GEORGE MASON UNIVERSITY COLLEGE OF ...ADVANCED STUDIES IN TEACHING AND LEARNING PROGRAM EDUC 613.6H1 CRN 81751 EDUC 613.DL1 CRN 74459 EDUC 613.DL2 CRN 74460 HOW STUDENTS LEARN 3 credits,

EDUC 613 Online Fall 2016 Syllabus 1

GEORGEMASONUNIVERSITYCOLLEGEOFEDUCATIONANDHUMANDEVELOPMENT

GRADUATESCHOOLOFEDUCATIONADVANCEDSTUDIESINTEACHINGANDLEARNINGPROGRAM

EDUC613.6H1CRN81751EDUC613.DL1CRN74459EDUC613.DL2CRN74460HOWSTUDENTSLEARN3credits,Fall2016

Aug31–December18,2016

PROFESSORS:NancyHolincheck,Ph.D.,NBCTOfficeHours:Byappointmentf2foronlineviaSkypeorCollaborateOfficeLocation:2507ThompsonHallOfficePhone:703-993-8136E-mail:[email protected]:nancy.holincheck

SusanGroundwater,Ph.D.OfficeHours:Byappointmentf2foronlineviaSkypeorCollaborateE-mail:[email protected]

COURSEDESCRIPTION:Prerequisites:AdmissiontoASTLProgramandASTLCourseEDUC612Thisisanadvancedcourseinthestudyoflearningbasedonresearchandtheoryfromdifferentdisciplines.Focusesonincreasingstudents'learningthroughthestudyofdifferentlearningsystemsandunderstandingeachlearnerinthecontextofthelearningprocessitself.DELIVERYMETHOD:Thiscoursewillbedeliveredonlineusingbothsynchronous&asynchronousformatsviatheBlackboardlearningmanagementsystem(LMS)housedintheMyMasonportal.YouwilllogintotheBlackboardcoursesiteusingyourMasonemailname(everythingbefore“@”andemailpassword.ThecoursesitewillbeavailableatleastoneweekbeforethebeginningoftheFallsemesterbegin.LEARNEROUTCOMES/OBJECTIVESAsaresultofEDUC613,ASTLparticipantswillbeableto:

A. definelearningandlearner-centeredteaching(ASTLOutcomes1&4;IBAdvCertDomains1.2&2.1),

B. developtheabilitytolinkobservationaldataoflearnerstoindividualizinglearningintheclassroom(ASTLOutcome3;IBAdvCertDomains2.2,2.3&2.4),

C. examineateacher'sroleasafacilitatorandscaffolderoflearning(ASTLOutcomes2&4;IBAdvCertDomains1.2&2.1),

D. identifyandapplylearningtheories(ASTLOutcomes1&5;IBAdvCertDomains3.1,3.2,3.3&3.4),

E. read,analyze,andreflectoncoursereadingstoexamineinfluencesontheprocessesoflearning(ASTLOutcomes2,4&6;IBAdvCertDomains3.2&3.3),


F. developanin-depthcasestudyofonestudent(ASTLOutcomes1,3,4&7;IBAdvCertDomains4.1,4.2,4.3&4.4).

RELATIONSHIPTOPROGRAMGOALS&PROFESSIONALORGANIZATION

EDUC613isthesecondoffivecoursesintheASTLCORE.ItisalignedwiththefollowingGSEPriorities:DiversityandEquity,Children,Families,andCommunities,andHighStandardsandResearch-BasedPractices.EDUC613isalsoalignedwiththeNationalBoardforProfessionalTeachingStandards’(NBPTS)fivecorepropositions,whichprovidetheguidingprinciplesforwhatteachersshouldknowandbeabletodo.

NationalBoardforProfessionalTeachingStandardsI–Teachersarecommittedtostudentsandtheirlearning.NationalBoardforProfessionalTeachingStandardsIII–TeachersareresponsibleformanagingandmonitoringstudentlearningNationalBoardforProfessionalTeachingStandardsIV–Teachersthinksystematicallyabouttheirpracticeandlearnfromexperience.

EDUC613isalignedwiththeadditionalthreelearningoutcomesthatguidetheASTLcore:

• Teachersaccountfortheneedsofculturally,linguistically,andcognitivelydiverselearners

• Teachersarechangeagents,teacherleaders,andpartnerswithcolleaguesThecontentofEDUC613alsoalignswithaspectsoftheInternationalBaccalaureateCertificateinTeachingandLearningResearch,withaparticularfocusonthefollowingDomainsofKnowledge,specifically:

• Domains2.2,2.3&2.4:Researchpractice–Collection,analysis,interpretingandreportingofevidence,andEvaluationofresearchactivity,andReflectiononanddisseminationoffindingsandimplicationsforpractice

• Domains3.2&3.4:LinkingtheorytopracticeinanIBcontext--CriticalreadingandreflectionandSynthesizingresearchandexperientialevidence

• Domains4.2,4.3and4.4:Buildingcapacityforpractitionerinquiry–Modesofresearchandmethodsofdatacollection,andResearchdesign,andAnalysing,interpretingandreportingresearchfindings

REQUIREDTEXTS

Hattie,J.&Yates,G.(2014).Visiblelearningandthescienceofhowwelearn.NewYork,NY:Routledge.

RELATEDRESOURCES

AmericanPsychologicalAssociation(2009).PublicationmanualoftheAmericanPsychologicalAssociation(6thEd.).Washington,DC:AmericanPsychologicalAssociation.

REFERENCESFORASSIGNEDARTICLES&BOOKEXCERPTS

Bailey,D. B. Jr., (2002). Are critical periods critical for early childhood education?The role of

timinginearlychildhoodpedagogy.EarlyChildhoodResearchQuarterly,17,281-294.


Brown,P.C.,Roediger,H.L.,McDaniel,M.A.(2014).Makeitstick:Thescienceofsuccessfullearning.Cambridge,Massachusetts:BelknapPress.

