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EDC 310/533--Learning and Development in an Educational Setting

3.0 undergraduate credit course, 4.0 graduate credit course, Spring Semester, 2024
Tues. and Thurs., 9:40 - 11:20 a.m. Meeting in Hagfors Center, Classroom 151


Instructor: Joseph A. Erickson, Ph.D. 
Office: Sverdrup Hall, Room 3C (lower level of Sverdrup Hall)
Communications: (612) 216-8622 (talk/text) | (email)
Course web site: Log into <http://augnet.augsburg.edu> then click on --> Moodle link
Office hours:

Mondays 3:30-4:30 P.M. and Graduate School Fridays, 2:30-4:30 P.M. Please click here to --> schedule a meeting with me.
Augsburg University Education Department Mission Statement: The Augsburg University Education Department commits itself to developing future educational leaders who foster student learning and well-being by being knowledgeable in their fields, being capable in pedagogy, being ethical in practice, nurturing self-worth, embracing diversity, thinking reflectively, and collaborating effectively.

Course Objectives and Orientation:

This course will survey the major social and psychological processes involved in learning and development in an educational setting. Special emphasis will be placed on classroom applications. The course will cover the major objective theories as well as use an experiential learning model for making the theoretical knowledge relevant in the individual student’s life. The course will focus primarily on MSEP Standard Two: Student Learning while reinforcing other standards (see below).

Students in this course will possess:

Knowledge of:

Skills in:

Professional attitudes related to:
developmental stages (2B, 2C)
assessing learner characteristics (8B, 8C)

appreciating differentiated learning approaches (3A)
special learners (3A, 3C, 3I)

evaluating instructional effectiveness (4B)

developing an attitude that “all students can learn”  (9C, 9H, 10D)
individual differences  (3A, 3C, 3I)

working with exceptional students (3A, 7C, 7E)

developing the foundation for research-based practice (9C, 9H, 10D)
learning processes (1B, 2A)
 accommodating learner differentiation (4B, 7A, 9H)


cognitive and personality theory (2B, 2C)

developing learner self-esteem (5C)


educational measurement (8B, 8C)

adapting learning materials (4B, 7A, 9H)


motivation (5A, 5F, 5J, 5K)
Instructional methods will include: lecture, discussion, case studies, demonstrations, simulations, student-led activities, cooperative activities, media showings, and a field experience placement. Each activity is crafted with an appreciation for learning preferences based on temperament, gender, and cultural/ethnic differences.

EDC 310/533 Course Objectives and Assignments Aligned with Minnesota Standards of Effective Practice

Required Texts:

  1. Woolfolk, A. (2019, 14th Ed.). Educational psychology. Pearson: New York. (To save money, you may use the 11th - 13th editions, although pagination and chapter titles may vary slightly.)
  2. Additional articles may be assigned periodically. These are required reading and will be distributed in class or put on the course website.

Attendance Policy:

Most of the class demonstration sessions and films cannot be made up, therefore regular class attendance is expected. Attendance is part of your Task Management and Participation grade in this course (see below for details). If you must miss a class meeting, please speak with the instructor ahead of time. You may be absent from only one class period without penalty. For each class period missed beyond that 0.5 grade points (4.0 = A, 3.0 = B, etc.) will be subtracted from your course grade. Students may, with the permission of the instructor, make-up unavoidable absences (e.g., illness or family emergency) by engaging in equivalent learning activities which they must document for the instructor. Other avoidable absences may not be made-up.

Whatever documentation you propose to make up an absence, it should be prepared in such a way as to highlight your careful understanding, reflection, analysis, and evaluation of the concepts discussed in the class, not simply copying what was said or shared in class. Don't summarize...analyze.

Academic Honesty Policy:

The Augsburg University policies on academic honesty apply to this course. Unless otherwise stated, the assignments you hand-in are assumed to be your own individual work. Please refer to the Augsburg Student Guide's section on Academic Honesty Policies for details.

Grading Procedure:

There are a total of 100 points available in this course. There are several components to your final grade for this course. Each assignment will be discussed further in class. These assignments include:
  1. Course Readings and Lectures: You have a choice regarding how you will document your learning from the course text and in-class learning activities. You may either (a) prepare a set of edited notes based on what you learn during your reading of the text or (b) take three multiple-choice quizzes. An excellent strategy for reading and preparing your learning notes or preparing yourself to take the quizzes is the SQ3R approach. Click here to learn more.
  1. Learning Notes: This is a typed and edited set of notes reviewing the concepts and skills discussed in the Woolfolk text. These notes should include observations from every chapter and nearly every major concept to receive full credit. The notes should be edited in such a way as to highlight your careful understanding, synthesis, reflection and analysis of the concepts discussed in the text, not simply copying or repeating what the book says.

