Eg 5203 It How We Learn Syllabus f14 Nordstrom

LIPSCOMB UNIVERSITY COLLEGE OF EDUCATION
EG 5203 How We Learn Fall 2014

3 hours/Advanced Core Course
Professor: Dr. Hope Nordstrom
Office Hours: M & W 8-11 am, 1-4 pm

Online T & R 8-9 pm
Office: Ezell 310
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 through MyLipscomb. 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.
Course Overview
At the core of all learning is the brain, a complex structure that forms the human mind. This course is designed
to show the connection between how the brain functions and effective teaching/learning strategies. In this
course, participants will foster innovation in instruction, create an emotionally supportive learning environment
for students, and promote student engagement in the learning process. Course participants will learn to
incorporate non-lecture educational approaches to enhance the staying power of learned material. In keeping
with this model, course participants will actively engage in brain-based learning through literature, discussion,
reflection, group presentations, and technology.
Course Structure
This course is an eight-week online course beginning on Monday, August 18, 2013 and ending on Saturday,
October 11, 2013. Our online week begins on Monday 6 am CST and ends on Sunday 11:59 pm CST.
All activities and assignments will be completed online using Blackboard at http://lipscomb.blackboard.com.
This course is mainly asynchronous and will not meet in a physical classroom; however, we will have a couple
of online synchronous meeting opportunities. The online synchronous meetings will be recorded and available
for viewing for those participants who cannot attend the meetings. Synchronous meetings will be using Adobe
Connect via a web link.
Begin the course by selecting the START HERE module and reviewing the Welcome Video in Blackboard.
This video provides additional information about the course structure/weekly modules and how to navigate
within Blackboard and within the course.
Each week begins with a course announcement that highlights the learning objectives of the week and outlines
the requirements for that module. Important dates regarding the course, the College of Education, and the
University may also be included in the course announcement.
How We Learn Revised 6/10/14
Required Reading
American Psychological Association. (2010). Publication Manual of the American Psychological Association
(6th 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. (4th ed.). Thousand Oaks, CA: Corwin Press.
Additional reading assignments will be made throughout the semester. These will be placed on Blackboard at
http://lipscomb.blackboard.com.
Course Prerequisites
No course prerequisites. Entry permitted after acceptance into the Technology Integration M.Ed. program and
approved by Associate Dean for Graduate Studies.
As you begin your journey in the online TI M.Ed. program, this course will provide you with the opportunity to
explore various multimedia tools. This list is a minimum of what you need for this course:
Internet access (Since you are enrolled in an online program, this is imperative!)
iPad (Throughout this course, you will be using the iPad you received when you enrolled in the
program.)
Access to computer with speakers and microphone.
Ability to search the Internet, access the course management system (Blackboard), and send/receive
emails.
Updated computer for audio and video use. (Make sure you have the necessary plug-ins downloaded and
up-to-date, i.e. Flash, Quicktime, Java.)
Netiquette & Discussion Expectations
Netiquette is a term that relates to acceptable conduct in a web-based environment. In this class, you will
engage in small group discussions that may cause some strong feelings to surface. Learning occurs when we are
challenged to consider different perspectives. In all interactions, you are expected to respect each other and all
perspectives. Remember the words you type are received by another human being with feelings. It is easy to
misinterpret written communication, so the use of emoticons and acronyms can help convey your meaning. At
all times, remember that this is an academic setting and ask yourself, Would I say this in my classroom?
Improper behavior in our discussion boards and group projects will not be tolerated and may result in removal
from the course.
Rubric for Discussion Posts/Participation

Unacceptable
Acceptable
Good
Excellent
0 Points
8 Points
9 Points
10 Points
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.
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.
Criteria
Frequency
Initial Posting
Replies:
Follow-Up
Postings
Posts no followup responses to

others.
*If Required*
Content &
Contribution
Posts information
that is off-topic,
incorrect, or
irrelevant to
discussion.
References &
Support
Includes no
references or
supporting
experience.
Clarity &
Mechanics
Posts long,
unorganized or
Posts shallow
contribution to Elaborates on an
discussion (e.g., existing posting
agrees or
with further
disagrees); does
comment or
not enrich
observation.
discussion.
Demonstrates analysis of
others posts; extends
meaningful discussion by
building on previous posts.
Posts
information that
is factually
correct; lacks full
development of
concept or
thought.
Posts factually correct,

reflective and substantive
contribution; advances
discussion.
Repeats but
does not add
substantive
information to
the discussion.
Uses personal
Incorporates
experience, but some references
no references to
from literature
readings or
and personal
research.
experience.
Communicates
in friendly,
Contributes
valuable
Uses references to
literature, readings, or
personal experience to
support comments.
Contributes to discussion
with clear, concise
rude content that

courteous and
may contain
helpful manner
multiple errors or with some errors
may be
in clarity or
inappropriate.
mechanics.
information to
discussion with
minor clarity or
mechanics
errors.
comments formatted in an
easy to read style that is
free of grammatical or
spelling errors.
Course Goals and Assignments