Cochran-Smith,M.(2011).Doeslearningtoteacheverend?.KappaDeltaPiRecord,47(1),22-24.Dana,N.F.,&Yendol-Hoppey,D.(2014).Thereflectiveeducator'sguidetoclassroomresearch:

Learningtoteachandteachingtolearnthroughpractitionerinquiry.CorwinPress.Dweck,C.S.(2006).Mindset:Thenewpsychologyofsuccess.NewYork:BallantineBooks.Jensen, E. (2005). Teachingwith the brain inmind (2nd Ed.). Alexandria, VA: Association for

SupervisionandCurriculumDevelopment.Joseph,N.(2010).Metacognitionneeded:Teachingmiddleandhighschoolstudentstodevelop

strategiclearningskills.PreventingSchoolFailure,54,99-103.Koshy,V.(2005).Actionresearchforimprovingpractice:Apracticalguide.Sage.Powell,W.,&Kusuma-Powell,O.(2011).Howtoteachnow:Fivekeystopersonalizedlearningin

theglobalclassroom.ASCD.Retrievedfromhttp://www.ascd.org/publications/books/111011/chapters/Knowing-Our-Students-as-Learners.asp

Rosiek, J. (2003). Emotional scaffolding: An exploration of the teacher knowledge at theintersectionofstudentemotionandthesubjectmatter.JournalofTeacherEducation,54,399–412.

Pine,G.J.(2008).Teacheractionresearch:Buildingknowledgedemocracies.SagePublications.Sharan,Y.(2010).Cooperativelearningforacademicandsocialgains:Valuedpedagogy,

problematicpractice.EuropeanJournalofEducation,45,300-313.Stribling,S.M.(2013).Aviewofqualityandethicsofteacherresearchinpublicschools.Voicesof

Practitioners,8(1).Stringer,E.T.(2013).Actionresearch.SagePublications.TECHNICALREQUIREMENTS:Toparticipateinthiscourse,studentswillneedthefollowingresources:• Awebcameraonyourcomputer(built-inORseparate)andaheadsetmicrophoneforuse

withtheBlackboardCollaboratewebconferencingtool.Notethatsomeschooldistrictsdisablebuilt-incamerasormicrophones;youmayneedtopurchaseanexternalwebcameraand/ormicrophone.

• High-speedInternetaccesswithastandardup-to-datebrowser,eitherInternetExplorerorMozillaFirefox.OperaandSafariarenotcompatiblewithBlackboard;

• ConsistentandreliableaccesstotheirGMUemailandBlackboard,asthesearetheofficialmethodsofcommunicationforthiscourse


• Studentsmaybeaskedtocreateloginsandpasswordsonsupplementalwebsitesand/ortodownloadtrialsoftwaretotheircomputerortabletaspartofthecourserequirements.

• Additionalsoftwarewillberequired.AdobeAcrobatReadercanbedownloadedfrom:http://get.adobe.com/reader/.CollaborateisaBlackboard-basedwebconferencingtoolsthatyouwillneedtoinstalluponyourfirstuse.

EXPECTATIONS:• CourseWeek:Ouronlinecourseismainlyasynchronous,withweeksrunningfromTuesday-

Monday.Wewillholdapproximately3synchronousclassmeetingsviaBlackboardCollaborate,onTuesdayorThursdayevenings.

• Log-inFrequency:StudentsmustactivelycheckthecourseBlackboardsiteandtheirGMUemailforcommunicationsfromtheinstructor.PlantocheckGMUemaildailyandtologintoBlackboardaminimumof3timesperweek.Studentsmustlog-inforallscheduledonlinesynchronousmeetings.

• Participation:Studentsareexpectedtoactivelyengageinallcourseactivitiesthroughoutthesemester,whichincludeviewingofallcoursematerials,completingcourseactivitiesandassignments,andparticipatingincoursediscussionsandgroupinteractions.

• TechnicalCompetence:Studentsareexpectedtodemonstratecompetenceintheuseofallcoursetechnologyandtoseekassistanceiftheyarestrugglingwithtechnicalcomponentsofthecourse.

• TechnicalIssues:Studentsshouldexpectthattheycouldexperiencesometechnicaldifficultiesatsomepointinthesemesterandshould,therefore,budgettheirtimeaccordingly.Lateworkwillnotbeacceptedbasedonindividualtechnicalissues.

• Workload:Expecttologintothiscourseatleast3timesaweektoreadannouncements,participateinthediscussions,andworkoncoursematerials.Remember,thiscourseisnotself-paced.TherearespecificdeadlinesandduedateslistedintheCLASSSCHEDULEsectionofthissyllabustowhichyouareexpectedtoadhere.Itisthestudent’sresponsibilitytokeeptrackoftheweeklycoursescheduleoftopics,readings,activitiesandassignmentsdue.

• Advising:Ifyouwouldliketoscheduleaone-on-onemeetingtodiscusscourserequirements,contentorothercourse-relatedissues,andyouareunabletocometotheMasoncampus,wecanmeetviatelephoneorwebconference.Sendmeanemailtoscheduleyourone-on-onesessionandincludeyourpreferredmeetingmethodandsuggesteddates/times.

• Netiquette:Ourgoalistobecollaborative,notcombative.Experienceshowsthatevenaninnocentremarkintheonlineenvironmentcanbemisconstrued.Isuggestthatyoualwaysre-readyourresponsescarefullybeforeyoupostthemtoencourageothersfromtakingthemaspersonalattacks.Bepositiveinyourapproachtoothersanddiplomaticwithyourwords.Iwilldothesame.Remember,youarenotcompetingwitheachotherbutsharinginformationandlearningfromoneanotheraswellasfromtheinstructor.Yourprofessionalisminonlinecommunication(emailandonBlackboard)ispartofyourcoursegrade.

