Eg 5203 It How We Learn Syllabus f13 Nordstrom

How We Learn (IT) Revised 7/29/13
LIPSCOMB UNIVERSITY COLLEGE OF EDUCATION

EG 5203 How We Learn (Instructional Technology Program)
3 hours/Advanced Core Course
Professor: Dr. Hope Nordstrom Office Hours: M & W 8-11 am, 1-4 pm
Online T & R 3-5 pm (More info soon!)
Office: Ezell 153D Class Meeting: ONLINE
Contact: hope.nordstrom@lipscomb.edu or 615-966-2013
Since you are mostly off-campus, I recommend that you call or email for an appointment.
E-mail is the best method to contact me and is checked daily. I will respond within 24 hours.

If you experience trouble with network access or email issues, please contact the Information Technology HelpDesk at 615-966-1777.
You can also create a Help Ticket online. When providing information about the issue you are encountering, please provide as much
information about the system you are on and if possible provide a screenshot of the browser window.
TEXT:
American Psychological Association. (2010). Publication Manual of the American Psychological Association (6
th
ed.). New York:
American Psychological Association.
Palmer, P. (2007). The courage to teach: Exploring the inner landscape of a teachers life. San Francisco, CA: Jossey-Bass.
Sousa, D. A. (2011). How the brain learns. (4
th
ed.). Thousand Oaks, CA: Corwin Press.
Additional reading assignments will be made throughout the semester. These will be placed on Blackboard.
COURSE OVERVIEW: The student will participate in an advanced review of learning theories (including constructivism), human
growth and development and motivation, including cognitive, emotional and physical characteristics of children in various age groups.
Current brain research on teaching and learning, the importance of metacognition and strategies that increase student learning and
motivation will also be a focus of the course. Students will learn observation methods used to evaluate and improve instruction.

PROGRAM GOAL(S) ADDRESSED IN THIS COURSE: The student will have used learning theory to assess the effectiveness of
a lesson on the learning of students with diverse experience, background and learning preferences. The student will have observed a
class with diverse students and participated in an IEP meeting or a meeting to develop an instructional plan for a specific learner. The
student will have developed an online portfolio of work (incremental progressPhilosophy of Teaching and Leading will be
developed.) The student will have reflected upon their personal development as an educator and the role of Christian principles in their
teaching and leading.


COURSE OBJECTIVES:
LEARNING
OBJECTIVES

Students will be able to:

DELIVERY
Lecture, on-line, site-visit,
field experience, readings,
guest lecturers, etc.
ASSESSMENT
Exams, reports, essays,
presentations,
discussions, etc.
C.A.R.E Framework GOALS
Level of achievement
in measurable terms
to determine success
Compare and contrast the
development of students in
grades K-4, 5-8 and 9-12
and suggest how diverse
learners are effectively
engaged at each level.
Readings, online
discussion
Discussion posts
1.a. applying standards and current
research in practice
1.b. planning instruction and student
learning goals based on formative
and summative assessment data
3.a. demonstrating a respect for and
appreciation of cultural diversity and
individual differences
4.h. appropriate written and verbal
communication

Class Discussion
Rubric: proficient
or exemplary
Explain the significant
learning theories and recent
brain research and how they
impact instructional
situations and strategies.
Readings, online
discussion
Theory paper and
PowerPoint
presentation
4.c. Developmental stages, learning
theories, and their impact on
teaching and learning
communication
Class discussion
and Writing
Rubric: proficient
or exemplary
Analyze, synthesize and
evaluate knowledge from
their subject and apply this
knowledge to implement
effective teaching strategies.

Readings, online
discussion
Discussion posts
1.c. analyzing and making informed
instructional decisions based on best
practice
1.k. using a variety of research-
based strategies to effectively
enhance student outcomes
4.a. The discipline being taught and
its relationship to general
knowledge/the discipline of
educational leadership

Class Discussion
Rubric: proficient
or exemplary
Develop a model of
effective teaching in a
transformational educational
environment.

Readings, online
discussion
Discussion posts,
Environment paper
1.a. applying standards and current
research in practice
1.b. planning instruction and student
learning goals based on formative
and summative assessment data
2.a belief that all children can learn,
regardless of gender, ethnicity, or
social status
4.g. the ability to embrace and
manage change

Class Discussion
and Writing
Rubric: proficient
or exemplary
Articulate the importance of
a facilitative leadership
approach to problem
solving.

