is designed for candidates planning to become teachers. It is a required course for those enrolled in theBachelor of Arts in Elementary Education and the Distance/E-Learning Elementary MAT and Credential Programs.
Course Description
This course is designed to study learning theories by examining accounts from educational psychology and the original writings of leading learning theorists. Special emphasis is placed on the curricular, instructional, and assessment practices that are promoted by these different learning theories. Prerequisites: PSY S101 or ED 230.
Course/Instructor Evaluation: Use the link on the class site -- Thanks for your input!
Instructional Methodologies
This course will be delivered via WebMeet/ELive. This course includes interactive lectures, discussions, individual presentations, reflective field work and reports and written applications of class activities.
Texts (required) [those in the MAT/Credential program must also purchase the APA Style Manual]. Students in the BA Elementary Education Program need NOT purchase the APA book
Abbeduto, L. (2006). Taking sides: Clashing views on controversial issues in educational psychology.
[fifth edition]. Guilford, CT: McGraw-Hill/Dushkin.
Perrone, V. (1991). A letter to teachers: Reflections on schooling and the art of teaching. San Francisco:
Josey-Bass Publishing.
Slavin, R. (2006). Educational psychology: Theory and practice. [eighth edition]. NY: Allyn & Bacon.
Additional Readings
All additional readings or .mp3 audios are either attached to the Lessons or they are posted following the Lessons under Resources. Locate the SOE Conceptual Framework document in Resources.
Encouragement
Each and every one of you is hereby encouraged to consult with me early in the semester regarding any necessary accommodations which will assist you in your learning. I consider myself to be approachable, flexible, and available to students. Please e-mail [best] () or call (907-796-6404) me. If a student has a documented disability for which they require academic or programmatic accommodations, please contact the Disability Support Services (DDS) office @ 796-6000 as soon as possible.
Policies
Students are expected to attend each class and be active participants and demonstrate professional behavior in their written and verbal communications. They must inform the instructor in advance by e-mail () if they will be absent. I reserve the right to deduct points for non-attendance and if a student’s absences become excessive, I will consider dropping them from the course, even if they are completing their lessons and critical performances satisfactorily. Assignments are to be completed in a timely manner – see the due dates for each. I reserve the right toreduce Lesson and Critical Performance scores by 1/2 if they are late (usually when they are about one week late – or once I have recorded the postings of “most” of the students). After the first month of class or so when everyone should have received their books, I will expect everyone to be caught up on assignments and to stay on track. Keeping up is vital! BA Elementary Education students – note the following on the Professional Dispositions Progress report regarding being prompt in turning in assignments, attendance, etc.
Professional Dispositions Progress Report (BA Elementary Education Program students only)
For BA Elementary Education Program students, a Professional Dispositions Progress Report form will be completed by your instructor towards the end of the semester if needed. If used, the Professional Dispositions form will become a part of your SOE student file. The form is located in Resources under the Syllabus folder. Read that document carefully and act the part of a pre-professional in all the ways.
Alignment to Goals Matrix
Course ObjectiveThe candidate will demonstrate the knowledge and skills necessary to: / SOE
CF
Standard Met / Grad (0r)
Under-Grad Competencies Met / ACEI.
Standard
Met / Assessment ensuring that the objective has been met
Development / 2 / 5 & 6 / 1.0 / Critical Performance # One Questioning Children
Portfolio
Learning and Motivation / 2 / 5 & 6 / 1.0 / Critical Performance # Observing Classrooms
Portfolio
Planning for Instruction / 3, 4 & 5 / 1, 2, 5 & 6 / 3.1, 3.2, 3.3, 3.4, 3.5 & 4.0 / Critical Performance # Three Lesson Plan
Learning and Motivation / 1 / 1, 5 & 6 / 3.2 & 5.1 / Critical Performance # Four Theory
Portfolio
Development, Learning, Motivation and Professionalism / 1, 2 & 8 / 1, 5 & 6 / 1.0, 3.1, 3.2, 3.3, 3.4, 3.5, 4.0 &5.1 / Lesson responses
Portfolio (as appropriate)
Relationship of the Conceptual Framework to Standards
An increasing emphasis on professional standards for educators reinforces the relevance of the School of Education’s vision of an informed, reflective and responsive professional educator as the grounding tenants of our Conceptual Framework. As the lists of expected achievement indicators, competencies, and dispositions issued by government and professional groups become more extensive, only an informed professional who actively reflects on his/her teaching and is responsive to student, family and community needs will be capable of meeting the intent of those standards. The general theme of our vision is that each of these areas strives to nurture and prepare professional educators so that they can meet the needs of diverse learners. Efforts include continuous endeavors to creatively incorporate technology throughout individual subject area fields, promoting understanding and appreciation for diversity, and support of the development of literacy skills needed in an increasingly complex society.