COURSEASSIGNMENTS

Points

ClassParticipation&Professionalism 30


CooperativeLearningTheoryGroupProject 15CriticalArticleReview 10IntegrativeCaseStudyofaLearner 40PortfolioReflectionPoint2 5

TotalPoints 100

1. ClassParticipationandProfessionalism(30%)EDUC613operatesundertheassumptionthatknowledgeissociallyconstructedandthemostmeaningfullearningopportunitiesincludethosewherelearnershavetheopportunitytoofferandexplorediverseperspectiveswithpeers.Todothis,itisexpectedthatyouwillregularlycontributetoandengageindiscussionforums,aswellastogenuinely‘listen’topeersastheydothesame.Whileagreementisnotmandatory,considerationandrespectforothersare.Thus,youmustbe“present”throughoutalldiscussionsandactivities.ItisexpectedthatyouactivelybuilduponyourpriorknowledgedevelopedinEDUC612toconnect,question,andextendthediscussionwithallnewpostsbycitingreadings,materialintheweeklymodulescontent,andaugmentthesewithyourpersonalandeducationalexperiences.Inadditiontoqualityparticipationindiscussionforums,eachweekwillincludetaskstobecompletedwhicharerelatedtoeachweek’scontent.WewilluseBlackboardtocommunicateregularlyinthisclass.Youwillbeaskedtopostassignmentsandresponses,readclassmates’postings,andactivelyparticipateindiscussions.Blackboardwillbeanimportantvehiclefordiscussingongoingworkonyourmajorprojectwithgroupmembers.Inadditiontobeingpresentineachclass,thispartofyourgradealsoincludesqualityparticipationinclassdiscussionsandprofessionalisminallcommunicationwithyourprofessorandyourpeers.Seetherubriconpage15ofthissyllabusforcriteriaofevaluation.

2. CooperativeLearningTheoryGroupProject(15%)Eachstudentwillbepartofacooperativelearning-theorygroupthatappliesatheoreticalperspectivetolearninganddiscussesitsimplicationsforteaching.Eachcooperativelearningtheorygroupshouldpreparea7-10minutedigitalpresentation,a1-2pagehandoutandabrief(5question)multiple-choicequiz,allofwhichwillbeincorporatedintoouronlinemodules.Eachgroupshouldalsoreviewthereadingsassignedduringtheweeklinkedtotheirlearningtheoryproject(seeCourseSchedule)andprepareatleastthreediscussionboardquestionsthatarerelevanttothelearningtheoryandreadingsforthatweek.• Presentation:Thedigitalpresentationshouldhighlightthemajorpointsandconceptsof

thelearningtheory.Groupsshoulddeterminetheidealformattousetosharetheinformationandsalientpointstoclassmembers,includingtechnology(e.g.,anarratedPreziwithembeddedmedia(usingaScreencasttool),aphotostory,anonlineposter(e.g.usingGlogster),Youtubevideo,podcast,oraninteractivewebsite).(NotethataPowerpointpresentationisNOTanacceptableformatforthisproject.)

• Handout:Yourgrouphandoutshouldbea1-2pageslongandincludeimages&textthatsummarizethelearningtheory,connectittoliteratureandconnectittoclassroompractice.Yourhandoutwillsupplementthepresentation&maybereferencedbyyourclassmatesintheCaseStudyofaLearner.

• Quiz:Identify5multiple-choicequestionsthatyourclassmateswillusetoassesstheir


understandingofthelearningtheoryyoupresentinyourpresentation&handout.Submitthe5questionsANDananswerkeytoyourinstructor;theinstructorwillcreateaBlackboardquizfromthequestionsyouaskandyourpeerswilltakethequizduringtheweekofyourproject.

• Relationshiptoweeklyreadings:Examinethereadingsassignedfortheweektiedtoyourlearningtheory(seecourseschedule).SubmitthreepotentialquestionsthatcouldbeusedfortheDiscussionBoardinthatweek.Thesequestionsshouldprovideotherstudentsanopportunitytocommentonconnectionsbetweentheweeklyreadingsandtherelevantlearningtheoryproject.

Yourgradeonthelearningtheorygroupprojectwillincludeapeer-collaborationassessment(seerubriconpage11)andacontentassessmentcompletedbyyourinstructor(seerubriconpage12).Theinstructorwillassesstheextenttowhichyoudothefollowing:• Describe&evaluatethelearningtheory:addressthesalientprinciplesandassumptions

aboutlearning,• Connectthetheorytorelevant,currentliterature:referencecurrentarticlesthat

addresslearningfromthattheoreticalperspective,and • Connectthetheorytoclassroompractice:relatethattheorytotheteacher'srolein

facilitatinglearning.3. CriticalArticleReviews(10%)Eachstudentwillprepareonecriticalarticlereview(CAR).Articlesareavailablethroughthelibrarywebsite&additionalguidelineswillbeprovidedwiththeassignment.Seepages13-14ofthesyllabusforadditionalinstructionsandtherubriccontainingcriteriaforevaluation.

4. CaseStudyofaLearner(40%)(Performance-BasedAssessment)Eachstudentwillidentifyonelearnerandfollowthatlearneroverthecourseofthesemester.Knowingalearnerdeeplyenablestheprofessionaleducatortomakeappropriateinstructionaldecisions.Thepurposeofthiscasestudyistohelpyoucreateafullandvariedpictureofanindividuallearner.Thecasestudyprovidesanopportunitytoapplythecoursecontentonhowstudentslearntoalearnerinyourclassroom.Thedatayoucollect,includingdescriptivenarratives,anecdotalrecords,artifacts,andinterviewresultswillprovidetheevidenceforthestatementsyoumakeaboutthelearner.Youwillidentifygoalsforthelearnerandmakesomerecommendationsforworkingwithyourcasestudystudentbasedoninsightsfromyourdatacollectionandthecoursecontent.Youwillreflectonyourlearningaboutthestudentandthecourse.Seepages16-21ofthesyllabusforadditionalinstructionsandtherubriccontainingcriteriaforevaluation.TheIntegrativeCaseStudyofaLearnerisyourperformance-basedassessment(PBA)forEDUC613.ItMUSTbesubmittedtoBlackboardforevaluationwhentheassignmentisdue.NOfinalgradeswillbeposteduntilallmaterialsareonBlackboard.

