ED532 Teaching and Learning: Theory into Practice

for S2P 2010

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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


ED 532 Teaching and Learning: Theoryinto Practice


S2P 2010 EDD


Choi, Dong Hwa


Associate Professor


Ph. D

Office Location

911 Main, Suite 819 Kansas City, MO 64105

Daytime Phone


Other Phone




Semester Dates

March 15-May 9, 2010

Class Days


Class Time

5:00 - 9:30 PM

Credit Hours



Enhancing Professional Practice:  A Framework for Teaching by Charlotte Danielson, ASCD

Case Studies: Applying Educational Psychology by Jeanne Ellis Ormrod & Dinah Jackson McGuire , Pearson

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.
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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.

Educational Philosophy:

Developing as a teacher is a complex process that occurs most effectively in learning communities that provide rich opportunities for inquiry and reflection, and that cultivate a sense of curiosity, integrity, social justice, and professionalism. 

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:

I.  Weekly Reflection (Due: 3/23, 3/30, 4/6, 4/13, 4/20, 4/27) (Total: 78 pts)

Read the reading assignments that are given by the instructor (not the textbook chapters) for each week. Complete the weekly reflection paper(s). When you have two reading assignments per week, read both reading assignments and complete two weekly reflection papers. Use the discussion items that are provided by the instructor as a guild when you read the reading assignments. These discussion items will provide you with issues you should concentrate on. These are personal reflection journals. In order words, they are what you think and believe related to what you are learning.   

II. Project (Core Assignment)

: Program Investigation (45 pts) & Class PP presentation (28 pts) (Due: 4/6)  

1. Select one area in the four dimensions of theComponents of Professional Practice” for the project: 1) Planning and Preparation, 2) Classroom Environment, 3) Instruction, and 4) Professional Responsibilities.  For the most beneficial learning experience for you, consider what dimension can contribute to your learning or the job that you are performing or will be performing.

 2. You will study your practices in terms of the dimension that you have selected. For example, suppose you select the Classroom Environment for your practice investigation. The following items can be studied.

a) How do I create an environment of respect and rapport with students?

b) How do I establish a culture for learning?

c) How do I manage classroom procedures?

d) How do I manage students’ behaviors?

e) How do I organize physical space?

f) What are the students’ demographics of my class?

You can select one or two questions and investigate in depth, instead of covering all the questions. Also, reflect how all components in the Classroom Environment are interrelated to each other and create different types of dynamics for students.

3. After you study your practices, prepare 1) Program Investigation Report and 2) PowerPoint presentation for the class.

1) Write a report paper. In your report, include the components as follows. Site the resources or references (3-4) you use in your paper. Paper should be 5-6 pages in length and double space, 12 font size letter. APA style (45 pts)

Ø      School name and location

Ø      Your topic

Ø      Your analysis of your practices regarding the topics. For this analysis, you can use your observation data. Describe what you have observed about your teaching and evaluate or reflect on those observations using your educational beliefs, philosophies, and opinions.

Ø      Your remediation suggestions to yourself: Discuss what you as a teacher, would like to suggest as alternative ideas or an innovative new approach to improve the current situations. The remediation suggestions should be supported as feasible and new alternative ideas.

Ø      Your overall reflections regarding the topic.  

Ø      Use references.

2) Prepare a PowerPoint presentation for the class.  

Present the components in your paper to the class through the PP presentation. Make your presentation clear to your classmates in order to explain what you have learned about yourself. 6-10 slides

Ø      If you are allowed to take pictures or videotape of the class, use the data or resources as visual aides. Visual aides are powerful tools for communication.

 III. Educational Issues PowerPoint Presentation (28 pts) (Due: TBA)

: Taking Sides: Clashing views in educational psychology by Abbeduto & Symons

: 6-10 slides






Late Submission of Course Materials:

·   All assignments should be typed. No handwritten assignment will be accepted.

·   All assignments must be turned in on the dates indicated, unless date is changed by instructor.

·   Late assignments will result in 20% reduction of the student’s point total for that assignment.

·   When student submits assignments after due date, you will have one more opportunity to submit the assignments. You can submit the assignment one week after the due date. That means when we meet in class in the following week of the due date, you can submit the assignment. After the second opportunity is passed, I will NOT accept any late submission.

·   Any absence does not excuse students’ responsibility to get assignments turned in on or before due day.

·   Extreme emergency absences and/or due date situation will be handled case by case at the instructor’s discretion. Instructor’s decision is final. Keep instructor informed of any potential personal situations that might necessitate an absence. 

·   The above procedures and calendar (given in class) for this course are tentative and subject to change in the event of extenuating circumstances. I reserve the right and responsibility to evaluate the quality of your work. Completion of an assignment does not guarantee the awarding of all possible points.

·   If a student is absent for any reason, the student is still responsible for the information discussed in class that day.

·   For your own protection, always save a copy of any assignment you complete.

Course Topic/Dates/Assignments:

Course Topic/Dates/Assignments:



Reading Assignment


Introduction to class:

  • Review of syllabus
  • Expectations
  • Overview of textbook

Ø      PowerPoint Presentation by the instructor


A Framework for Teaching

Ø      Chapters 1: Enhancing Professional Practice

Ø      Cases : 1 & 2

Ø      Educational issue #1 PPP


Assumptions and Features of the Framework for Teaching


Ø      Chapter 2: Enhancing Professional Practice

Ø      Cases : 3 & 4

Ø      Educational issue #2 & #3 PPP


The Four Domains of Teaching Responsibility


Ø      Chapter 3: Enhancing Professional Practice

Ø      Cases : 5 & 13


The Framework for Professional Practice: Domain 1. Planning and Preparation

Ø      Chapter 4: Enhancing Professional Practice (pp. 43-63)

Ø      Cases : 14 & 27


Ø      Educational issue # 4 & #5 PPP


The Framework for Professional Practice: Domain 2. The Classroom Environment

Ø      Chapter 4: Enhancing Professional Practice (pp. 64-76)


Ø      Cases: 28 & 29


Ø      Educational issue #6 PPP


The Framework for Professional Practice: Domain 3. Instruction

Ø      Chapter 4: Enhancing Professional Practice (pp.77-93)

Ø       Cases: 30 & 42

Ø      Educational issue #7 PPP


The Framework for Professional Practice

:Domain 4. professional Responsibilities

Ø      Chapter 4: Enhancing Professional Practice (pp. 94-108)

Ø      Educational issue #8 PPP


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 2009-2010 Graduate Catalog Page 31


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 2009-2010 Graduate Catalog Page 31-32

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 2009-2010 Graduate Catalog Page 35

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 .


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Last Updated:3/8/2010 5:57:32 PM