Page 1 of 5
lcundiff@usd261.com
MAED 5101
–
Spring 2008
Baker University
BAKER UNIVERSITY
MAED 5101 Learning Theories and Instruction
Augusta Cohort - Spring Semester 2008
Wednesdays, April 23
–
June 4, 2008
5:00
–
9:00pm
Meeting Location:
Board Room of the Admin Office
2345 Greyhound Drive, Augusta
Baker Mission Statement
The Mission of the Baker University MAED program is to develop highly effective instructional leaders who:
Have a strong knowledge base and sense of beliefs and values supported by education research and best practices;
Are advocates for students and learning; and
Have the passion, commitment, and skills to transfer their knowledge, beliefs, and values into teaching for learning.
EDU 5101 Learning Theories and Instruction
Course description:
Past and present learning theories are examined. Participants expand their awareness in the area of research-
based instructional strategies and effective lesson design. Beliefs about learning and best teaching practices are
reviewed. Students reflect on their learning and practice of instruction and teaching.
Course Goal:
Learners will be challe
gedoSdooethigfedeiff/
ee
2
tly
) to enh
(D
ance instruction and impact
student learning utilizing research-based strategies and other high-engagement techniques.
Instructor:
Lisa Cundiff
Director of Instructional Technology, USD 261 Haysville
1745 West Grand - Haysville, KS 67060
316-554-2205 (Work) 316-393-9972 (Cell)
lcundiff@usd261.com
MAY 2008
Sunday
Monday
Tuesday
Wednesday Thursday
Friday
Saturday
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
APRIL 2008
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
June 2008
Sunday
Monday
Tuesday
Wednesday Thursday
Friday
Saturday
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Page 2 of 5
lcundiff@usd261.com
MAED 5101
–
Spring 2008
Baker University
SYLLABUS AND COURSE OUTLINE
TEXT:
Robert Marzano, Jennifer S. Norford, Dian E. Paynter, Debra J. Pickering, and Barbara B. Gaddy. A Handbook for
Classroom Instruction that Works. Alexandria, VA: ASCD, 2001.
Additional Readings- As pertinent to the course and assigned by the instructor
COURSE REQUIREMENTES/ASSIGNMENTS
Assignments
Total Points
% of Final Grade
Weekly Points Possible
Class Participation & Attendance
60
22%
10
Weekly Transfer D
2
Activities*
100
41%
20 (Weeks 2-6)
Instructional Strategies Journal*
60
22%
10
Assigned Reading Reflections
50
19%
10 (Weeks 2-6)
Totals
270
100%
20-50
(*Indicates assignments that might be considered for inclusion in portfolio)
1.
Participation in class activities & attendance:
To receive full credit in this area each week, students need to be present and prepared to participate in class discussion
by sharing relevant examples, experiences, questions, and materials. Students will be expected to effectively contribute
to class time through both small and whole group discussions and activities, including class reflections.
3.
Instructional Strategies Journal
:
The
Instructional Strategies Journal
will consist of notes and examples related to research-based strategies and other
instructional techniques presented during class. The journal will be completed during class time as strategies and
resources are introduced. Each journal entry should include the following:
?
The name of the strategy
?
A description of the strategy
?
Examples of how/when the strategy might be an aid to instruction
?
Include any handouts, web links, or other resources that are relevant
2.
Weekly Transfer D
2
Activities
:
Each week, research-based strategies and various other high-engagement strategies will be presented, modeled, and
practiced. The assignment for sessions 2 - 5 will require that students transfer two of the presented strategies or
resources to the classroom. A brief write-up of the activities utilized, results and reflections will be due the following
session. The write-up should include the following:
?
Standards/topics/skills that were addressed
?
Desired outcome of lesson
?
Name of strategy used
?
Description of the lesson (what happened, what materials were used, etc.)
?
Reflection (did the strategy fit the objective, was it successful, would you use it again, etc.)
For the final class session (6), students will select a topic or skill and present/teach a lesson to the class utilizing one or
more of the strategies/resources presented during the MAED 5101 course.
4.
Assigned Reading Reflections
:
Weekly reading assignments from the Marzano text will be given. A brief reflection on the assigned reading will be due
at the beginning of each class.
Page 3 of 5
lcundiff@usd261.com
MAED 5101
–
Spring 2008
Baker University
Grading Scale
100
–
90%
A
270
–
241 Total Points
89
–
90%
B
240
–
212 Total Points
79
–
70%
C
211
–
183 Total Points
69
–
60%
D
182
–
154 Total Points
Date
Class Overview
Assignment(s)*
Due Date
April 23
?
Introductions/housekeeping
?
Syllabus/assignment overview
?
