Learning and Motivation

<top>*

Ideas/Activities*

• Emphasize learning and motivation as it applies to all children, that is, include whatever might have been excluded with an emphasis on children as unique learners; model the integration of knowledge.
• Include a child/youth with a disability as one of selected case studies.

<top>

Course Description*

This course introduces basic concepts of learning and motivation for the classroom teacher. The influence of development, culture, and classroom contexts on learning and motivation are examined. The uses of assessment and technology in promoting learning and motivation are addressed. This course includes a field-based experiential component and is taken concurrently with EDPS 265, The Inclusive Classroom.

<top>

Purpose/Rationale

Preservice teachers must be prepared to consider how various factors---internal and external to the student—interact to create learning and motivation outcomes. This course is designed to provide students with a basic understanding of concepts in the research literature on learning and motivation and to facilitate their ability to apply these concepts to a diverse student population to foster student learning and motivation. These goals are accomplished through classroom activities and by integrating course topics with professional field experiences in the Theory into Practice component.

<top>

Connection to Other Courses in the Block*

This course addresses foundational educational psychology content. The Block 2 companion course EDPS 265, The Inclusive Classroom, addresses students with exceptional needs. The course coordinators will work together to ensure that content in the two courses is integrated. For example, general learning principles will be taught in EDPS 235; how these might be applied to students with exceptional needs will be covered in EDPS 265. The Inclusive Classroom Plan written by students in EDPS 265 will include material addressed in this course (e.g., letter to parents about ISTEP scores, plan for taking developmental differences into account in classroom design and activities).

<top>

INTASC Principles Addressed*

2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners

5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

8. The teacher understands and uses formal and informal assessment strategies to

evaluate and ensure the continuous intellectual, social, and physical development of

the learner.

<top>

Learning Goals*

Preservice teachers will:

1. Describe theories of learning and motivation and their relation to cognitive development (INTASC 2)
2. Demonstrate ways to adapt instruction and classroom activities to individual students and to differences in social, cultural, and contextual factors (INTASC 3).
3. Understand and apply principles of learning, motivation, and development to teaching decisions and the design of learning environments (INTASC 5).
4. Understand how forms of technology can influence student learning and motivation (INTASC 6).
5. Understand formal and informal assessment methods and apply them during teaching and learning to foster student development (INTASC 8).

<top>

Strands*

Diversity. Although there are generic principles of learning and motivation that apply to all learners, the literature suggest some important differences related to student gender, social class, ethnicity, and disability. These will be covered at the foundational level in the lectures and dealt with in greater depth in the recitation sessions. The course will incorporate diversity through learning goal 2 and in other ways (e.g., shared assignments with The Inclusive Classroom course) and discussions of such issues as how assessments have been biased against minority groups.

Technology. Technology is addressed by content on how forms of technology (e.g., computers, simulations, www) can affect motivation and learning and effective uses of technology to promote these outcomes.

<top>

Developmental Issues*

This course incorporates development (physical, social, emotional, cognitive). Throughout the course, there is an emphasis on change and continuity in development across the age span of formal schooling. Learning goals 2 and 3 require understanding of developmentally appropriate instruction. To the extent that scheduling permits, recitation sections will be formed according to students’ specializations (elementary, middle/secondary) and Theory Into Practice activities structures accordingly (e.g., students in the elementary program will observe in elementary schools).

<top>

Course Overview and Format*

In this 3-hour course, students will meet in a large lecture class for two hours per week and in small recitation sections for one hour per week. Elementary and secondary students will be mixed in the lecture; recitations (N = 25) will be separated by level to the extent that scheduling allows. A faculty instructor will be assigned to the lecture; recitations will be taught by graduate student teaching assistants who ideally have elementary or secondary teaching experience. The large lectures will include content instruction, along with case studies and demonstrations of problem-solving activities. These will be developed further and applied to specific student developmental levels in the recitation sections.

<top>

Theory Into Practice Component*

Theory into Practice will be tied to course objectives and INTASC principles. It is anticipated that students will observe in classes 2-3 times per semester and focus on the particular topic under discussion at that time. For example, during the course unit on social and personal development, student might observe in classes and them make a brief class presentation on an aspect of development as it relates to schooling or on how teachers adapt instructional strategies based on students’ social and personal development. Classroom observations will be scheduled by the appropriate administrative office. Most Theory Into Practice activities will be delivered via technology (e.g., videos, simulations, www). Given that the Theory Into Practice activities of EDPS 265 are designed as self-contained, it is not expected that these two Block 2 courses will share activities.