5. PortfolioReflectionPoint:EDUC613(5points)AsapartoftheASTLCore,participantswillcontinuetobuildtheirProfessionalPortfolioandwilladdReflectionPoint:EDUC613attheconclusionofEDUC613.ForadditionaldetailedinformationaboutthisReflectionPoint,aswellastheremainderofthePortfolio,pleaserefer


tothePortfolioGuidelinespostedintheASTLCoreCohorts2016-17Organizationsite.YouwillsubmitReflectionPoint2totheASTLCoreCohorts2016-17OrgsiteandalsouploadittoyourProfessionalPortfolio.

GRADINGSCALE

|95-100=A|90-94=A-|86-89=B+|83-85=B|80-82=B-|70-79=C|Below70=F|BLACKBOARDREQUIREMENTS

EverystudentregisteredforanyASTLcoursewitharequiredperformance-basedassessment(PBA)isrequiredtosubmitthisassessmenttoBlackboard(regardlessofwhetheracourseisanelective,aonetimecourseorpartofanundergraduateminor).ThePBAforEDUC613,CaseStudyofaLearner,mustbesubmittedtoBlackboard,andevaluationoftheperformance-basedassessmentbythecourseinstructorwillalsobecompletedinBlackboard.FailuretosubmittheassessmenttoBlackboardwillresultinthecourseinstructorreportingthecoursegradeasIncomplete(IN).UnlesstheINgradeischangeduponcompletionoftherequiredBlackboardsubmission,theINwillconverttoanFnineweeksintothefollowingsemester.

GMUPOLICIESANDRESOURCESFORSTUDENTS

a.StudentsmustadheretotheguidelinesoftheGeorgeMasonUniversityHonorCode(Seehttp://oai.gmu.edu/honor-code/)

b.StudentsmustfollowtheuniversitypolicyforResponsibleUseofComputing(Seehttp://universitypolicy.gmu.edu/policies/responsible-use-of-computing/).

c.StudentsareresponsibleforthecontentofuniversitycommunicationssenttotheirGeorgeMasonUniversityemailaccountandarerequiredtoactivatetheiraccountandcheckitregularly.Allcommunicationfromtheuniversity,college,school,andprogramwillbesenttostudentssolelythroughtheirMasonemailaccount.

PromptforReflectionPoint:EDUC613Inthissection,youwillfocusonhowcoursework,relatedreadings,andproductsinEDUC613haveledyoutothinkmoredeeplyaboutthelearningprocess,thefactorsthatinfluenceanindividual’slearning,andyourownstudents.PleasereflectonyourownlearningandyourperceivedgrowthandchangeatthispointintheCore.Inyourreflection,pleaseaddressanyoftheapplicableeightprogramlearningoutcomesandthewaysinwhichtheperformanceassessmentsincludedthusfarintheCoreprovideevidenceofyourknowledge.[Note:Thisreflectionshouldbeathoughtfulentrythatdocumentsyourgrowthanddevelopmentandthelearningyouaretakingaway,ratherthanameredescriptionofcourseproductsandactivities.]Requiredcourseproductstobeusedasevidenceofknowledge:

o CaseStudyofaLearner(EDUC613)o LearningTheoryGroupproduct(EDUC613)

Othersuggestedproductsforinclusion:o Other,asselectedbyindividual(bespecific)


d.TheGeorgeMasonUniversityCounselingandPsychologicalServices(CAPS)staffconsistsofprofessionalcounselingandclinicalpsychologists,socialworkers,andcounselorswhoofferawiderangeofservices(e.g.,individualandgroupcounseling,workshopsandoutreachprograms)toenhancestudents’personalexperienceandacademicperformance(Seehttp://caps.gmu.edu/).

e.StudentswithdisabilitieswhoseekaccommodationsinacoursemustberegisteredwiththeGeorgeMasonUniversityOfficeofDisabilityServices(ODS)andinformtheirinstructor,inwriting,atthebeginningofthesemester(Seehttp://ods.gmu.edu/).

f.Studentsmustfollowtheuniversitypolicystatingthatallsoundemittingdevicesshallbeturnedoffduringclassunlessotherwiseauthorizedbytheinstructor.

g.TheGeorgeMasonUniversityWritingCenterstaffprovidesavarietyofresourcesandservices(e.g.,tutoring,workshops,writingguides,handbooks)intendedtosupportstudentsastheyworktoconstructandshareknowledgethroughwriting(Seehttp://writingcenter.gmu.edu/).

PROFESSIONALDISPOSITIONS

Studentsareexpectedtoexhibitprofessionalbehaviorsanddispositionsatalltimes.COREVALUESCOMMITMENTTheCollegeofEducation&HumanDevelopmentiscommittedtocollaboration,ethicalleadership,innovation,research-basedpractice,andsocialjustice.Studentsareexpectedtoadheretotheseprinciples:http://cehd.gmu.edu/values/.ForadditionalinformationontheCollegeofEducationandHumanDevelopment,

GraduateSchoolofEducation,pleasevisitourwebsitehttp://gse.gmu.edu/.