Identify the significant learning theories and recent brain research and explain how they impact
instructional situations and strategies.
Analyze, synthesize and evaluate brain-based learning and create effective strategies for classroom
application.
Create a model of effective teaching in a transformational educational environment.
Observe teaching/learning styles in real-world settings and create an appropriate learning environment
design focused on student engagement and diverse learning needs of students.
Develop a philosophy of teaching based upon ones personal development as an educator and the role of
Christian principles in teaching and leading.
LEARNING
OBJECTIVES
DELIVERY
ASSESSMENT
C.A.R.E Framework
GOALS
Lecture, on-line, site-visit,

field experience, readings,
guest lecturers, etc.
Exams, reports, essays,

presentations,
discussions, etc.
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.
Analyze, synthesize and
evaluate knowledge from
their subject and apply this
knowledge to implement
effective teaching 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
Readings, online
discussion
Discussion posts
1.c. analyzing and making informed

instructional decisions based on best
practice
1.k. using a variety of researchbased 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
Students will be able to:
Level of achievement
in measurable terms
to determine success
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

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
and Writing
Rubric: proficient
or exemplary
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.
Analyze, synthesize and
evaluate knowledge on the
diverse needs of learners and
apply this knowledge by
implementing iPad
technology.
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
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 researchbased strategies to effectively
enhance student outcomes
social status
Class discussion,
Writing rubric,
and Presentation
rubric: proficient
or exemplary
Assessment
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)
Course Assignment
August 31
25 points
Course Assignment
September 7
50 points
Course Assignment
September 14
50 points
Key assignment (upload

to portfolio). This
assignment will also be
assessed with the College
of Education Writing
Rubric in LiveText.
September 21
25 points
Blooms Taxonomy iPad Project
Course Assignment
September 28
50 points
Parker Palmers Courage to Teach Chapter

1-The Heart of a Teacher (Identity and
Integrity in Teaching)
Spiritual Growth
September 28
Included in
discussion grade.
Learning Theory Paper
Course Assignment
October 5
100 points
Learning Theory Presentation
Course Assignment
October 11
50 points
Field Experience/Course
Assignment (upload
assignment to portfolio;
upload signed field
experience form to
portfolio and record field
experience hours and
demographics on chart in
portfolio)
October 11
50 points
Course Assignment
Weekly
200 points
Multiple Intelligences Survey and Reflection
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.)
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
the students. (3-5 hours)
Discussion Posts/Participation
Total Points Possible

600 points
Class Meeting Agendas

This class is completely online. All assignments will be completed online and posted in Blackboard and LiveText.
Class Meeting Date(s) or
Online Window
August 18-24
August 25-31
Topic(s)
Covered/Objective(s)
Addressed
Delivery Method / Student

Activities / Assessments
Online Readings
Discussion Board Responses
Introduction to the
Brain & Learning
Theories
Processing Information- Online Readings

Learning Styles &
MI Reflection
Multiple Intelligences
Points/Grade
s associated
10 pts.
30 pts.
25 pts.
September 1-7
Memory & Transfer/

Effective Teaching
Online Readings
MI iPad Project
30 pts.
50 pts.
September 8-14
Brain Organization &

Learning/ Effective
Environments
Online Readings
TAP Rubric Presentation
30 pts.
50 pts.
September 15-21
Thinking Skills &

Learning/ Blooms
Taxonomy
Online Readings
Teaching Philosophy
20 pts.
25 pts.
September 22-28
The Brain and

Technology
Online Readings
Blooms iPad Project
30 pts.
50 pts.
September 29-October 5
The Brain and the Arts
Online Readings
Learning Theory Paper
30 pts.
100 pts.
October 6-11
A Whole New Mind/

Putting It All Together
Online Readings
Learning Theory Presentation
Field Experiences Reflection
20 pts.
50 pts.
50 pts.
College of Education Grading Scale

A
B
94-100%
86-93%
561-600 points
513-560 points
C
77-85%
459-559 points
D
0-76%
0-458 points
Grading and Late Assignment Policy

Grading criteria for all assignments will be communicated at the beginning of the course. As this is an online
course, students will be expected to complete all required readings in order to gain a full understanding of the
course topic. Participation in the 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 your instructor immediately via email. 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 11:59 p.m. on their due date for full credit. Late work will lose 5 points per day.
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.
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.
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. Some examples of cheating
include using another persons written or verbal thoughts as your own (plagiarism). 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.
ADA and Students with Disabilities

