Syllabus Entrance
Printer Friendly
Email Syllabus
Education Major Version

ED 532 Teaching and Learning: Theoryinto Practice
Lawrence, Dennis Patrick


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

ED 532 Teaching and Learning: Theoryinto Practice

Semester

F1P 2008 DL

Faculty

Lawrence, Dennis Patrick

Degrees/Certificates

Ed.D - Teacher Leadership

Daytime Phone

71933935

E-Mail

Dennis.Lawrence@park.edu

Semester Dates

August 18 - October 12

Class Days

Online

Class Time

TBA

Credit Hours

3


Textbook:

 

Case Studies Applying. Educ. Psychology

Author:

Ormrod

Edition/Copyright:

2ND 07

Publisher:

Pearson

Type:

Paperback

ISBN: 0131980467

Taking Sides : Clashing Views in Educational Psychology

Author:

Abbeduto, Leonard

Edition/Copyright:

5TH 08

Publisher:

Mcgraw-Hill Publishing Company

IS==

Paperback


ISBN 0073515213

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
ED 532 Teaching and Learning: Theory into Practice: Current theories and research on the topics of learning, motivation, teacher thinking, and effective teachings are reviewed and updated. Classroom applications will be stressed; students must complete an application project in which they apply current theory in teaching and learning to an actual classroom problem.

Learning Outcomes:
  Core Learning Outcomes

  1. Read and discuss literature and research on teaching and learning during class in a critically reflective manner.
  2. Understand the basic assumptions pertaining to the most influential theoretical perspectives in education and recognize the implications for current theory and practice by incorporating into application project.
  3. Apply theory and research in educational psychology to actual classroom practice in teacher research project.
  4. Appreciate the role that historical antecedents have in our understanding of both theory and practice in education as evidenced by participation grade.
  5. Construct and reflect upon personal connections, in class discussion, between theory and practice as they relate to motivating those with diverse learning styles.
  6. Model problem-solving for their present and future students as evidenced by teacher research project.


Core Assessment:

Class Assessment:
Three Pro and Con papers and a required proctored final

Grading:

Point Distribution:

Assignment Points Each Course Total
Three Pro and Con Papers 100 300
Eight Weeks Participation 25 200
Final Exam 100 100

Total Points


600

Course Grading Scale - The grading scale will be traditional percentage.

Letter Grade        A       B         C       D     F
Percentage
90-100 80-89
70-79


60-69

0-60

Points

540-600

480-539

420-479

360-419 0- 418


Late Submission of Course Materials:

Submission of Late Work: Postings will not be accepted after date required but papers will be counted as 10% off each day they are late.

Course Topic/Dates/Assignments:

Group and Case Studies Discussion Rubric

 Each week there will be a thread set up for your group. (In all weeks except week one, the group discussion will take place in the Pro and Con discussion based on Taking Sides.)

     Each week the role of group leader will be rotated.   You will go alphabetically by last names.  It is the leader’s responsibility to start the thread and make sure that a synthesis of discussions is posted by midnight Sunday. (Leaders:  It will often be left up to you to synthesize the ideas presented.  Do this in a concise 100 word or so entry that includes the citations and references  that support the ideas.)

    In addition, each student is required to participate individually in discussions each week. (In week one this will be the Pro and Con discussion; after that, the individual discussions will take place in the Case Studies discussion group.) Follow the rubric below for each of these discussions.
 

CATEGORY

 

 

 

 

 

Timeliness

 First discussion post made by Tuesday to all discussions so colleagues can respond; all discussion posts done by Sunday midnight of the lesson week. Assignments turned in on time.

First discussion post not made by Tuesday to all discussions so colleagues can respond, or all discussion posts not done by Sunday midnight of the lesson week, or assignments not turned in on time.

 First discussion post not made by Tuesday  to all discussions so colleagues can respond and/or all discussion posts not done by Sunday midnight of the lesson week  Or Assignments not turned in on time

No posts made on relevant

topic.

 

 

 

 

Quality

Relevant and insightful discussions using quotes from the resources of the week. Examples from practice or beliefs used to support.  Follows the instructions given in the discussion question.

Relevant discussions using a quote from the resources of the week. One example from practice or beliefs used to support. Follows the instructions given in the discussion question.

Relevant discussions using no quotes from the resources of the week. No example or weak or irrelevant example from practice or beliefs used to support. Does not clearly follow instructions given in the discussion question.

No posts made on relevant

topic.

 

 

Amount
 (Leader each week must post a synthesis of the group’s discussion.)

One original post made with at least two follow up posts in each discussion.  Answered questions about original post made.

One original post made with at least one follow up posts in each discussion.  Answered questions about original post made.