<top>

Course Topics*

1. Knowledge Acquisition/Learning

1. Types of knowledge (semantic, episodic, declarative, procedural, affective dimensions, levels of processing, metacognition, reflective thinking)
2. Types of learning (behavioral, social cognitive, cognitive, constructivist)
3. Mechanisms of learning (observational learning through modeling, inquiry, practice, collaboration, scaffolding)

1. Structure of Knowledge Representations

1. Molecular approaches (building up of simple elements such as responses or bits of knowledge)
2. Molar or global knowledge (construction of large knowledge structures, schemas, mental models, naïve theories)

1. Procedural Knowledge

1. Problem solving
2. Strategic learning
3. Metacognition and self-regulation
4. Developmental learning (fine motor, gross motor)

1. Role of Context in Determining the Acquisition and Restructuring of Knowledge

1. Classroom contexts (Weinstein model—task demands, grouping, locus of responsibility, feedback and evaluation, motivational structures, quality of relationships)
2. Culture (cultural norms of learning, deficit versus difference models, process oriented approaches for African-American students)
3. Prior knowledge
4. Situated cognition and constructivism
5. Technology (impact on learning)

1. Development and Learning

1. Physical development
2. Cognitive development (Piaget,Vygotsky, developmentally-appropriate instruction)
3. Social and personal development (family structure, peer group, societal influences)

1. Motivation

1. Intrinsic/extrinsic (intrinsic motivation in children, extrinsic rewards)
2. Feedback (performance, evaluative, social comparative, attributional)
3. Goals (goal properties, goal commitment, role of goals in learning and motivation)
4. Expectancy/efficacy (outcome expectations, self-efficacy, interventions to enhance self-perceptions)
5. Attributions (causes, consequences, role in motivation and learning)
6. Motivational problems (learned helplessness, dysfunctional attributional beliefs)
7. Technology (influence of technology on motivation)

1. Self-Regulation

1. Views of self-regulation (behavioral, developmental, social cognitive, cognitive information processing, phenomenological)
2. Aspects of self-regulation (methods, motives, performance outcomes, social/environmental resources)
3. Self-regulated learning strategies (rehearsing, organizing, elaborating, monitoring, seeking assistance, locating resources, self-questioning, maintaining positive beliefs about learning)

1. Assessment

1. Measurement principles (reliability, validity, standard error of measurement)
2. Purpose of assessment (accountability, grading, diagnostic, placement)
3. Types of assessment (norm referenced, criterion referenced, performance based, formal, informal)
4. Interpreting assessment data in terms of legal responsibilities (placement in special education, appropriate instructional methods)

<top>

Assignments*

Core assignments

Course assignments and activities are designed for students to apply the basic concepts in learning and motivation to the practical classroom context. These include:

1.  
   1. Individual and group observations of learning and motivation phenomena in classrooms (Theory into Practice) and via technology (e.g., videotapes, simulations, www). Students will write short individual or group papers describing the observations.
   2. Group discussion and analyses of the observations in number 1 above or of other basic and practical issues involving learning and motivation in the classroom.
   3. Assignments applying principles of learning and motivation to assess understanding such as:

1.  
   1. Write a letter to parents explaining ISTEP scores
   2. Design an intervention for a learned-helpless student
   3. Determine ways to assess learners’ preexisting conceptual knowledge and to structure classroom activities based on these beliefs
   4. Write a paper/make a class presentation on an aspect of development as it relates to school children
   5. Write student goals for an instructional unit to include short- and long-term goals
   6. Determine ways to employ modeling in various aspects of the curriculum
   7. Determine ways to integrate training on self-regulation strategies with content instruction

1.  
   1. Contributions to portfolio. Some contributions will build upon students’ Block 1 experiences where students take the Multiculturalism in Education course. A portfolio assignment will be to discuss cultural biases in testing (practices, content). For other assignments, students might write short papers on ways of adapting instruction to developmental differences and for children with exceptional needs. Thus, they might discuss how they would apply motivation principles with children who perform below their capabilities and who display low confidence and motivation for learning.

Cumulative professional portfolio assignment

Students will contribute to a cumulative portfolio reflecting experiences across all blocks. One assignment will be to revise the vision and teaching philosophy that students write in EDCI 205, Exploring Teaching as a Career. The revision will address students’ beliefs about how children learn and what motivates them to learn. Another assignment will be to integrate content from EDPS 235 into the Inclusive Classroom Plan assigned in the Block 2 companion course EDPS 265 (discussed below under Shared Assignments).

Shared Assignments

Assignments to be shared with EDPS 265, The Inclusive Classroom, include individual and group problem-solving activities in which students apply principles of learning and motivation to students with exceptional needs. For example in EDPS 235, students will study the roles of context and culture. Students could write a short paper on a relevant topic (e.g., deficits versus differences; cultural norms of learning). In EDPS 235, students study assessment; a possible assignment is to critique sample tests for culture fairness. As noted above, students will be expected to apply their understanding of psychological principles taught in EDPS 235 to the Inclusive Classroom Plan. Faculty teaching EDPS 235 and EDPS 265 will meet prior to the semester when the courses will be offered and will agree on specific assignments to be shared between these two courses in accordance with these broad guidelines. These shared assignments will be included in the syllabi of both courses.

Suggested Assignments

1. Journal responses to lectures and recitations
2. Summarize a journal article reporting educational research
3. Participate in a research project on learning or motivation
4. Locate teaching resources on learning and motivation

<top>