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 registered with the Counseling Center,
contact that office at 615-966-1781 or Brian Mast brian.mast@lipscomb.edu immediately. For more
information, check out the Counseling Center FAQ. The Counseling Center has also included a list of helpful
links for disability resources.
Our learning management system Blackboard also provides accessibility resources. For additional information,
check out the Blackboard Accessibility Features.
Additional Learner Supports
Research Assistance-If you have a research question, a project, or a paper to write and do not know how to get
started, visit the Reference Desk in Beaman Library. The Librarian there will help you. If you think you cannot
find any information on your topic, you may simply need to narrow or broaden your search terms to find
available resources in all formats (books, articles, websites, etc.). The Librarian will be glad to assist you with
in-house reference resources and with finding resources outside of Beaman Library through Interlibrary Loan.
You will also want to learn how to find full-text articles from the journal collection and databases. The Librarian
can help you evaluate all of your sources for currency, relevance, and authority. Remember: Sometimes two
heads are better than one. The Library Staff is here to help you succeed. If you can't make it into the university
library in-person, you can always call the Reference Desk at (615) 966-6037 or email any of the Beaman
Librarians to receive assistance.
Writing Studio-Were not here because you cant write; were here because you do! The Writing Studio is
located in Beaman Library 141 (the Academic Success Center) for students to receive valuable one-on-one
assistance with their writing. Conferences are available by walk-in or appointment (966-6301 or visit the ASC if
the studio isnt open); you can also make an appointment online at https://lipscomb.mywconline.com. Dont
wait until the last minute to seek their help! For additional writing handouts (especially APA formatting) created
by the Writing Studio, click on the following link.
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.
University Course Evaluations:
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..
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
C.A.R.E. Outline
Lipscombs Teacher education program is committed to preparing educators who have the following
competencies:
Practices exemplary CRAFT:
1
2
3
4
5
6
7
8
9
1
0
Develops and refines a personal philosophy of leading, teaching and learning

Plans instruction and student learning goals which are aligned to current standards
Analyzes and makes strategic instructional decisions based on assessment data and current
research
Monitors and evaluates all student learning and engagement using multiple assessments
Encourages and motivates students to understand and monitor their own assessment data
Integrates current technology to enhance the learning environment and outcomes
Models and creates opportunities for critical thinking, problem solving, and performance skill
development
Organizes and manages the learning environment and resources to assure that all students
learn
Differentiates instruction to meet the needs of diverse learners and implements inclusive
practices
Manages significant behavior issues effectively
Possesses professional ATTITUDES AND VALUES:

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

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

1
2
3
4
5
6
7
Possesses deep knowledge of the discipline being taught and its relationship to general
knowledge
Plans effectively for short term and long term instruction within the discipline
Understands current research on effective teaching and learning
Knows developmental stages, learning theories, and their impact on teaching and learning
Knows where to find answers and resources to enhance teaching, learning, and classroom
management
Effectively communicates orally and in writing
Is technologically literate
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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.
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
Module 2:
Processing
InformationLearning
Styles &
Multiple
Intelligences
Module 3:
Memory &
Transfer/
Effective
Teaching
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 22) and respond to at least two classmates posts!
(DUE: August 24)
Write a reflective response to the brain compatible quiz with regards to yourself and your work environment.
(DUE: August 24)
Choose a Learning Theory to research further. Post on Blackboard by the end of Module 2.
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: August 31)
Write a reflective response to the articles and video on multiple intelligences (DUE: August 29) and
respond to two classmates. (DUE: August 31)
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: August 31)
Multiple Intelligences Survey Reflection and Implications (DUE: August 31)
Begin Multiple Intelligences iPad Project with Partner (DUE: September 7)
READINGS:
Read Chapters 3-4 in the text, How the Brain Learns.
Write a reflective response on learning, memory and transfer. (DUE: September 7)
Use VoiceThread to respond to the following discussion post. Write a response to supporting a reluctant
learner (DUE: September 5) and respond to two classmates. (DUE: September 7)
(DUE: September 7)
Multiple Intelligences iPad Project with Partner (DUE: September 7)
Module 4:
Brain
Organization
& Learning/
Effective
Environment
s
READINGS:
Write a response to how important the environment is to learning. (DUE: September 14)
Write a response to your most significant learning from this chapter. What difference will it make in your
professional practice? (DUE: September 12) Respond to two classmates. (DUE: September 14)
(DUE: September 14)
Module 5:
Thinking
Skills &
Learning/
Blooms
Taxonomy
Module 6:
The Brain
and
Technology
TAP Environment Rubric Presentation (DUE: September 14)
READINGS:
Write a reflective response to the practitioners practices relative to thinking skills (DUE: September 19)
and respond to two classmates. (DUE: September 21)
Write a response to why and how educators should use Blooms Taxonomy in their classrooms/work
environment. (DUE: September 21)
Philosophy of Teaching and Leading (DUE: September 21)
Begin Blooms Taxonomy iPad Project with Partner (DUE: September 21)
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 26) and respond to
at least two classmates posts (DUE: September 28).
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 28)
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 28)
Blooms Taxonomy iPad Project with Partner (DUE: September 28)
READINGS:
Module 7:
The Brain
and the Arts
Module 8:
Write a response to the article and video(s) regarding arts education (DUE: October 3) and respond to two
classmates. (DUE: October 5)
Post a summary of your Learning Theory research on the discussion board for your classmates to read.
(DUE: October 5)
(DUE:Theory
October
5) (DUE: October 6)
Learning
Paper
READINGS:
NO READING in the text, How the Brain Learns.
A Whole New
Mind/ Putting
It All
Together
Write a response to what research is telling us about the brain, teaching, and learning (DUE: October 9) and
respond to two classmates. (DUE: October 11)
Write a brief reflection/insight from Daniel Pinks talk. (DUE: October 11)
Learning Theory Presentation (DUE: October 11)
Field Experience Reflection Report and Hours (DUE: October 11)
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 August 31
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 7
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 14