Readings, online
discussion
Discussion posts,
Philosophy paper
1.i. developing and refining a
personal philosophy of teaching and
learning
3.f. utilizing community personnel
and resources
4.f. systematic processes used to
facilitate the management of
organizational resources for optimal
safety and productivity
4.g. the ability to embrace and
manage change
communication

Class Discussion
and Writing
Rubric: proficient
or exemplary
Review several of the basic
principles of statistics,
educational measurement
and test construction.

Readings, online
discussion
Discussion posts
4.b. understanding and application
of current research and professional
organization standards on effective
teaching and learning
4.e. data-driven decision-making

Class Discussion
Rubric: proficient
or exemplary
Observe teaching/learning
styles in real world settings.

Readings, online
discussion, field
experience
Discussion posts,
Field experience
paper

Class Discussion
and Writing
Rubric: proficient
or exemplary

Reflect upon ones personal
development as an educator
and the role of Christian
principles in teaching and
leading.

Readings, online
discussion
Discussion posts
1.i. developing and refining a
personal philosophy of teaching and
learning
social status
communication

Class Discussion
Rubric: proficient
or exemplary
Explore and implement the
Environment section of
the TAP teaching standards,
including an application of
the four indicators:
expectations, managing
student behavior,
environment and respectful
culture and the exemplary
descriptors of each.
Readings, online
discussion
Discussion posts,
Environment
reflection
social status
1.h. organizing and managing the
learning environment to assure that
all students learn

Class Discussion
and Writing
Rubric: proficient
or exemplary
Analyze, synthesize and
evaluate knowledge on the
diverse needs of learners and
apply this knowledge by
implementing iPad
technology.
Readings, online
discussion
Discussion posts,
iPad Apps
Project(s)
1.h. organizing and managing the
learning environment to assure that
all students learn
1.k. using a variety of research-
based strategies to effectively
enhance student outcomes
social status

Class discussion,
Writing rubric,
and Presentation
rubric: proficient
or exemplary
COURSE REQUIREMENTS, ASSIGNMENTS and KEY ASSIGNMENTS, FIELD EXPERIENCES AND PROJECTS with
DUE DATES:
ASSIGNMENT TITLE Type of Assignment (note
if Spiritual Growth, Key,
Portfolio or Field
Experience)
DUE DATE: Percentage of
Grade or Points
Assigned (if
applicable)
Multiple Intelligences Survey and Reflection
Course Assignment September 1 25 points
Multiple Intelligences iPad Project
TAP Environment Rubric Presentation
Philosophy of Teaching and Leading
(To be placed in portfolio template under
Philosophy of Teaching and Leading. This
philosophy statement must include a reflection of
the students personal development as an
educators and the role of Christian principles in
the students teaching and learning.)
Key assignment (upload
to portfolio). This
assignment will also be
assessed with the College
of Education Writing
Rubric in LiveText.
September 22 25 points
Blooms Taxonomy iPad Project Course Assignment September 29 50 points
Parker Palmers Courage to Teach Chapter
1-The Heart of a Teacher (Identity and
Integrity in Teaching)

Spiritual Growth September 29 Included in
discussion grade.
Learning Theory Paper Course Assignment October 6 100 points
Learning Theory Presentation Course Assignment October 12 50 points
Field Experience:
Student must observe three classes with
diverse students and submit a written
reflection on the observation. Special
attention should be paid to design of the
learning environment and the engagement of
Field Experience/Course
Assignment (upload
assignment to portfolio;
upload signed field
experience form to
portfolio and record field
October 12 50 points

the students. (3-5 hours)

experience hours and
demographics on chart in
portfolio)
Discussion Posts/Participation Course Assignment Weekly 200 points

Field Experiences: Each masters level course in the College of Education requires a field experience that is
expected to take five (5) to ten (10) hours (a minimum of 50 hours by graduation. These field experiences must
be completed to be successful in the course and are designed to support the expected program outcomes.

Definition: NCATE defines field experiences as: A variety of early and ongoing field-based opportunities in
which candidates may observe, assist, tutor, instruct, and/or conduct research. Field experiences may occur in
off-campus settings such as schools, community centers, or homeless shelters. Field experiences are defined as
authentic workplace based learning experiences. It should be a way to learn by doing and to practice skills
learned in your coursework.

Because the College of Education is committed to equipping our students for diverse experiences, we ask that
you complete your field experiences with schools or districts in varied classifications (low SES, urban,
suburban, rural and cross-cultural), and with different student populations (ELL, Special Education, etc.). This
diversity of experience should be evident on your field experience data form in LiveText by the time you
graduate. A Field Experience Documentation and Data Form is required of each student for each course. These
forms are available in the online LiveText portfolio template.

