First Week Second Week Third Week Fourth Week Fifth Week Sixth Week Learning Team: Assignment 1 Assignment 2 Assignment 3 Assignment 4 Assignment 5 Assignment 6 EDUC538 Syllabus Check-Off Sheet OWL APA Format APA Sample Paper
Course Description On a macro level, this course covers the function of major brain structures, the central nervous system, endocrine and sensory mechanisms and their relationship to learning and behavior in the developing learner (3 semester hours). It is important to understand the objectives for reading the assigned articles within this course. It is also important to look at these articles/videos from an objective and professional viewpoint. The first step should be to ask yourself, is the scope of the research appropriate, and are the objectives of the research clearly stated? Next, look at the methodology. Can you identify a control within the study? Determine if it is an experimental or qualitative research design. Are the research design and methods used within the paper acceptable? Does the research advance the field of study for which it is intended? Does the presentation of the research meet the minimum qualities that one would expect for legitimate research? Your response (discussion postings) to the assigned articles is the way in which the instructor will gauge your understanding of the topics contained within this course. When responding (posting) to the assigned articles/videos, please use a researched based reasoning methodology that includes analyzing, arguing, comparing, and evaluating. Analyze- Look for the how and why and also look for examples such as cause and effect. Look for assumptions made within the context of the writings and question their validity. Attempt to identify underlying meanings and explain them. Argue- Discourse, agree or disagree with the author, or with the opinions of others. Be sure to include evidence supporting your stance. Do not be afraid to challenge the stance of the author. Compare- Look for comparisons that include both similarities and differences. Evaluate- Attempt to establish an opinion based clearly on supporting evidence. It is important to express this evidence within your statements, in other words be able to backup your statements with evidence. Adobe Reader The assigned reading downloads may require Adobe Reader, you may install this free program by clicking HERE. If you have an older version of Adobe Reader, please uninstall the older version prior to installing the newer version. Other Important Points Do not forget to save your two major papers to your electronic portfolio in a folder labeled “EDUC538”. Also save at least one backup copy in another secure location(s) until graduation. Anti-procrastination policy: It is understandable that eventualities occasionally make it difficult to submit your assignments by the due date. No points will be deducted for assignments submitted within ten days of the due date. If assignments will be submitted more than ten days after due date, a 3 point reduction will apply. E-mailing Assignments All written assignments should be e-mailed to the course instructor. Please add to the subject line- ME136, ME137, ME138 etc; Your Name; and the assignment for the week in which it was assigned, and the Topic. For example-
1) (Major Paper). How does growth progression in the specific areas of the brain add credence to and understanding of Piaget’s theory of cognitive development? How should this affect curriculum development?
2) (Major Paper). In Dawson & Guare (2010), using Forms 2.1, 2.2, 2.3, 3.1 and 4.3 (appendices), and any other forms you find appropriate to your target student, follow steps 1-4 in Table 3.1 (page 31) and develop a plan to improve the student’s executive skills. Submit copies of all completed forms and a two or three page summary of the material presented (make the case for chosen plan).
3) Develop a study group project to educate students, parents, and/or peers about some aspect of the physiology of learning. Project must be approved by the instructor prior to initiation.
COURSE SCHEDULE --- Week 1 (On Campus) Discussion: Syllabus review, clarify main assignment, review ideas put forth in the initial assignment above. Begin discussion about the development of the brain and nervous system structures and functions, growth and information processing function. Individual: 1) Read Zull (2002). 2) Select six concepts the author presented which were most meaningful to you and write a paper discussing why they were important and how they will influence your teaching style (10 points). This paper will be due during the third week. Zull (2002) will be considered a formal paper and will be graded as such (2 to 2.5 pages, Please use APA style). Use the following "Assigned Reading Reflection Downloads" as basis for discussing the ethical and logistical use of brain research in teaching. Write a short summary of each article (1 page) specifically noting new information you obtained in the readings. (10 points)
Learning Team Assignment 1: Meet and discuss the Epstein papers on brain growth (Below). Meet and discuss their implications within the educational process using the Sakai chat room. Submit a transcript of the discussion via Tusculum's Sakai Chat Room. (3 points)
Individual: 1) Read Cheatum and Hammond (2000) Chapters 1-5. Identify and reflect on five points in each chapter which have the most meaning to you. Submit reflection notes (5 points). Read the "Assigned Reading Downloads" articles and reflect on each of the articles.
Learning Team Assignment 2: Meet and discuss the Brain Gym Article/Videos, listed below, and evaluate their implications on the educational process. Meet and discuss their implications within the educational process using the Sakai chat room. Submit a transcript of the discussion via Tusculum's Sakai Chat Room.(3 points)
Individual: Read Cheatum and Hammond (2000) Chapters 6-11 identify and reflect on five points in each chapter which have the most meaning to you. Submit reflection notes (5 points). Zull (2002), that was assigned during the First Week assignments; is due during the third week (10 points). 1st Week Zull Assignment Read the "Assigned Reading Downloads" articles and submit a reflection on each of them.
Learning Team Assignment 3: After viewing the video Inside the Teenage Brain (listed below), and reading Computer Games Stunt Teen Brains (listed below), meet and discuss their implications within the educational process using the Sakai chat room. Submit a transcript of the discussion via Tusculum's Sakai chat room.(3 points)
Individual: 1) Read chapters 1-3 of the Dawson and Guare text. Identify and reflection five points in each chapter which have the most meaning to you. Submit reflection notes. (5 points) Read and submit a reflection on each of the following "Assigned Reading Downloads."
Learning Team Assignment 4: Listen to "Think You Know How to Study?" This is a 30 minute broadcast concerning the processes of studying. Meet and discuss the broadcast and determine the current state of study skills that students have. Do you believe that self-testing is a good idea? Do your students know how to study? Meet and discuss their implications within the educational process using the Sakai chat room. Submit a transcript of the discussion via Tusculum's Sakai Chat Room. (3 points)
Individual: Read chapters 4-6 in the Dawson & Guare text. Identify and reflect on five points in each chapter which have the most meaning to you. Submit reflection notes via e-mail. (5 points) From the First Week- Video "My Experience with Autism", what have you learned about the physiology of the human brain? How have other reading assignments (Herbert 2010) within the course of study influenced your thoughts about the neurophysiological processes of the brain? (At least 1.5 to 2 pages, 4 points)
Read and submit, via e-mail, a reflection on each of the following "Assigned Reading Downloads."
Learning Team Assignment 5: Meet and discuss "My Experience with Autism" and discuss Dr. Grandin's viewpoint and your learning team's impression of her recommendations when dealing with autistic children. Meet and discuss their implications within the educational process using the Sakai chat room. Submit a transcript of the discussion via Tusculum's Sakai Chat Room. (3 points)
Individual: Read chapters 7-10 in the Dawson & Guare text. Identify and reflect on five points in each chapter which have the most meaning to you. Submit reflection notes. (5 points) Learning Team Assignment 6: Briefly evaluate this course and choose the most significant learning theory that may, or may not influence your educational philosophy. Meet and discuss their implications within the educational process using the Sakai chat room. Submit a transcript of the discussion via Tusculum's Sakai Chat Room. (2 points)
All Major papers and/or projects due. Papers may be submitted anytime during the course by using e-mail. All work must be submitted no later than 11:59 p.m. on the final class date assigned to this course as listed on your cohort schedule. The instructor will be using a RUBRIC to grade the final group project presentation, the rubric may be downloaded HERE.
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