Overview of D
2
challenge
?
Begin
Instructional Strategies Journal
entries
?
Intro to Marzano text and research-based strategies
?
Discussion/activities related to Learning Styles
?
Questions & assignment overview
?
Read Marzano Text (
pages 7
–
53
,
143- 158
) and respond with brief
reflection write up.
?
D
2
Transfer Strategies: Use two
strategies in a classroom setting
and complete a write up as
detailed in the syllabus.
April 30
April 30
?
Housekeeping
?
Discussion/activities related to:
o
Identifying Similarities and Differences
o
Nonlinguistic representations
?
Wrap-up & assignment overview
?
Read Marzano Text (
pages 95
–
115, 159 - 172
) and respond with
brief reflection write up.
?
D
2
Transfer Strategies: Use two
strategies in a classroom setting
and complete a write up as
detailed in the syllabus.
May 7
May 7
?
Housekeeping
?
Discussion/activities related to:
o
Reinforcing effort and providing recognition
o
Multiple Intelligences
o
Emotional Intelligence
o
Cooperative Learning
o
Kagan Structures
?
Wrap-up & assignment overview
?
Read Marzano Text (pages
55
–
93, 119
–
139, 173 - 196
) and
respond with brief reflection
write up.
?
D
2
Transfer Strategies: Use two
strategies in a classroom setting
and complete a write up as
detailed in the syllabus.
May 14
May 14
?
Housekeeping
?
Discussion/activities related to:
o
Summarizing and note taking
o
Homework and practice
o
Setting objectives and providing feedback
?
Wrap-up & assignment
?
Read Marzano Text (pages
187
–
290
) and respond with brief
reflection write up.
?
D
2
Transfer Strategies: Use two
strategies in a classroom setting
and complete a write up as
detailed in the syllabus.
May 21
May 21
?
Housekeeping
?
Discussion/activities related to:
o
Generating and Testing Hypotheses
o
Cues, questions, and advance organizers
?
Wrap-up & assignment
?
Read Marzano Text (pages
291
–
347
) and respond with brief
reflection write up.
?
Prepare lesson/presentation to
class utilizing one or more
strategies/resources from MAED
5101.
June 4
June 4
?
Housekeeping
?
Putting it all Together
?
Review of Instructional Strategy Journals and D
2
activities
?
D
2
Presentations
?
Wrap-up
?
Lesson/presentation to class
utilizing one or more
strategies/resources
*
Brainstorming/group activities during class will help with assignment prep. Instructional Strategies Journal will be completed
during class as strategies are utilized/presented.
Page 4 of 5
lcundiff@usd261.com
MAED 5101
–
Spring 2008
Baker University
Note: Please bring lesson plans or copies of upcoming unit plans
to class each week.
Additional Information
Student Objectives:
The learner will demonstrate advanced practical skills in the following areas:
?
Knowledge of theories in education (National Board for Professional Teaching Standards 1, 2, 4, 11).
?
Professional skills using instructional strategies and methods (NBPTS 2, 5, 6, 7).
?
Decision making and planning skills based on knowledge of content area, best practices, and curriculum (NBPTS
1, 2, 5, 8, 10).
?
Integration of learning experiences for learners at different levels (NBPTS 1, 4, 9).
?
Ability to incorporate different approaches to learning (NBPTS 1, 2, 3, 4, 5, 6, 7, 8).
?
Strong advocacy for students, lifelong learning, and inquiry (NBPTS 1, 5, 8, 10).
?
Ability to diagnose education problems and prescribe strategies (NBPTS 1, 5, 8, 10).
?
Ability to integrate learning experiences for learners at all levels (NBPTS 1, 2, 4, 7, 8, 10, 13).
ADA Policy:
Any student who has a documented disability should contact the instructor. Accommodations can be made once the
required certificate is obtained through Student Affairs 913-491-4432. Further information about the Baker University
ADA policy may be found in the Student Handbook.
Attendance Expectations:
Class attendance and participation is a crucial component of learning. Attendance will be factored in as final grades are
calculated. Baker maintains a 40% absence policy; if you miss 40% of the class time, you are dropped from the course.
Academic Misconduct:
PlagiaisisedheSPGS/SOEtalogdeadeMisduSlouedtudet
represent the s
tudeigialk.
To avoid plagiarism, you should acknowledge the source:
1.
Wheeoteothesotualds
2.
Wheeothepesosopiioheoeetelyaphased
words;
3. Whenever you borrow facts, statistics, or other illustrative materials
–
unless the information is common
knowledge.
Page 5 of 5
lcundiff@usd261.com
MAED 5101
–
Spring 2008
Baker University