Faith-focused Integration
In all of the Lipscomb College of Education, the integration of faith into the daily practice of the teacher and the
leader is emphasized. In all M.Ed. and Ed.S. core courses, the College is currently using Parker Palmers The
Courage to Teach as a vehicle for reflection on the impact of beliefs on classroom practice, relationships with
students, and the development of their faith.

LiveText Portfolio Requirements: All graduate students who entered the program in Fall 2009 and after are
required to have a LiveText portfolio account. Instructions for purchasing LiveText are found at
http://education.lipscomb.edu/Uploads/34941.pdf. As all students must use this portfolio system, you are
encouraged to become familiar with it at the beginning of this course. Detailed instructions and tutorials for
using LiveText are found at: http://education.lipscomb.edu/page.asp?SID=28&Page=9159.
Your balanced literacy paper is considered a KEY ASSIGNMENT. This assignment must be completed
satisfactorily to pass the course and it will be uploaded in to your LiveText portfolio to demonstrate mastery of
your program goals. You are responsible for uploading the assignment to LiveText after the instructor has
graded it. Your final grade will not be posted until this is complete.

Grading and Late Work: Grading criteria for all assignments will be communicated at the beginning of the course. As this is
an online class, students will be expected to complete all required readings in order to gain a full understanding of the course topic.
Participation in the forum discussions is an integral part of the course experience and will be a vital part of the students evaluation
and grade.

If you are experiencing circumstances that will prevent you from turning in an assignment on time, you should notify the instructor
immediately via email or phone call. Failure to fulfill discussion requirements and/or late assignments will result in a lower final
grade. All assignments should be submitted/uploaded into Blackboard for grading no later than 11:00 p.m. on their due date for full
credit. Late work will lose 5 points per day.

College of Education Grading Scale

A 94-100 B 86-93 C 77-85 F 0-76

Instructors initiate a Notice of Concern Process for students who earn a C or below in any class.

The Conceptual Framework of C.A.R.E:
Lipscombs conceptual framework for the initial and advanced programs is built upon four categories:

Craft of Teaching
Attitudes and Values
Relationships
Essential Knowledge

The first letter of each category provides the theme of Lipscomb's initial and advanced programs: C.A.R.E. The
College of Education believes that this conceptual framework provides the structure within which all
educational programs can sustain a high level of excellence so that its candidates will be of the highest quality.
It is shared widely within the university and beyond. The C.A.R.E Framework is attached to this syllabus. Your
LiveText portfolio will reflect ways in which your program of study fit within this framework.

Academic Integrity:
In keeping with our identity as a Christian University and our goal to help shape lifelong disciples of Christ,
academic integrity will be taken very seriously in this course. Unless specific permission is given to collaborate
on assignments with other students, each students work shall be his/her own. Cheating on assignments and
plagiarizing on written assignments will, depending on the severity of the case, result in penalties ranging from
a significantly reduced grade on the assignment to failing the course. Instances of cheating or plagiarism may
also be reported to appropriate members of the administration, depending on the situation. Decisions in these
matters rest with the instructor. Please refer to Lipscombs Code of Conduct and Academic Integrity Policy.

University Evaluations and C.A.R.E Assessments:
It is part of your responsibility as a student to participate in university evaluations and C.A.R.E assessments of
your course and faculty. You will receive an email toward the end of the course with instructions on how to
complete the university evaluations and you will receive further instructions from your instructor on how to
complete the C.A.R.E. assessments.

Students Requiring Accommodations:
If you require classroom accommodations for a documented disability, please discuss your circumstances with
me immediately. If you are entitled to accommodations but have not yet registered with the Counseling Center,
contact that office at 966-1781 immediately.

Dropping the Course:
A decision to stop attending class does NOT constitute dropping the course. A drop/add form (available in the
Registrar's Office) must be signed by the teacher and processed in the Registrar's Office before the drop is
official. If your name appears on the roster at grading time and you have not officially dropped the course, a
grade will be assigned based upon the policies outlined in this syllabus.

Class Schedule Disruption Policy
Except in the rarest of instances, Lipscomb University does not cancel classes or close offices. However,
should an event (weather-related or otherwise) occur that requires disruption of the entire Lipscomb University
class schedule, students will be notified via multiple venues including the Lipscomb homepage
(www.lipscomb.edu), a text message sent through LU ALERT (http://lualert.lipscomb.edu), and the Lipscomb
Weather Information Line (966-1836). For information on possible snow-related closures or late starts,
students should consult local television stations (2-WKRN, 4-WSMV, 5-WTVF and 6-WZTV, and Channel 9
on campus). Students should look for information regarding Lipscomb University, not Lipscomb Academy.