Basis for Student Evaluation/Grading Requirements
Assignment / Points / Due DateCritical Performance # One Questioning Children / 5
Critical Performance # Two Classroom Observations / 10
Critical Performance # Three Lesson Plan / 18
Critical Performance # Four APA Theory and oral presentation / 15
Lesson responses (timely) and active participation/engagement / 52
Lesson Response
Your response to the Lessons should serve as a study and discussion tool. Their purpose is to help you reflect on your chapter readings and other lesson assignments. The questions and reflections you include in your responses should be spontaneous, but also comprehensive. What you write should reflect what you are thinking about while you read. This is reflection – “good thinking proceeding from the friction between reflective thought and real problems” and “the process of thinking about your experiences and their implications to you.” Reflection causes you to “pause and consider” – it is a “habit” of being “mindful” of what you are doing. Good teachers have this habit. In Umberto Eco’s “classic” Role of the Reader, this process is described in the following way: “the reader completes the text, that the text is never finished until it meets this voracious and engaged reader.” Post to Discussion Board when due (due on the date listed in the schedule below). I will read your posted lesson responses and record your score in the online – if you do not earn all possible points you will be given the opportunity to revise and repost your response. Clearly designate with a heading the Lesson # and each subsequent entry (e.g., Slavin Ch. 1, name or author of quote, item #, issue # and title, author of article or audio recording interview, etc.). Taking care to properly label each lesson item in your response to make for ease of reading and scoring.
Critical Performance Responses
Prior to posting your response to each Critical Performance, proof (consider having someone else do so as well) your piece to make certain that you have adequately addressed each and every expectation.
Grading Scale (go to UA Online for your grade – about a week after finals are completed) Scores for each lesson and critical performance will be posted in the online grade book. Please contact me if you have questions or see an error.
Letter GradeTotal Points
A 90-100(90-100%)
B 80-89(80-89%)
C 70-79(70-79%)
Schedule(complete and post in Discussion Board all assigned lesson and critical performance responses on or prior to the date they are scheduled/listed below)
** have your lesson/other responses available for class discussion time. Participants are expected to share their lesson/other responses – being prepared to share your responses constitutes active engagement
Session 1Introductions, syllabus, lessons, critical performances, Discussion Board postings,
September 7Professional Dispositions (BA only) & Egan Library Breeze presentation on resources
Session 2Lesson 1 due. Discussion of your response
September 14
Session 3Lessons 2 & 3 due. Discussion of your response
September 21
Session 4Lessons 4 & 5 due.
September 28Critical Performance # 1 Questioning Children due
Session 5Lessons 6 & 7 due. Discussion of your response
October 5
Session 6Lesson 8 due. Discussion of your response.
October 12** Presentation on Juneau Montessori by Cory Crossett:
Session 7Lessons 9 & 10 due
October 19Critical Performance # 2 Classroom Observation due
Session 8Lessons 11 & 12 due. Discussion of your response
October 26
Session 9Lesson 13 due. Discussion of your response
November 2Complete the Gifted and TalentedExercise for discussion next week (no posting or
written documentation required)
Session 10Gifted and Talented Exercise discussion
November 9Critical Performance # 3 Lesson Plan due
Session 11Frontline audio “Testing Our Schools” presented by instructor(transcript posted)
November 16Schedule for Theory presentations beginning November 30
Session 12No class – student work time for Critical Performance # 4
November 23
Session 13Soundprint audio High Stakes of Today’s Testingpresented by instructor (no transcript & November 30 no posting orwritten documentation required)
Critical Performance # 4 Theory of Teaching and Learning due
Presentations of Theory of Teaching and Learning begin
Professional Dispositions Progress Report completed by instructor for BA
Elementary Education students if needed
Session 14Presentations of Theory of Teaching and Learning continue
December 7
Session 15Presentations of Theory of Teaching and Learning continue
December 14
Technological Competencies
Candidates will make extensive use of the internet and other resources and will gain these skills/strategies through a breeze presentation and one or more documents from Egan Library. AllLesson and Critical Performance responses will be posted to Discussion Board. Requires use of internet and e-mail. Candidates will need to access the UAS Online class site and WebMeet (ELive) as well.
