Psychology Syllabus
EDLE 5033 Psychology of Learning
General Course Information
Description
This course covers student learning theory and its application to promoting quality teaching and learning in schools.
Purpose of the Course
This course prepares educational leaders to create and sustain a learning centered environment in a k-12 school setting. Students will study learning theory across the lifespan and apply it to the practice of instructional leadership, curriculum design and staff development.
In accordance with A.C.A. § 6-17-429, candidates completing the EDLE program of study at the University of Arkansas will demonstrate awareness in the knowledge and practices of scientific reading instruction. For more information on these standards see http://dese.ade.arkansas.gov/public/userfiles/Educator_Effectiveness/Becoming_a_Teacher_or_School_Leader/AR_Educator_Competencies/Awareness_Level_SoR_002_07_25_18.pdf
Required Book (you must use the 2018 edition)
National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. National Academies Press.
Academic Honesty
There have been major changes to the University’s academic honesty policies. As a core part of its mission, the University of Arkansas provides students with the opportunity to further their educational goals through programs of study and research in an environment that promotes freedom of inquiry and academic responsibility. Accomplishing this mission is only possible when intellectual honesty and individual integrity prevail.
Each University of Arkansas student is required to be familiar with and abide by the University's Academic Integrity Policy which may be found at http://provost.uark.edu/. Students with questions about how these policies apply to a particular course or assignment should immediately contact their instructor.
Inclement Weather Policy
The general policy regarding inclement weather is that the University typically stays open regardless of bad weather. In the event of weather disrupting an online class I will do my best to post a notification on the course website.
Accommodations
The Center for Educational Access serves as the central campus resource for helping students with disabilities obtain the accommodations they need for equal access to classroom activity. Please do not hesitate to contact the center or me with questions or concerns about the services available to you.
Course Assignments and Grading
Attendance and participation
Each student is responsible for joining class discussions on time and prepared to participate.
Missed assignments, make-up policy
Late work will be accepted with a credit deduction of 10% for each day (not class meeting) late. If you are unavailable the day an assignment is due, please make arrangements to email it to me by the due date to ensure full credit. Please see me individually if you have special concerns or circumstances.
Major Assignments: In order to receive a passing grade for the course, you need to complete all the assignments in a satisfactory manner. The daily journals (found in blackboard) are the primary product you will create this semester. These will be based on the readings and videos through the semester. There are three primary questions that should guide your daily journals:
As I reflect on the course materials so far this semester, what new insights do I have about how I process information and make personal decisions?
Do these insights indicate to me that I should make any changes in my approach to making decisions and if so how would I practically execute this changes? (answering this question by saying that you must simply "do better" is not helpful in the same way it would not be helpful for a doctor to tell their patient to simply "feel better" - you have to understand the root causes for your own behavior to develop a plan for doing something about it)
How do I apply what I have learned so far to my future context as a leader? In other words, how does this knowledge inform your understanding of how other people you might be working with make decisions and as a leader how can you use this information to create a system, climate, and culture where there is consistently more healthy and productive decision making?
Weekly Journal activities 20 points each week
Class Participation and Attendance
All class members are expected to actively participate both individually and in group-based activities. Class time includes a mix of lectures and discussion board work which is designed to be led largely by students participation. Regular and punctual online participation is expected for all classes. Students must be well prepared for each day, having read the text chapter(s) and readings assigned and complete all assignments.
Constructive participation in the class discussions, written work and other activities is expected. Students are expected to
contribute interesting, insightful comments
present examples of concepts relevant to discussion topics
paraphrase and build on comments of others
raise good questions
listen and respond appropriately to others
Positive participation
The student regularly contributes to class discussion and fully participates in activities, with sensitivity to classmates and value of the equal participation of all. Comments add to the learning experience, are connected to both the readings and the student’s relevant outside experiences. Student reads the text, and is prepared with notations to contribute.
Negative participation
The student contributes to class discussion infrequently or rarely, and/or does not value and respect the contributions of classmates. Comments do not add to the learning being undertaken by the class as a whole. Does not fully participate or contribute to group activities. Comments are not connected to the readings and isolated to outside experiences only. Student does not read the text, and is not prepared to contribute.
Grades will be determined on the following basis using a 100 point scale:
A 90-100 C 70-79 F below 65
B 80-89 D 65-69
Conceptual Framework
All candidates pursuing degrees in the College of Education and Health Professions are expected to apply the principles of the conceptual framework as Scholar-Practitioners. The scholar-practitioner reflects a professional who is knowledgeable about subject matter and pedagogy; skillful in teaching and managing classrooms and schools; caring about students, families, school staff and the community; and constantly inquiring to better the profession and increase the success of students, schools and the community. The Scholar-Practitioner is knowledgeable, skillful, caring and inquiring and is defined by the following tenets:
1. One who accesses, uses, or generates knowledge
2. One who plans, implements, and models best practices
3. One who understands, respects, and values diversity
4. One who is a developing professional and a lifelong learner
5. One who communicates, cooperates, and collaborates with others
6. One who makes decisions based upon ethical standards and professional criteria
7. One who is knowledgeable about teachers and teaching, learners and learning, and schools and schooling