APA Format:
Formal papers submitted for graduate coursework should follow American Psychological Association (APA)
for general guidelines, in-text citations of materials, avoiding plagiarism, and reference pages from the
Publication Manual of the American Psychological Association, Sixth Edition. Other helpful resources for APA
guidelines and formatting include the following websites:
http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
http://www.apastyle.org/learn/faqs/index.aspx
http://owl.english.purdue.edu/owl/resource/560/01/
http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796

College of Education Writing Rubric:

The College of Education has a writing rubric for general use with written assignments. This rubric is consistent
for both undergraduate and graduate programs. Students who have difficulty with graduate level writing will be
asked to do remediation with the university Writing Studio.


C.A.R.E. Outline
Lipscombs Teacher education program is committed to preparing educators who have the following
competencies:

Practices exemplary CRAFT:
1 Develops and refines a personal philosophy of leading, teaching and learning
2 Plans instruction and student learning goals which are aligned to current standards
3 Analyzes and makes strategic instructional decisions based on assessment data and current
research
4 Monitors and evaluates all student learning and engagement using multiple assessments
5 Encourages and motivates students to understand and monitor their own assessment data
6 Integrates current technology to enhance the learning environment and outcomes
7 Models and creates opportunities for critical thinking, problem solving, and performance skill
development
8 Organizes and manages the learning environment and resources to assure that all students
learn
9 Differentiates instruction to meet the needs of diverse learners and implements inclusive
practices
1
0
Manages significant behavior issues effectively

Possesses professional ATTITUDES AND VALUES:
1 Believes that all children can learn, regardless of gender, ethnicity, or social status, and that
s/he can teach them
2 Is self-reflective and committed to on-going professional development and self-improvement
3 Demonstrates confidence and enthusiasm to teach as a professional
4 Possesses a strong, achievement oriented work ethic
5 Completes assignments, tasks, and duties punctually and responsibly
6 Views teaching as a mission to serve others
7 Demonstrates coping skills, flexibility, a sense of humor, and joy in teaching
8 Responds appropriately to critical feedback
9 Makes decisions informed by high personal and ethical standards

Fosters collaborative RELATIONSHIPS:
1 Demonstrates a respect for and appreciation of cultural diversity and individual differences
2 Provides opportunities for increased cultural awareness for students in the global society
3 Relates to and communicates with all students, parents, and colleagues comfortably and
effectively
4 Contributes to the school culture as a collaborative partner in the achievement of common
goals
5 Demonstrates professional behavior in all circumstances
6 Listens to and appropriately responds to others
7 Demonstrates care and compassion for others
8 Maximizes communication through the use of appropriate means, including technology
9 Uses ethical standards to inform relationships with others

Demonstrates possession of ESSENTIAL KNOWLEDGE:
1 Possesses deep knowledge of the discipline being taught and its relationship to general
knowledge

BIBLIOGRAPHY:

Barber, J., Barrett, K., Beals, K., Bergman, L., & Diamond, M. (1996). Learning about learning. Berkeley: LHS GEMS.

Bransford, J.D. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Research Council.

Caine, G. & Caine, R. (2001). The brain, education, and the competitive edge. Lanham, MD: Rowman & Littlefield Education

Damasio, A. (2003). Looking for Spinoza: Joy, sorrow, and the feeling brain. New York: Harcourt.

Diamond, M. & Hopson, J. (1999). Magic trees of the mind. New York: Penguin Group.

Feinstein, S. (ed). (2006). The Praeger handbook of learning and the brain. Westport: Greenwood Publishing Group

Gardner, H. (2007). Five minds for the future. Boston: Harvard Business School Press.

Gazzaniga, M. (2005). The ethical brain. New York: Dana Press.

Goleman, D. (1997). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.

Hibbard, K. M. (1996). Performance-based learning and assessment. Alexandria, VA: ASCD.

Howard, P.J. (2000). The owners manual for the brain. Atlanta: Bard Press.

Jensen, E. (2000). Brain-based learning. San Diego: The Brain Store.

Jensen, E. (2000). Different brains, different learners: How to reach the hard to reach. San Diego: The Brain Store.

Jensen, E. (2006). Enriching the brain. San Francisco, CA: Jossey-Bass.

Kandel, E. (2006). In search of memory: The emergence of a new science of mind. New York: W.W. Norton & Company.

Kaufeldt, M. (1999). Begin with the brain: Orchestrating the leaner-centered classroom. Chicago: Zephyr Press.

Marzano, R. J. (1992). A different kind of classroom: Teaching with Dimensions of Learning. Alexandria, VA: ASCD.

Pink, D. (2006.) A whole new mind. New York: Riverhead Books.