APA Writing Specifications and Title Page (use the APA title page and APA style for Critical Performance # Four – Theory of Teaching and Learning only)[both located in “Resources”]
Additional Writing/Other Expectations
It is imperative that each of us be ever mindful of how we present ourselves in our written and verbal communications. This is a wise habit to develop early on in your process of becoming a professional educator. Throughout your pre-service career and when you are in a classroom, you will be called upon to respond verbally and/or in writing to conversations, notes, emails, texts, memos, letters, etc., to/from parents/guardians, administrators, students, colleagues, etc., many, many, many times each day. Most of these will have to be done “on the fly.” In addition, be mindful of your phone voice mail greeting – it should be one that sets a tone of professionalism (i.e., one that you would want a potential employer to hear). Being mindful of this early on will help you to be cognizant of your written (and spoken) word and how both serve to represent you to others. Make certain that your use of cellular phones and other communication tools are in accordance with accepted standards and/or school policy (ask your host). Your lesson/other submissions/postings will not be “graded” for spelling and grammar, but a note of your errors may be made as a service to you. Before posting/sending/handing in your submissions/postings, consider the following: have someone proof them; use spelling and grammar check for word processing documents and for e-mails; and reread (silently and/or out loud) them.
Diversity
Issues of diversity will be addressed through the critical performances listed above, through responses to lessons, through classroom lectures, discussions and individual presentations.
Academic Policy Statement
Honesty in academic endeavors is a central tenet of the UAS philosophy. One may feel proud of accomplishments and success attained honorably through hard work. Knowledge gained in this way often leads to later success in professional pursuits and in personal life. Unfortunately, academic stress and anxiety sometimes impact the individual in ways that produce dishonest behavior, or taking an “easier” route to fulfilling academic responsibilities. Infractions of academic dishonesty can lead to serious consequences. Refer to the UAS Student Handbook for more details. Programs offered through the LearningCenter and the StudentResourceCenter address topics such as study skills and time management to reduce stress and thus help to prevent dishonest behavior.
Student with Disabilities
To aid college students who experience a documented physical, cognitive, and/or psychiatric disability. Disability Support Services are available on all UAS campuses. The University of Alaska Southeast is committed to equal opportunity and programmatic access for students with disabilities (See University of Alaska Regents Policy: For further information on disability support services and guidelines about documentation please visit our website at or Juneau(907)796-6000Ketchikan(907) 228-4505Sitka(907) 747-7716. Early contact with this program promotes a positive educational experience.
Civility and Harassment
Intellectual honesty, mutual respect and freedom from discrimination, intimidation, harassment and violence against persons or property are central to the UAS mission. Acts of intolerance and abusive behaviors which violate these basic values will not go unchallenged without our academic community. UAS is committed to standards promoting speech and expression that fosters the maximum exchange of ideas and opinions. Ideally, discourse is open, candid and characterized by mutual respect and dignity. It is the goal of the university to foster a campus climate which promotes the ideals of civility and appreciation for the uniqueness of each member of our academic community.
Dispositions of Professional Educators
1.Abide by a philosophy of education and remain flexible to revising it based on new research and teaching experience.
2.Appreciate unique thinking processes of learners at different stages of development.
3.Appreciate multiple perspectives and value individual differences.
4.Commit to professional discourse about content knowledge and student learning of content.
5.Value assessment and instruction as integrated processes.
6.Commit to ensuring student well-being and development of self-regulation and group interaction skills.
7.Recognize the school as an integral part of the community and value parents and guardians as partners in promoting student learning.
8.Value professional ethics, democratic principles and collaborative learning communities.
9.Value technology as a tool for student and teacher lifelong learning.
Bibliography of web sites (if you find a broken URL for any website, try a Google/other search)
teachnet.comericir.syr.eduedweek.org
ole.net/ole/aft.orgnea.org
classroom.netwebpages.marshall.edupta.org
invitationaleducation.netankn.org
great-ideas.org (alternative/holistic education)akhistory.org/index.cfm
eed.state.ak.us/ankn.uaf.edu/index.htmlpflag.org
soundout.org/nochildleft.com/
-- Alaska Community Database
-- Tutorial for library research
Bibliography of Development Stages web sites
Eight Stages)
(Freud’s Stages)
(Piaget’s Four Stages)
Bibliography of lesson planning and lesson resource web sites
alaskool.orgdiscovery.com/lessonplansteachnet.com
lessonplanz.comlessonplansearch.comteachers.net/lessons/
edweek.orgproteacher.com
school.aol.com/teachers/lesson_plans
ceismc.gatech.edu/busyt/ele.html
-- lesson planning, etc, fee service
(DEED K-9 Master Lesson Plans)