CLASSSCHEDULE:EDUC613Fall2016

RequiredCollaboratesessions&conferencesarehighlightedinblue,AssignmentsduehighlightedinyellowWk Date Readings&AssignmentsDue

1&2

August29-Sep5&

Sep6-12

Topic:IntroductiontoHowStudentsLearnRead:Hattie&Yates,Introduction+chapters1&2CollaborateSession

3 Sep13-19Topic:CaseStudy&LearningTheoryGroupWorkRead:Falk&BlumenreichThePowerofQuestionschapter1LearningTheoryGroupWork-time(meetf2forviaBbCollaborate)

4 Sep20-26

Topic:ResearchPlanning&LearningTheoryGroupWorkRead:StringerActionResearchchapter1ANDPineTeacherActionResearchchapter11Selectstudentforcasestudybythisweek:JournalentryduebyMonday

9/26

5 Sep27-Oct3

Topic:IndividualDifferencesLearningFactorsRead:KoshyActionResearch,chapter5ANDHattie&Yates,chapter19ANDchooseONEarticlefromselectionofreadingsonBlackboardCollaborateSession

6 Oct4-10

Topic:Motivation&AffectiveLearningFactorsRead:Hattie&Yates,chapters3&4ANDRosiek:EmotionalscaffoldingLearningTheoryGroupProjectsduetoBbbyFriday10/7

7 Oct11-17

Topic:Motivation&AffectiveLearningFactorsSocio-EmotionalLearningTheoryProjectsembeddedinmodulecontent

Read:Hattie&Yates,chapters8,27&31ANDDweck,excerptfromMindset

8 Oct18-24

Topic:Cognitive&MetacognitiveLearningFactorsBehavioristLearningTheoryProjectsembeddedinmodulecontent

Read:Hattie&Yates,chapters6,7&11ANDBrownexcerptfromMakeitStickCollaborateSession

9 Oct25-31

Topic:Cognitive&MetacognitiveLearningFactorsCognitivistLearningTheoryProjectsembeddedinmodulecontent

Read:Hattie&Yates,chapters13&16ANDJoseph,MetacognitionNeededCriticalArticleReviewduetoBbby10/31

10 Nov1-Nov7

Topic:Developmental&SocialLearningFactorsSocialLearningTheoryProjectsembeddedinmodulecontent

Read:Hattie&Yates,chapter9&15ANDSharan,CooperativelearningIndividualconferenceinweek10,11or12


11 Nov8-14

Topic:Developmental&SocialLearningFactorsConstructivistLearningTheoryProjectsembeddedinmodulecontent

Read:Hattie&Yates,chapters24,25,&26ANDBailey,Arecriticalperiodscritical?Individualconferenceinweek10,11or12DraftofCaseStudyofaLearnerPartIduetoCFGforpeerreviewbyFriday,11/11FeedbacktoyourCFGduebyMonday11/14

12 Nov15-21

Topic:IndividualDifferencesLearningFactorsRead:Jensen,ch.4:MovementandlearningANDHawley&Nieto:AnotherinconvenienttruthIndividualconferenceinweek10,11or12DraftofCaseStudyofaLearnerPartIIduetoCFGforpeerreviewbyFriday,11/18,FeedbacktoyourCFGduebyMonday11/21

13Nov22-28

ThanksgivingBreak

ThanksgivingBreak:NoonlinemoduleDraftofCaseStudyofaLearnerPartsI&IIwillbeduetoInstructorafterbreakbyMONDAY,11/28

14 Nov29-Dec5

Topic:BringingitallTogetherRead:Hattie&Yates,chapter29&30ANDTeacherResearchchapteronBbWorkonCaseStudyPartIII,duetoCFGnextweek

15 Dec6-12

Topic:Sharingourfindings,FinalizingFeedback&LookingForwardRead:Cochran-Smith,Doeslearningtoteacheverend?DraftofCaseStudyofaLearnerPartIIIduetoCFGforpeerreviewbyFriday,12/9FeedbacktoyourCFGduebyMonday,12/12

16 Dec13-16

FinalWorkWeek:NoonlinemoduleScheduleIndividualConferenceswithinstructorifneededPBA:CaseStudyofaLearnerduetoBbbyTHURSDAY12/15PortfolioReflection2duetoBbOrgsitebyFriday12/16


GeorgeMasonUniversityEDUC613:HowStudentsLearn

COOPERATIVELEARNINGTHEORYGROUPS:Peerevaluationrubric

***Allgroupmembersshouldcomplete&submitthisrubricforeachothergroupmember.Thecourseinstructorwillusetherubriconthefollowingpage.

NameofStudentCompletingRubric:

NameofGroupMemberBeingEvaluated:

NoEvidence

0

Beginning(Limitedevidence)

1

Proficient(Clearevidence)

2

Exceptional(Clear,convincing,substantialevidence)

3

SCORE

Research&InformationGathering

Doesnotcollectanyusefulinformation

Collectsverylittleusefulinformation

Collectssomeinformationrelatedtotopic

Collectsagreatdealofusefulinformation

Attendance&Punctuality

Doesnotattendmeetingsorhaveworkreadyaspromised

Sometimesattendsmeetingsandhasworkreadyaspromised

Usuallyattendsmeetingsandhasworkreadywhenpromised

Alwaysattendsmeetingsandhasworkreadyaspromised

SharingTasks&PreparingtheProjectComponents

Reliesonotherstodothework;doesnothelppreparetheprojectcomponents

Rarelydoeshis/hershare;makessomecontributionstopreparetheprojectcomponents

Makesmanyusefulcontributionsinthecreationoftheprojectcomponents

Alwaysdoeshis/hershare;playsanintegralroleinthecreationoftheprojectcomponents

Communicating DominatesORdoesnotparticipateintheconversation&decisionmaking

OftendominatesdiscussionanddecisionmakingORmakesfewcontributions

Makessomeusefulcontributionsbasedongroupconversations

Listenscarefully,makesusefulcomments,facilitatesdecisionmaking

Cooperation Consistentlyhardtogetalongwith

Sometimesmakesgettingalongdifficult

Isagoodteamplayer;followsothers’leads

Helpstheteamworktogetherforsuccess

Total(outof15)

Comments:

AdaptedfromFreeman&Brown’sCollaborationRubric


Cooperativelearningtheorygroups:Assessmentofgroupprojectcontent

***TobecompletedbythecourseinstructorGROUPMEMBERS:

NoEvidence0

Beginning1

Developing2

Proficient3

Skilled4

Exceptional5 SCORE

Describe&evaluatethelearningtheory

Providesnoinformationaboutthelearningtheory

Presentsverylimitedinformationaboutthelearningtheoryand/orfailstoproviderelevantprojectcomponents.