Ratey, J.J. (2002). A users guide to the brain: Perception, attention, and the four theaters of the brain. New York: Vintage Books.

Ratey, J.J. (2008). Spark: The revolutionary new science of exercise and the brain. New York: Little, Brown & Co.

Rose, S. (2005). The future of the brain: The promise and perils of tomorrows neuroscience. Oxford: University Press.

Silver, H. F., Strong, R.W., & Perini, M. J. (2000). So each may learn: Integrating learning styles and multiple intelligences.
Alexandria, VA: ASCD.

Small, G., and Vorgan, G. (2008). iBrain: Surviving the technological alteration of the modern mind. New York: HarperCollins.
2 Plans effectively for short term and long term instruction within the discipline
3 Understands current research on effective teaching and learning
4 Knows developmental stages, learning theories, and their impact on teaching and learning
5 Knows where to find answers and resources to enhance teaching, learning, and classroom
management
6 Effectively communicates orally and in writing
7 Is technologically literate

Sprenger, M. (1999). Learning & memory: The brain in action. Alexandria, VA: ASCD.

Stevenson, L.M. & Deasy, R.J. (2005). Third space: When learning matters. Arts Education Partnership, Washington, D.C.

Tate, M. L. (2003). Worksheets dont grow dendrites. Thousand Oaks, CA: Corwin Press, Inc.

Wolfe, P. (2001). Brain matters: Translating research into classroom practice. Alexandria, VA: ASCD.


ASSIGNMENT CALENDAR
Module 1:

Introduction
to the Brain
& Learning
Theories
READINGS:
Read the Introduction and Chapter 1 in the text, How the Brain Learns.
Read all of the articles in the Module 1 folder located on Blackboard and watch the videos posted.
Discussion on Blackboard:
Introduce yourself to your classmates (DUE: August 23) and respond to at least two classmates posts!
(DUE: August 25)
Write a reflective response to the brain compatible quiz with regards to yourself and your work environment.
(DUE: August 25)
Choose a Learning Theory to research further. Post on Blackboard by the end of Module 2.

Module 2:

Processing
Information-
Learning
Styles &
Multiple
Intelligences
READINGS:
Read Chapter 2 in the text, How the Brain Learns.
Using the Tech Tool of the Week, choose a Learning Theory to research further and post why you would
like this particular theory. Everyone must have a different topic. First come first served! (DUE:
September 1)
Write a reflective response to the articles and video on multiple intelligences (DUE: August 30) and
respond to two classmates. (DUE: September 1)
Tech Tool of the Week: Discuss at least three suggestions on how you might implement the tech tool of the
week. It could be specific examples on how teachers, administrators, or other people might be able to use it.
(DUE: September 1)
Multiple Intelligences Survey Reflection and Implications (DUE: September 1)
Begin Multiple Intelligences iPad Project with Partner (DUE: September 8)

Module 3:

Memory &
Transfer/
Effective
Teaching

READINGS:
Read Chapters 3-4 in the text, How the Brain Learns.
Write a reflective response on learning, memory and transfer. (DUE: September 8)
Write a response to supporting a reluctant learner (DUE: September 6) and respond to two classmates.
(DUE: September 8)
Multiple Intelligences iPad Project with Partner (DUE: September 8)
Module 4:

Brain
Organization
& Learning/
Effective
Environments
READINGS:
Write a response to how important the environment is to learning. (DUE: September 15)
Write a response to your most significant learning from this chapter. What difference will it make in your
professional practice? (DUE: September 13) Respond to two classmates. (DUE: September 15)
(DUE: September 15)
TAP Environment Rubric Presentation (DUE: September 15)

Module 5:

Thinking
Skills &
Learning/
Blooms
Taxonomy
READINGS:
Write a reflective response to the practitioners practices relative to thinking skills (DUE: September 20)
and respond to two classmates. (DUE: September 22)
Write a response to why and how educators should use Blooms Taxonomy in their classrooms/work
environment. (DUE: September 22)


Philosophy of Teaching and Leading (DUE: September 22)
Begin Blooms Taxonomy iPad Project with Partner (DUE: September 29)
Module 6:

The Brain
and
Technology
READINGS:
NO READING in the text, How the Brain Learns.
Read Chapter 1 in Parker Palmers Courage to Teach: The Heart of a Teacher: Identity and Integrity in
Teaching.
Write a reflective response to the articles and videos for this module (DUE: September 27) and respond to
at least two classmates posts (DUE: September 29).
Write a response discussing the challenges teachers face today that they did not a decade ago. What
challenges do you see coming in the future of education? (DUE: September 29)
In this chapter Palmer talks about mentors who evoked us and subjects that chose us. In a 250-word post,
write about one or both of these experiences in your own life. (DUE: September 29)