    For example, simply writing "In chapter 3, Woolfolk is talking about Kohlberg's stages of moral development.     Kohlberg's stages include...," would be an inadequate response. That's just copying what the author says. In addition to noting the ideas the author raises, you should make explicit connections to your own experience, use examples from your own life to illustrate the concepts, reflect on how the concepts might be applied in your own work, analyze how the concept may or may not apply in various settings, and/or evaluate the utility of the concept given your experience in schools or with children. I am most interested in seeing evidence of what you have learned and how you think, not simply regurgitating what the author has said. Don't summarize...analyze. One or more of these sorts of higher order analytic skills needs to be demonstrated in each response. A checklist and instructions regarding the format for your responses has been prepared to assist you in preparing your notes. Click here to view it.

    College-level writing mechanics must be displayed (i.e., full sentences, distinct paragraphs, edited, properly formatted). Students preparing notes should prepare them in three parts (chs. 1-6, 7-10 & 11-15) each due on the dates indicated on the course schedule.  Or…

  2. Multiple-Choice Quizzes: Three multiple-choice quizzes will cover all of the major concepts from the text. They will be administered online on the dates indicated in the course schedule below.
In either case, quizzes or notes, the course readings are worth up to a total of 25 points (Quizzes or notes: 10, 7, and 8 points respectively),

  1. Learning Analysis Journals: These 800-1,000-word documents are thoughtful written reflections about specific course concepts and your observations in the field in light of what you’re learning in this course. See the Learning Analysis Journal web page for more detailed instructions.four A total of five journals are due (see course schedule for due dates). These papers will document your careful observations in the field and display evidence of scholarly application, analysis and evaluation of the theories about which you’re learning in this course.


  2. Observation Project: This project involves a systematic observation of two children at two different chronological ages. You must observe at least one child who is the age you intend to teach. During and after your observations you will fill-out an open-ended questionnaire on which you will record and analyze your observations. These raw notes will be carefully analyzed and developed into a formal paper to be handed in and evaluated. See the Observation Project web page for instructions. See course schedule for due date (up to 25 points).

  3. Practice Teaching Exercise: Each student will prepare and deliver a brief (5-8 minute) developmentally-appropriate learning experience to his or her classmates. Your lesson should involve primarily your teacher-led instruction, not showing a video or playing a digital game. These teaching exercises will be delivered on several dates indicated in the course schedule (below, up to 20 points),

  4. Task Management and Participation: If you successfully demonstrate professional-level task management and participate in all class meetings and online forums in an informed and enthusiastic manner, you will receive up to five points (otherwise fewer or no points). Also, no more than one class meeting may be missed without it impacting your final grade for the course, i.e., loss of the 5 points for participation. (With only 100 points available in this course, losing 5 points means a drop of one-half of a grade point. Additional unexcused absences will carry an additional 5 point penalty for each absence.)

    Students may, with the permission of the instructor, make-up unavoidable absences (e.g., illness or family emergency) by engaging in equivalent learning activities which the student must design and document for the instructor. More than one avoidable absences will negatively impact the student's final course grade and may not be made-up (up to 5 points).
Those students who earn 95-100 points on the exam and other assignments will receive an A for the course. Similarly: A- = 92-94, B+ = 90-91, B = 85-89, B- = 83-84, C+ = 80-82, C = 75-79, C- = 73-74, D+ = 70-72, D = 65-69, D- = 60-64, and F = 0-59. Students registered at the graduate level must earn a C+ or above to apply this course towards licensure. Students registered at the undergraduate level must earn a grade of C- to apply this course towards licensure. Students registered for the undergraduate version of this course are graded using the undergraduate grading scale and students registered for the graduate version are graded using the graduate grading scale.

Late Work Policy:

Course assignments are to be handed-in on time -- on time means the assignment is handed-in by the beginning of the class meeting indicated on the course calendar--not later that day. Late assignments cannot be re-done for extra credit.