Presentslimitedinformationaboutthelearningtheoryand/orfailstoproviderelevantprojectcomponents

Presents&organizesanadequateamountofinformationaboutthelearningtheory,butpresentationoftheinformationmaybescattered,projectcomponentsmaylackrelevance.

Adequatelypresents&organizesagreatdealofinformationaboutthelearningtheory’ssalientprinciplesandassumptions,providesprojectcomponents

Clearly,conciselyandthoroughlypresents&organizesagreatdealofinformationaboutthelearningtheory’ssalientprinciplesandassumptions&providesrelevantprojectcomponents

Connectthelearningtheorytoliterature

Providesnoreferencestoconnecttheorytocurrentliterature

Providesonly1referencetocurrent,relevantliteratureanddoesnotadequatelyconnectthetheory&literature

Provides2referencestocurrent,relevantliteraturebutdoesnotconnecttheory&literatureORProvidesonly1referenceandclearlyconnectsthetheory&theliterature

Provides2referencestocurrent,relevantliteratureANDadequatelyconnectsthelearningtheorytotheliterature

Providesatleast3referencestocurrentrelevantliteratureANDadequatelyconnectsthelearningtheorytotheliterature

Providesatleast3referencestocurrent,relevantliteratureANDthoroughly,clearlyandconvincinglyconnectsthelearningtheorytotheliterature

Connectthelearningtheorytopractice

Neitherthepresentationnorthehandoutexplainhowthelearningtheoryconnectstoteacher’sroleinfacilitatinglearning.

BoththepresentationANDthehandoutprovideverylimitedexplanationoftheconnectionbetweenthelearningtheory&teacher’sroleinfacilitatinglearning.

BoththepresentationANDthehandoutprovidelimitedexplanationoftheconnectionbetweenthelearningtheory&teacher’sroleinfacilitatinglearning

BoththepresentationANDthehandoutadequatelyexplainhowthelearningtheoryexplains/describestheteacher'sroleinfacilitatinglearning.

EitherthepresentationORthehandoutthoroughly,clearlyandconvincinglyexplainhowthelearningtheoryexplains/describestheteacher'sroleinfacilitatinglearning.

BoththepresentationANDthehandoutthoroughly,clearlyandconvincinglyexplainhowthelearningtheoryexplains/describestheteacher'sroleinfacilitatinglearning.

TotalofAbove:ProjectContentRubric(outof15) Peerevaluationrubricmeantotal(outof15)

TOTALSCORE(outof30)

Comments:


EDUC613CRITICALARTICLEREVIEW(CAR)

Objective:Toengagelearnersthoughtfullyandmeaningfullywithcurrentlearningresearchandtheory,andtoapplytheiremergentanalysesandreflectionstoclassroompracticesandapplication.Thepurposeofthecriticalarticlereviewassignmentistoengagestudentsinathoughtfulprocessthatwillhelpthembecomecriticalconsumersoftheresearchliteratureonhowstudentslearn,andwillbringcurrentcoursereadingsandadditionalresearchinthefieldtogetherwithclassroompractice.Thecriticalarticlereviewwillrequirethatyouformulatethoughtsonpaperandconnectthosethoughtstocurrentresearch.

EachstudentneedstowriteatwotothreepageCriticalArticleReview(CAR)(fromthelistofarticlesthatcorrespondtothedifferentlearningfactors).TheCARshouldincludethefollowingparts:description;analysis,applicationandinterpretation;andreflectiononthecontentanditsmeaningtoyouinyourcurrent/futureprofessionalrole.YourarticlesummaryneedstoincludethearticlereferenceinAPAstyle(atthebeginningoftheCAR).EachCARneedstoincludeacleardescriptionorsummaryofthearticlecontent,whatthereadingmeanstoyouasaneducator,howyourelatetotheideasoftheauthor,andhowandwhyyoucanorcannotapplytheseideasintoyourcurrentorfuturepractice.Detailstoguideyouinyouranalysis:

ArticleReference:ProvideanAPAstylereferenceforthearticleatthebeginningofyourCAR.Youshouldalsoincludethearticleinthereferencepage.Description:Describesandsummarizesthemainpointsofthearticle.Thistellsbrieflywhatthearticleisabout.Onetotwoparagraphsinlengthonly.Analysis,Application,andInterpretation:Thissectioniswhereyou,thecritic/analyzer,applyyourknowledgetocommentonthetheory(ies),coreideas,orresearchdescribedanddiscussedinthearticleThissectionfocusesonyourinterpretationofthematerialbasedonrelatedcoursereadings.Thissectiontellshoworwhy.Inthissection,youneedtocompareandcontrasttheauthor’s(orauthors’)pointstootherreadingsbyusingatleastthreesupportingsourcesfromrelatedreadings.Citereferenceswithinthetextandincludeareferencespageattheendofyourjournalcritique(usingcorrectAPAstyle).Thesecitationsmaybetakenfromyourtext,othersupportingarticlesreadforclass,orarticlesyoumayhavereadonyourown.Reflection:Inthissectionyouneedtoconnectthearticleyouareanalyzing/critiquingtoyourselfandyourownclassroompractice.Youneedtoaddressthequestion:Whatdoesthisarticlemeantoyou?Yourreflectiononthereadingshouldincludeasynthesisofthematerialpersonallyandanevaluationofyourdescriptionandanalysis(whichincludeswhatthismeanstoyouasaneducator).Thinkaboutwhatyouwould/mightdosimilarlyordifferently,andwhy,tohelpstudentslearn.Or,youmaywanttotalkaboutwhatyoulearnedthroughthearticlethatwillhelpyouinthefutureinyourparticularteachingcontext.Thissectionshouldpersonalizethedescription,analysis,andinterpretationtoyourindividualsituation.