Blooms Taxonomy iPad Project with Partner (DUE: September 29)

Module 7:

The Brain
and the Arts
READINGS:
Write a response to the article and video(s) regarding arts education (DUE: October 4) and respond to two
classmates. (DUE: October 6)
Post a summary of your Learning Theory research on the discussion board for your classmates to read.
(DUE: October 6)
(DUE: October 6)
Learning Theory Paper (DUE: October 6)

Module 8:

A Whole New
Mind/ Putting
It All
Together
READINGS:
NO READING in the text, How the Brain Learns.
Write a response to what research is telling us about the brain, teaching, and learning (DUE: October 10)
and respond to two classmates. (DUE: October 12)
Write a brief reflection/insight from Daniel Pinks talk. (DUE: October 12)
Learning Theory Presentation (DUE: October 12)
Field Experience Reflection Report and Hours (DUE: October 12)


ASSIGNMENT DESCRIPTIONS:
All papers and assignments should follow APA format and references should be cited correctly.
Other than research papers, a running head is not needed in this course.
Please read and review the APA portion of the syllabus and talk to Dr. Nordstrom if you have any questions.

Include a title page that follows APA formatting for ALL assignments submitted.
Include your last name with every online submission of assignments.

Multiple Intelligences Survey Reflection and Implications (25 points) DUE September 1
o Complete the Multiple Intelligences Survey.
o Review and reflect on the results from the Multiple Intelligence test you took.
What did the test reveal about your intelligence strengths?
Did you find the test to be accurate?
What are the implications of the test both personally and professionally?
o Submit a 1-2 page, double-spaced reflection and response to the test. Include how your intelligence relates to and
affects your teaching and work. Submit assignment onto Blackboard and LiveText.

Multiple Intelligences iPad Project (50 points) DUE September 8
o With your partner, begin examining iPad apps for your specific multiple intelligence(s).
o You will choose a certain grade level/subject area and include at least 5 apps for your intelligence(s).
o The presentation should have a picture of the app, the cost of the app, and how it can be used to fit your specific
intelligence(s).
o You will post a presentation (PowerPoint, Prezi, or any other ideas you have) to Blackboard. You must respond to at
least two other presentations.

TAP Rubric Presentation (50 points) DUE September 15
o Examine the TAP Environment rubric focusing on the areas of expectations, managing student behavior,
environment, and respectful culture. Take a close look at the characteristics of teachers at the significantly above
expectations, at expectations, and significantly below expectations.
o Imagine that you have been charged with providing a professional development session for new teachers on the TAP
Environment Rubric. You want to have a creative way to engage the participants at the beginning of your session.
Using this weeks readings/videos, create a three-to-five minute Animoto presentation describing what a classroom
would look like at each rubric level (1, 3, 5). Then include specific strategies for creating effective learning
environments that reach the whole brain.
o This presentation should last no more that 5 minutes and include graphics, audio, text, and animation or video.
(Instructions for creating an educator account will be provided. An example will also be included!!!)
o Submit assignment onto Blackboard and LiveText.

Philosophy of Teaching and Leading (25 points) DUE September 22
o Reflect upon your philosophy of teaching and your role as a leader.
o What jobs or hats do teachers wear?
o Feel free to include references to quotes that relate to your philosophy.
o This paper should be 1-2 pages in length.
o You should then add it into your LiveText portfolio you created in the orientation course.

Blooms Taxonomy iPad Project (50 points) DUE September 29
o With your partner, begin examining iPad apps for your specific Blooms Taxonomy level.
o You will choose a certain grade level/subject area and include at least 5 apps for your Blooms Taxonomy level.
o The presentation should have a picture of the app, the cost of the app, and how it can be used to fit your specific
Blooms level.
o You will post a presentation (PowerPoint, Prezi, or any other ideas you have) to Blackboard. You must respond to at
least two other presentations.


Learning Theory Paper (100 points) DUE October 6
o Select one theory of learning or other topics listed below and submit the topic to Dr. Nordstrom on Blackboard.
Everyone must have a different topic. First come first served!
o This will be the same theory you develop into a presentation.
o Summarize the research and history of the theory and theorist(s).
o Discuss the importance of this theory education, specifically your area of focus/expertise.
o This paper should be 3-5 pages in length.
o Be sure to follow American Psychological Association (APA) for general guidelines, in-text citations of materials to
avoid plagiarism.
While the paper should discuss how the theory relates to your area of teaching, it should NOT be written
from a personal perspective.
Research papers never use personal pronouns (I, me, my).
o Your reference page should include at least 3 scholarly sources/ references.