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 21
o Reflect upon your philosophy of teaching and your role as a leader.
o What jobs or hats do teachers wear?

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.
o
Blooms Taxonomy iPad Project (50 points) DUE September 28

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 5
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.
o
Learning Theory Presentation (50 points) DUE October 11

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 11
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 more of 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
B
C
F
=
=
=
=
94 100
86 93
77 85
0 76
(561+)
(513-560)
(459-512)
Exemplary
Ideas
Organizatio
n
Voice
Word
Choice and
Sentence
Fluency
Convention
s
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 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 voice sounds
professional, confident,
knowledgeable, and
enthusiastic.
Quotations from other
sources and/or
personal reflection and
analysis demonstrate
strong understanding.
The word choice makes

the writing very clear,
informative, thought
provoking, and
enjoyable to read. All
sentences flow
smoothly and are
enjoyable to read.
Punctuation, sentence
structure and grammar
are correct. Spelling is
correct.
Proficient
Emerging
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 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
followed.
The voice sounds

knowledgeable and
confident, and
sources are quoted
appropriately, using
correct introduction of
sources.
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.
The report has a few
minor errors in
punctuation, sentence
structure, spelling, or
grammar.
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
followed.
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.
Unsatisfactory
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.
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.
The voice sometimes
sounds unsure. Some
quotations from other
sources may be
inappropriate or
awkward.
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.
The written product

has several errors in
punctuation, sentence
structure, spelling, or
grammar.
Some errors are

confusing and make
the paper difficult to
read.
COLLEGE OF EDUCATION
GRADUATE WRITING RUBRIC
Students should refer to the Publication Manual of the American Psychological Association, 6th
Edition for answers to questions about citations in text, references, and the conventions of writing.

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LIPSCOMB UNIVERSITY COLLEGE OF EDUCATION

EG 5203 How We Learn Fall 2014

Office Hours: M & W 8-11 am, 1-4 pm

Office: Ezell 310

Class Meeting: ONLINE

Contact: hope.nordstrom@lipscomb.edu or 615-966-2013

How We Learn Revised 6/10/14

Rubric for Discussion Posts/Participation

Posts well developed

Posts no followup responses to

Posts factually correct,

How We Learn Revised 6/10/14

rude content that

Course Goals and Assignments

Lecture, on-line, site-visit,

Exams, reports, essays,

Compare and contrast the

1.a. applying standards and current

Explain the significant

Theory paper and

4.c. Developmental stages, learning

1.c. analyzing and making informed

1.a. applying standards and current

Students will be able to:

How We Learn Revised 6/10/14

Articulate the importance of

1.i. developing and refining a

Review several of the basic

4.b. understanding and application

3.a. demonstrating a respect for and

Reflect upon ones personal

1.i. developing and refining a

Explore and implement the

2.a belief that all children can learn,

1.h. organizing and managing the

How We Learn Revised 6/10/14

Type of Assignment (note

Key assignment (upload

Blooms Taxonomy iPad Project

Parker Palmers Courage to Teach Chapter

Learning Theory Paper

Learning Theory Presentation

Multiple Intelligences Survey and Reflection

Multiple Intelligences iPad Project

TAP Environment Rubric Presentation

Philosophy of Teaching and Leading

Total Points Possible

Class Meeting Agendas

Delivery Method / Student

Processing Information- Online Readings

Memory & Transfer/

Brain Organization &

Thinking Skills &

The Brain and

The Brain and the Arts

A Whole New Mind/

College of Education Grading Scale

Grading and Late Assignment Policy

ADA and Students with Disabilities

Dropping the Course:

How We Learn Revised 6/10/14

Develops and refines a personal philosophy of leading, teaching and learning