CriticalArticleReviewRubric--EDUC613

NoEvidence Beginning(Limitedevidence)

Developing(Clearevidence)

Accomplished(Clear,convincingand

substantialevidence)

Description Descriptionisunclearwithnoinclusionofkeypoints(0points)

Referenceforarticlemaybemissingfrombeginningofarticle.Describesthearticlebriefly(0.5points)

Referenceforarticleisprovidedatbeginningofarticle.Describesthearticleaccuratelywithlittlesynthesis(1point)

ReferenceforarticleprovidedinAPAstyleatbeginningofarticle.Describesandsynthesizesthekeypointsaccuratelyandconcisely(2points)

Analysis,ApplicationandInterpretation

Sectiondoesnotaddressstrengthsandweaknessesofarticle;doesnotincludesupportingsources(0points)

Sectionincludesinterpretationbyaddressingonlystrengthsofthearticle,doesnotcompareandcontrastpointsfromarticlestorelatedreadings;includesonesupportingsourcesfromrelatedreadings(1point)

Sectionincludesinterpretationbyaddressingstrengthsandweaknessesofthearticle,comparesandcontrastspointsfromarticlestorelatedreadings;includestwosupportingsourcesfromrelatedreadings(2points)

Includesanalysis,application,aninterpretationbyaddressingstrengthsandweaknessesofthearticle,tellswhypointsarestrengthsorweaknesses;comparesandcontrastspointsfromarticlestorelatedreadings;includesthreeormoresupportingsourcesfromrelatedreadings(3points)

Reflection Describesgeneralthoughtsaboutarticle(0points)

Includesonlyashortreflectivestatementordoesnotmakepersonalconnectionstothearticle(1points)

Includesreflectivestatementwithconnectionstoclassroompractice;needstodelvemoredeeplyintotheapplicationtotheclassroomorpersonalconnectionstothearticle(2points)

Includesastrongreflectivestatementthatconnectsjournalarticletoclassroompracticeandclearstatementofpersonalconnectionstothearticle(3points)

APAReferences&ClarityofWriting(Mechanics)

Containsmanygrammaticalerrorsorerrorpatterns.NoevidenceofAPAstylereferences.(0points)

LacksingrammaticalorstylisticformORcontainsmanyerrorsorerrorpatterns.ReferenceslacksomecompliancewithcorrectAPA6thstyle(0.5points)

Grammaticallyandstylisticallywellwritten,butcontainssomeerrorsorerrorpatterns.ReferencesareinAPAstylebutcontainsomeminorerrors.(1point)

Grammaticallyandstylisticallywellwrittenwithfewerrorsorerrorpatterns.Referencelist&in-textcitationsareinAPAstyle(6thedition.(2points)


PARTICIPATIONRUBRICEDUC613

30pointstotal Unsatisfactory Basic Proficient Distinguished

Participationand

Professionalism

Thestudentischronicallylateforclass;absencesarenotdocumentedbyfollowingtheproceduresoutlinedinthesyllabus;Thestudentisoftenunpreparedforclass;Studentdoesnotactivelyparticipateindiscussions;Thestudent’scommunicationswithprofessorandpeersisusuallyunprofessional

<20pts.

Thestudentmaybelateormissclassmorethanonce;followsoutlinedproceduresincaseofabsence;Studentmaybeunpreparedforclassmorethanonce;Studentparticipatesatleastperipherallyingroupandclassdiscussions;Thestudentissomewhatengagedinallclassesandsometimesorrarelypushestheirownandtheirpeers’thinking;Studentmayoccasionallydemonstrateunprofessionalismincommunicationswithprofessorandpeers

20pts.

Thestudentisengagedinallclasses;isontime;isprepared;followsoutlinedproceduresincaseofabsence;thestudentmakesactivecontributionstothelearninggroupandclass;Thestudentmayusually,butnotalways,criticallyconsidercontentand/orposequestions;demonstratesprofessionalisminallcommunicationswithprofessorandpeers

25pts.

Thestudentisengagedinallclasses-isontimetoeveryclass;ispreparedforeveryclass;followsoutlinedproceduresincaseofabsence;Thestudentactivelyparticipatesinsmalland/orwholegroupclassmeetingsbymeaningfullycontributingtoeachclasssession;Studentcriticallyconsidersclasscontentandposesquestionstopushtheirownthinkingandthatoftheirpeers;demonstratesprofessionalisminallcommunicationswithprofessorandpeers

30pts.

ASTLPortfolioReflectionPoint2Rubric

ASTLPortfolioReflectionPoint2

Maynotcompletelyorthoroughlyrespondtotheprompt;Maynothavebeencompletedontimeoratall;maynothavebeensubmittedtoCoreOrganizationsiteonBlackboard

0pts.

Completelyandthoroughlyrespondstothereflectionprompt;Completedontime;submittedtoCoreOrganizationsiteonBlackboard

5pts.


GUIDELINESFORCASE STUDY OF A LEARNER

The goal of this case study is to create a rich, meaningful picture of one learner by synthesizing the information you collect on that learner. By describing one student as fully and in as balanced a way as possible, you begin to gain access to that student’s modes of thinking and learning. You will identify strengths and needs of the learner, use APA learning factors (APA, 1997) to examine the student’s learning needs, and make use of learning theories discussed in class to explain the student’s learning. You will identify research-based recommendations to use in the future and reflect on your learning through the case study process. Part I: Learner Profile (5 or more double-spaced pages) In part 1 of the case study, the teacher will develop a student learning profile that captures important dimensions of the learner. The profile should include a description of the learner and a statement of the educational strengths and needs of the student: • Introduction

o Introduce student and explain why the student was selected for the case study. o Provide a brief description of instructional setting to provide context.