Learning Theory Presentation (50 points) DUE October 12
o Prepare an 8-10 slide presentation that covers the learning theory selected for your paper. Feel free to use PowerPoint
or Prezi. If you have another idea pertaining to the style of presentation, please ask me.
o Include research as well as practical implications for actual classroom/work environment practice.
o List at least 3 sources other than the text on the last slide.
o Make it fun and practical with application to the classroom/work environment!
o Submit assignment onto Blackboard and LiveText for grading, and a copy onto the Discussion Board for your
classmates to view.

Learning Theory Topic Choices:
Piagets Theory of Cognitive Development
Vygotskys Theory of Social Cognitive Development and ZPD
Behaviorism and Skinner/Pavlov
Constructivist Theory and Knowledge Construction
Discovery Learning (Bruner)
Social Learning (Bandura)
Andragogy/Adult Learning (Knowles)
Mind/Brain Principles of Learning (Caine and Caine)
Gagnes Taxonomy/Conditions of Learning
Webbs Depth of Knowledge
Cognitive Theory of Multimedia Learning
Motivation and Affect (self-perceptions, interest, goals, attributes, teacher expectations)/ARCS
Lateral Thinking (de Bono)
Kolbs Experiential Learning
Maslows Hierarchy of Needs
Problem Based Learning
Povertys Effect on Learning
Diet/Sleep and the Ability to Learn

Field Experience (50 total points) DUE October 12
o Field experience is expected to take between five (5) to ten (10) hours. They can be arranged in the current
workplace, if possible, but must be completed to be successful in the course. Your own classroom does not count
toward field experience hours.
o Complete and submit assignment onto Blackboard and LiveText of the Field Experience Documentation Form and
Observation reflections.
o You can take a picture of the Field Experience Documentation Form and upload it as a .jpg. Many students take a
picture with their phone or iPad.
o Once you upload the field experience for your grade, you also need to upload the documentation form into your
portfolio on LiveText.
o For this course, your Field Experience must include:

Observing 3 classes with diverse students. (3-4 hours)
Submit a written reflection (1 page for each classroom/3 pages total) on the observations along with
recommendations.
Complete and submit a TAP Environment Evaluation Rubric for each classroom observation.
Special attention should be paid to design of the learning environment and the engagement of the
students.
Observing or participating in an IEP meeting or other meeting to plan instruction for an individual student.
(1-2 hours)
Provide documentation of your attendance on the Field Experience form with the proper signatures
and information.
Write a recommendation (1-2 pages) for the students learning and their individual learning
environment.

Discussion Board Responses (200 total points)
o Each week you will be required to read a set of journal articles specific to our topic of study for the week. All of the
required articles will be available on Blackboard.
After reading the articles and text, respond to the discussion questions that have been posted on Blackboard.
Be sure to cite the readings in your responses on the discussion board.
For some posts, you will be required to write a response AND respond to 2 or moreof your classmates posts.

GRADING:
Course grades will be based on the following:

Multiple Intelligence Survey Reflection and Implications-25 points
Multiple Intelligences iPad Project-50 points
TAP Environment Rubric Presentation-50 points
Philosophy of Teaching and Leading-25 points
Blooms Taxonomy iPad Project-50 points
Learning Theory Paper-100 points
Learning Theory Presentation-50 points
Field Experience-50 points
Discussion Board Responses-200 points

TOTAL POSSIBLE POINTS 600

The grading scale is: A = 94 100 (561+)
B = 86 93 (513-560)
C = 77 85 (459-512)
F = 0 76


COLLEGE OF EDUCATION
GRADUATE WRITING RUBRIC

Students should refer to the Publication Manual of the American Psychological Association, 6
th
Edition for
answers to questions about citations in text, references, and the conventions of writing.

Exemplary

Proficient

Emerging

Unsatisfactory

Ideas

The topic, focus, and
supporting details make
the written product truly
memorable. A great
variety of outside sources
(if required) supporting
details, and/or reflection is
evident.
The written product is
informative and/or
reflective with a clear
focus. Supporting details
come from many
sources.
The written product is
informative and/or
reflective with a clear
focus and some
supporting details, but a
greater depth of
reflection and/or variety
of sources or details is
needed.
The focus of the written
product needs to be
clearer. More supporting
details are needed, and
more types of sources
should be used, and/or a
greater depth of analysis
needs to occur.
Organization