Grade Tally Sheet: (an online spreadsheet to record and monitor your grades in this course)
 
In order to promote self-awareness and personal responsibility, in this class, I am asking you to track your grades during the semester. One way to do this is to use this Grade Tally Spreadsheet to record and monitor your grades. Quiz grades may be seen after you complete the quiz and in the Moodle course grade book. All other grades may be found on the GoogleDoc you submit for each assignment. Please let me know if you have any questions or need help.

Electronic Document Submission:

Documents in this class are submitted digitally via GoogleDrive. The documents should be converted to GoogleDocs format (not MS Word format) and include all of the items physical paper assignments would include such as your name and the title of the assignment. Make sure to include all relevant identifying information. Make sure to add the instructor as an editor (username: erickson@augsburg.edu) so I am able to comment on your assignment online.

Also make sure to save the file with your name and the name of the assignment in the file's name, e.g., "Your Name - Assignment Name." If you have any questions, please speak with the instructor. Documents not following this protocol will be returned. Further instructions are found on the course moodle site.

Disability Accommodations and Accessibility and Other Student Rights:

Students with disabilities who believe that they may need accommodations in this class are encouraged to contact the CLASS Office at 612-330-1053 or stop by the Gage Center welcome desk on the link level of the Lindell Library as soon as possible to better ensure that such accommodations are implemented in a timely manner. All students have the right to use the Augsburg University Counseling Center and Student Development staff services, as well as to receive tutoring assistance from the Writing Lab. This class affirms individuals of all gender identities and gender expressions. Students are expected to show respect to others, including referring to others using their preferred names and pronouns. 

Pre-Course Schedule (this schedule may change due to media availability and other considerations):

Prologue. Orientation and Expectations

Objectives:
1. To orient the student to the area of learning and development
2. To introduce this course: expectations and controversies
3. To develop learning strategies for this course

Module/Date(s):
Subject(s)

Reading Assignment(s) for class activities
Week 1
Jan 16 and 18
Learning, Teaching and Educational Psychology

Activities and assignments:
• Quiz on the course syllabus administered in class
• Graduate students: Select a topic in chapters 4-15 that you would like
  to explore in more detail. Write a list of questions around the
  focus question: On what aspect of teacher leadership do you want to focus in
  this course?
• Note: Unless otherwise noted, reading assignments and other
  work in this class are due by class time on the assigned date.
Woolfolk, Ch. 1
*_Chapter 1 Study Guide / Notes

Other Resources:
*_SQ3R Presentation
*_Experiential Learning Cycle Presentation

I. Students

Objectives: 
1. To acquire a basic understanding of the classic theories of human development
2. To understand the ways culture, values, and other environmental factors interact with natural endowments
 
Week 2
Jan 23 and 25
Cognitive Development

Activities and assignments:
• No homework assignments due this week
Woolfolk, Ch. 2
*_Chapter 2 Study Guide / Notes
Week 3
Jan 30 and Feb 1
 
The Self, Social, and Moral Development

Activities and assignments:
• No homework assignments due this week
Woolfolk, Ch. 3
*_Chapter 3 Study Guide / Notes
Week 4
Feb 6 and 8
Learner Differences and Learning Needs

Activities and assignments due:
• Thurs.--Learning Analysis Journal #1 Due
  (Topic: Learner Differences and Individual Learning Needs)

Woolfolk, Ch. 4
*_Chapter 4 Study Guide / Notes
Week 5
Feb 13 and 15
Language Development, Language Diversity, and Immigrant Education

Activities and assignments:
• No homework assignments due this week
Woolfolk, Ch. 5
*_Chapter 5 Study Guide / Notes
Week 6
Feb 20 and 22
Culture and Diversity

Activities and assignments due:
• Woolfolk Readings Quiz #1 (Chapters 1-6, quiz link on moodle)
  or notes due on Thursday of this week
• Checklist: How to Prepare Your Woolfolk Readings Notes
Woolfolk, Ch. 6
*_Chapter 6 Study Guide / Notes

II: Learning and Motivation

Objectives:
1. To understand several theories of learning and instruction
2. To understand the relevance and application of these theories to learning and classroom settings
3. To understand student motivation and attribution and the teacher’s role in evoking it

Week 7
Feb 27* and 29
Behavioral Views of Learning

Activities and assignments due:
• No homework assignments due this week
• * No class on Feb. 27 (Tues) due to Career Exploration and Assessment Day
Woolfolk, Ch. 7
*_Chapter 7 Study Guide / Notes
Week 8
Mar 5 and 7
Cognitive Views of Learning