• Description of learner: o Biological & other traits: May include student's age, physical development, sex/gender, physical

dis/abilities, health, motor skills, coordination, and diagnosed learning disabilities. o Cultural and Societal Factors: May include student's ethnic and racial background, cultural

identity, language (include current EL status, if appropriate), religion, norms and values, gender expectations or influences, and economic status.

o Emotional and Social Influences: May include family structure, family history, recent change or loss in the family, attitude, disposition, peer status, and self-esteem.

o Academic Performance: Includes relevant information on current or recent student academic performance.

• Educational strengths & needs and connections to learning theories: o Strengths: Specific strengths of the learner, with evidence to support this (based on data collected

by the teacher) o Needs: Overall educational need(s) of this student (based on data collected by the teacher). o Learning Theories: Discuss how the students’ learning strengths AND needs may be explained by

learning theories discussed in class (e.g., behaviorism, cognitivism, constructivism, social learning theories, socio-emotional learning theories). At least two different learning theories (and thus related peer projects) should be referenced.

Part II: Goals for the Learner and Recommendations (5 or more double-spaced pages) In part 2 of the case study, the teacher will identify goals for the learner and connect these goals to the learner strengths and needs identified in part 1. Research-based recommendations for achieving these goals will be discussed. • Goals for the Learner– Connections to learning factors and learner strengths and needs:

o Identify specific goals for the individual student. A minimum of four goals should be identified, utilizing the APA learning factors (APA, 1997) as a reference.

§ Strive to identify at least one learning goal from within each category of learning factors (I. Cognitive and Metacognitive, II. Motivational and Affective, III. Developmental and Social, IV: Individual Differences)

§ Note that learning goals may include content-specific goals, but must incorporate goals that extend beyond specific course content.

o For each learning goal:


§ Provide explicit connection to learner strengths and learning needs identified in part 1 of the case study

§ Explain how your data supports the learning goal you have identified § Connect to relevant learning theories discussed in class AND to literature (including

course readings) § Be specific when connecting the goal to a learning factor described within the learning

factors document provided in class (APA, 1997). • Research-based Recommendations

o Identify one or more research-based recommendations for EACH learning goal. These recommendations may include instructional strategies or approaches, but should focus on how YOU (the teacher) can best support the student’s strengths and meet their learning needs. Course readings (minimum of 3) and outside literature should be referenced to support the recommendations using APA style in-text citations.

§ These recommendations may be included with the discussion of the goals for the learner or may be a separate section with part 2 of the case study.

Part III: Reflective Discussion (5 or more double-spaced pages) In part 3 of the case study the teacher will reflect on their own learning through the case study process, including each of the following reflection headings: • Reflecting on the learner: Discuss how you now understand the individual learner. What particular

lessons did this student teach you about you about learning or anything else? Have your ideas and feelings about this student and your relationship with him or her changed during this study?

• Reflecting on self as teacher: Discuss how you now understand yourself as a teacher. What personal biases or beliefs did you uncover throughout the case study research? How did these biases impact you throughout the study? What did you do to reduce the impact of your personal biases and beliefs on your research, especially within your interpretation of data? Did this study change your thinking or reinforce any beliefs you had at the beginning?

• Reflecting on the classroom and teaching: Discuss what you learned about students (in general) and about teaching. What did you learn about other students in the class or about the group as a whole as a result of your study? How has this process affected the way you teach, think about, or relate to students as learners?

• Reflecting on future action: What changes will you make in the classroom as a result of what you learned from the case study? How will these changes potentially impact student learning? Consider specific lessons, units, activities or assessments that you could add or change as a result of what you have learned about this individual student. Describe what you will do differently (than now) and how it will potentially impact student learning. Cite literature to support your ideas.

References: Use APA (6th edition) guidelines for the reference list and in-text citations. Appendix A: Data collection methods used in the case study • Create a summary table of the data sources (e.g., parent survey, student interview, student records,

teacher observations), information sought (i.e. what are you hoping to learn from that data source), and what learning factors the data address.

Data source Information sought Learning factors addressed

Appendix B: Sample data collection tools • Provide blank copies of surveys, questionnaires, interview questions, writing prompts, observation

protocols, or other tools used to aid in data collection. Do not include the actual data, just samples of the tools used to collect the data.


General Recommendations:

o Submit your complete drafts to your Critical Friends Group (CFG) and to your instructor on time. There are 6/40 points allotted for timely submission of your complete drafts.

CaseStudyTimelineWeeks TaskstobeAccomplished

1-5 Choose your case study student. Get to know him/her and begin collecting relevant data. Plan data collection and begin drafting Part I of your case study (in your journal entries.)

6-11Collect data related to learning factors. Write a (draft) of Part I (Learner Profile). Get critical friend (CF) feedback on Part I. Integrate CF feedback from Part I.

12-14

Collect data (evidence) of learning factors and complete draft of Part II (Learning Objectives & Recommendations).

Get critical friend (CF) feedback on Part II. Integrate CF feedback. Submit a draft of Parts I and II to BB in week 13/14 for instructor feedback.

14-15 Continue analysis and data collection; Revise Parts I and II.

14-16Write Part III (Reflective Discussion); Get CF feedback during week 15. Share case study findings during week 15. Complete final version of case study to submit.

16 Submit FINAL version of case study to Blackboard by December 15th.

Documents

GEORGE MASON UNIVERSITY COLLEGE OF ...ADVANCED STUDIES IN TEACHING AND LEARNING PROGRAM EDUC 613.6H1 CRN 81751 EDUC 613.DL1 CRN 74459 EDUC 613.DL2 CRN 74460 HOW STUDENTS LEARN 3 credits,