No original post made or no follow up posts in one or more discussions.

 

No posts made on relevant

topic.

 

 

 

Appearance

No grammatical, spelling or punctuation errors. APA citation used correctly. Collegial voice used.

 

Some grammatical, spelling or punctuation errors. APA citation used correctly.

Collegial voice used

Many grammatical, spelling, or punctuation errors. APA citation not used correctly.

Collegial voice not used.

No posts made on relevant

topic.

 

 

 

Total

A = 23-25

B = 20-22

C= 17-19

0

/25

 
Pro and Con Paper

 

Pro and Con Papers

            At the end of lessons three, five and seven, you will turn in a Pro and Con paper based on an issue discussed in the section of Taking Sides relevant to those lessons.  You will examine both sides of the issue and come to a conclusion and a practical application of that conclusion in a classroom.  The papers will follow APA format and be at least three - five pages long, not counting the cover page and the reference page.   The number of sources will vary, but in general 10-15 will be needed to support your positions and assumptions in this paper. The following sections must be included in your paper.

Rationale:

        In this section you will name the issue and discuss why it is important to your practice that you study it and come to a conclusion.  Begin by defining the issue as used in the literature.  There are many parts to each issue.  Make sure it is clear exactly what the issue is. In doing this you will refer to the texts and other sources to define the issue.  In text citations to the texts of the course and other sources must be used in defining the issue.

            You must justify and explain its importance as a part of your philosophy of education.   Use practical examples from the classroom you have or will have to demonstrate its importance.  Synthesize these examples with references from the literature.

Pro & Con:

       In these two separate sections of your paper, you will examine each side of the issue.  You will build a case for the issue in the one section then build a case against the issue in the second section.  Both of these sections must make extensive use of research beyond the texts of the course. Taking Sides provides numerous links and leads.   Use the data bases online of the McAfee Memorial Library.  You should also quote from your colleagues’ post in the discussion forums for the appropriate lesson. You may find relevant examples in the Case Studies text. In both sections you will be an unbiased reporter with the aim of examining both sides of the issue.

Conclusion:

            This is a theoretical and practical conclusion creating a  guide for you to abide by as you teach. Make a clear statement of conclusion so that there is no doubt what your stance is.  You may choose to incorporate parts of both sides depending on the issue. Be specific in how your conclusion will enhance the learning or well being of students in your charge.  Use examples from the literature that you feel support your conclusion in light of your specific situation or philosophy.  Personal examples from your experience, references to the Case Study book, and quotes from your colleagues will also help to substantiate this section.
                                                            Pro & Con Rubric

CATEGORY

20-18

16-17

14-15

14-0

 

Quality of Information

Information clearly relates to the issue chosen; literature is used to synthesize theory and practice.

Information clearly relates to the issue chosen; literature is used to connect theory and practice.

Information clearly relates to the issue chosen; literature is used to explain theory and practice

Information does not clearly relate to the issue chosen; literature is not used in a discussion of theory and practice.

 

 

 

 

Amount of Information

Issues are thoroughly discussed and analyzed in terms of practice and theory.

Issues are somewhat discussed and analyzed in terms of practice and theory.

Issues are discussed but not analyzed in terms of practice and theory.

One or more major topics were not addressed in discussion of the issues.

 

Research

Resources include   texts, suggested sources in texts, articles from MacAfee database articles, and colleague’s discussions in a comprehensive review.

Resources include texts, suggested sources in texts, articles from MacAfee database articles, and colleague’s discussions in a summary review.

Resources include texts, sources from texts, MacAfee database articles, and/or colleague’s discussions in an acceptable review.

Resources lack texts, sources from texts, MacAfee database articles, and/or colleague’s discussions in an incomplete review.

 

 

 

Category

18-20

16-17

14-15

14-0

 

Sources

All sources are accurately documented in the APA format in the text and on the reference page.

Minor errors in  APA format in the text and/or on the reference page.

Multiple errors in  APA format in the text and/or on the reference page.

Sources are not accurately documented in APA format.

 

 

 

Mechanics

No grammatical, spelling or punctuation errors. Professional voice and word choice used exclusively.

 

Almost no grammatical, spelling or punctuation errors.

Professional voice and word choice dominates.

A few grammatical spelling or punctuation errors.

Professional voice and word choice lacking in spots.

Many grammatical, spelling, or punctuation errors.

Professional voice and word choice not used.

 

Scale/Total

A = 90-100

B = 80-89

C= 70-79

 Total

/100

 

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2008-2009 Graduate Catalog Page 25

Plagiarism:

Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2008-2009 Graduate Catalog Page 25


Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2008-2009 Graduate Catalog Page 29

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:7/31/2008 9:16:27 AM