Activities and assignments due:
• Thurs.--Learning Analysis Journal #2 Due
  (Topic: Impact of Culture and Diversity on Perception
    and Behavior)


Woolfolk, Ch. 8
*_Chapter 8 Study Guide / Notes


Spring Break, March 11-17, 2024

Week 9
Mar 19 and 21
Complex Cognitive Processes

Activities and assignments due:
 • Mid-term Student Questionnaire activity
Woolfolk, Ch. 9
*_Chapter 9 Study Guide / Notes
Week 10
Mar 26 and 28
The Learning Sciences and Constructivism

Activities and assignments due:
 • Woolfolk Readings Quiz #2 (Chapters 7-10, quiz link on moodle)
  or notes due on Thursday of this week
• Checklist: How to Prepare Your Woolfolk Readings Notes
Woolfolk, Ch. 10
*_Chapter 10 Study Guide / Notes

Other Resources:
• Learner Centered Psychological Principles
Week 11
Apr 2 and 4
Motivation in Teaching and Learning

Activities and assignments due:
• Thurs.--Learning Analysis Journal #3 Due
  (Topic: Constructivism and Designing Learning Environments)
Woolfolk, Ch. 11
*_Chapter 11 Study Guide / Notes

III: Teaching and Assessing

Objectives:
1. To review other major educational applications such as measurement and evaluation
2. To understand major theories of classroom management and how it is related to learning and development
3. To practice and discuss specific learning activities and challenges
Week 12
Apr 9 and 11
Social Cognitive Views of Learning and Motivation

Activities and assignments due:
• Sign up for Practice Teaching Exercise (Due soon--see possible
  dates below. Sign-up sheet link on moodle.)


Woolfolk, Ch. 12
*_Chapter 12 Study Guide / Notes
Week 13
Apr 16 and 18
Creating Learning Environments

Activities and assignments due:
  • Tues.--Learning Analysis Journal #4 Due
   (Topic: Motivation in the Classroom)
  • Practice Teaching Exercise (groups 1 and 2 present on
    Tuesday, Sign-up sheet link on moodle.)
Woolfolk, Ch. 13
*_Chapter 13 Study Guide / Notes





Teaching Every Student

Activities and assignments due:
 • Thurs.--Observation Project Due
 • Practice Teaching Exercise (Groups 3 and 4 present
   on Thursday. Sign-up sheet link on moodle.)
Woolfolk, Ch. 14
*_Chapter 14 Study Guide / Notes
Week 14
Apr 23 and 25
Classroom Assessment, Grading, and Standardized Testing

Activities and assignments due:
• Tues.--Learning Analysis Journal #5 Due
   (Topic: Reflections on Your Learning Progress This Semester
    and Your Goals for the Future)
 • Practice Teaching Exercise (Groups 5 and 6 present this week.   
   Sign-up sheet link on moodle.)
• Woolfolk Readings Quiz #3 (Chapters 11-15, quiz link on moodle)
   or notes due on Thursday of this week
• Checklist: How to Prepare Your Woolfolk Readings Notes
• Graduate Student Papers and Presentations Due

• Upload a copy of your entire LAJ to Anthology Portfolio as 
   a Program Key Assessment for licensure (Link on moodle).

    Note: Please complete this task by 4:00 pm on
   Thursday, May 2nd. Successful completion of this
   task is required in order to pass the course, so please
   do not forget to finish this task.
Woolfolk, Ch. 15
*_Chapter 15 Study Guide / Notes
Exam Week
Thur., May 2, 8:30 - 10:30 A.M. in Hagfors 151
*if needed*
Final Exam Week - Apr 29 - May 3
Activities and assignments due: All assignments not previously handed-in are due no later than 4:00 P.M. on the Tuesday following the final class meeting. Any variance from this schedule must be pre-arranged with the instructor.

   

N.B.: The order and topics may change due to class needs and media availability. Your reading and writing assignments are due at the beginning of class on the date assigned. All assignments not previously handed-in are due no later than 4:00 P.M. on the Tuesday following the final class meeting. Any variance from this schedule must be pre-arranged with the instructor.

"...close cooperation between theoretical and applied can be accomplished... if the theorist does not look toward applied problems with highbrow aversion...
and if the applied [practioner] realizes that there is nothing so practical as a good theory."
Kurt Lewin's Dictum

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