The organization makes
the written product very
informative and thought
provoking and makes
sources easy to find. The
length is appropriate to
the assignment and
content. Text citations are
correct (APA style) and
match the references
page. All structural
parameters of the
assignment are accurately
followed.
The beginning is
interesting. The middle
supports the focus. The
ending works well. Text
citations are correct (APA
style) and match the
references page.
Structural parameters of
the assignment are
followed.
The product is divided
into a beginning, a
middle, and an ending.
Some citations are used
in the text, if required. If
outside sources are used,
a references page is
included, and most
entries are correctly
formatted in APA style.
Some structural
parameters of the
assignment are followed.
The beginning or ending is
weak. The middle needs a
paragraph for each main
point. More citations
should be used, and their
APA form should be
correct. The references
page needs to correctly
list all sources cited in the
report. Structural
parameters of the
assignment are not
accurately followed.
Voice

The voice sounds
professional, confident,
knowledgeable, and
enthusiastic. Quotations
from other sources and/or
personal reflection and
analysis demonstrate
strong understanding.

The voice sounds
knowledgeable and
confident, and sources
are quoted appropriately,
using correct introduction
of sources.

The voice sounds well-
informed most of the
time. The report may use
too many or too few
quotations from other
sources or demonstrate a
cursory treatment of the
topic.
The voice sometimes
sounds unsure. Some
quotations from other
sources may be
inappropriate or awkward.
Word Choice
and
Sentence
Fluency

The word choice makes
the writing very clear,
informative, thought
provoking, and enjoyable
to read. All sentences flow
smoothly and are
enjoyable to read.
Specific nouns and action
verbs make the writing
clear and informative.
Unfamiliar terms are
defined. The sentences
flow smoothly. A variety
of sentences is used.
Some nouns and verbs
could be more specific.
Unfamiliar terms are not
consistently defined.
Some inaccurate or
incorrect terms or words
are used. Most of the
sentences read smoothly,
but more variety or
precision is needed.
General or missing words
make this written product
hard to understand.
Specific nouns and verbs
are needed. Some words
need to be defined. Many
short, choppy sentences
need to be combined or
confusing sentences
rewritten to improve
variety or precision of
sentences.
Conventions

Punctuation, sentence
structure and grammar are
correct. Spelling is correct.
The report has a few
minor errors in
punctuation, sentence
structure, spelling, or
grammar.

The written product has
several errors in
punctuation, sentence
structure, spelling, or
grammar.
Some errors are confusing
and make the paper
difficult to read.

Rubric for Discussion Posts/Participation
Criteria
Unacceptable
0 Points
Acceptable
8 Points
Good
9 Points
Excellent
10 Points
Frequency
Participates not
at all.
Participates 1-2
times, perhaps
on the same
day, perhaps on
day of deadline.
Participates 1-2
times but
postings not
distributed
throughout
week.
Participates 2 or more
times throughout the week.
Initial Posting
Posts no
responses to
questions.
Posts adequate
responses with
superficial
thought and
preparation;
doesnt address
all aspects of the
task.
Posts well
developed
responses that
addresses all
aspects of the
task; lacks full
development of
concepts.
Posts well developed
responses that fully
addresses and develops
all aspects of the task.
Replies:
Follow-Up
Postings
*If Required*
Posts no follow-
up responses to
others.
Posts shallow
contribution to
discussion (e.g.,
agrees or
disagrees); does
not enrich
discussion.
Elaborates on an
existing posting
with further
comment or
observation.
Demonstrates analysis of
others posts; extends
meaningful discussion by
building on previous posts.
Content &
Contribution
Posts information
that is off-topic,
incorrect, or
irrelevant to
discussion.
Repeats but
does not add
substantive
information to
the discussion.
Posts
information that
is factually
correct; lacks full
development of
concept or
thought.
Posts factually correct,
reflective and substantive
contribution; advances
discussion.
References &
Support
Includes no
references or
supporting
experience.
Uses personal
experience, but
no references to
readings or
research.
Incorporates
some references
from literature
and personal
experience.
Uses references to
literature, readings, or
personal experience to
support comments.
Clarity &
Mechanics
Posts long,
unorganized or
rude content that
may contain
multiple errors or
may be
inappropriate.
Communicates
in friendly,
courteous and
helpful manner
with some errors
in clarity or
mechanics.
Contributes
valuable
information to
discussion with
minor clarity or
mechanics
errors.
Contributes to discussion
with clear, concise
comments formatted in an
easy to read style that is
free of grammatical or
spelling errors.

All other rubrics will be provided on Blackboard.

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How We Learn (IT) Revised 7/29/13

LIPSCOMB UNIVERSITY COLLEGE OF EDUCATION

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