Educ 5210 Learning Theory

EDUC 5210 LEARNING THEORY

Course Description:

This course will examine the major theories and models for understanding how students learn. Attention will be given to the cognitive, affective and sensory/psychomotor domains and implications for learning through differing modalities. Contributions of neuroscience to understanding adolescent research are explored, and structural barriers to learning such as stereotype threat are discussed. Students will gain insights into the interplay of learner characteristics, prior experiences, the medium of instruction, and cultural influences and understand that learning is contextual, with no single theory universally applying to every student in every situation.

Required Textbook and Materials:

The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course’s General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Boston, MA: Pearson. Retrieved from: https://www.researchgate.net/file.PostFileLoader.html?id=53ad2847cf57d75c068b45c5&assetKey=AS%3A273549456019456%401442230680395
Other readings are available in the Unit Learning Guides.

Software Requirements/Installation:

No special requirements.

Learning Objectives and Outcomes:

By the end of this course students will be able to:

• Analyze the parameters and critical features relevant to learning situations and students.
• Examine the major theories and models for understanding how students learn, including behaviorism, cognitive information processing, observational and social learning, constructivism.
• Evaluate the cognitive, affective and sensory/psychomotor domains and implications for learning through differing modalities.
• Explore the contributions of neuroscience to adolescent brain research and understanding behavior to create a safe and respectful learning environment.
• Articulate the structural barriers to learning such as stereotype threat, curriculum-home mismatch, and use of particularized materials and approaches.

Course Schedule and Topics:

This course will cover the following topics in eight learning sessions, with one Unit per week.

Week 1: Unit 1 – Learning and Teaching in the Classroom

Week 2: Unit 2 – Behaviorism and the Information Processing Model in Classroom Practices

Week 3: Unit 3 – Observational, Social Learning, & Constructionism in the Classroom

Week 4: Unit 4 – Domains of Learning

Week 5: Unit 5 – The Adolescent Brain and Neuroscience

Week 6: Unit 6 – Barriers to Learning

Week 7: Unit 7 – Understanding Learner Characteristics

Week 8: Unit 8 – Multiple Approaches to Curriculum Design