Education | Learning: Theory into Practice
P312 | 139A | Mary Hancock

Required texts

• Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.) (2000).  How
people learn: Brain, mind, experience, and school. Washington, D.C.:
National Academy Press
• Additional readings will be assigned

Course Description
This course is concerned with understanding the process of teaching
and learning, particularly within a secondary school context.
Preservice teachers will be helped to see that learning takes place
as an interaction of social, emotional, developmental, and cognitive
forces. Units focus on theories of learning and teaching, motivation,
the learning process, and assessment.

Course Objectives
Students who successfully complete P312 should

 Understand the basic distinctions and concepts of various theories
of learning, motivation, and  	assessment.

 Be able to apply these theories to the teaching and learning

 Recognize these theories as tools for creating more productive and
useful classroom experiences.

 Be able to use these theories to solve realistic and relevant

Course Policies
Attendance:  Regular attendance is expected. Participation in daily
activities and discussion is integral to your learning experience in
this class. Please arrive to class on time as it is disruptive to
your fellow students to walk in late.

E-mail:  It is essential that you maintain an active e-mail account.
Correspondence relating to this course may be sent via e-mail so be
sure to check your account regularly.

Oncourse: This online tool will be used for class announcements,
postings, and other course information. Please be sure to check this
as well as email on a regular basis.

Missed/late assignments:  Assignments are due at the beginning of
class on the date specified. Late work, while acceptable, will
receive a reduction of 5% of total points possible for each day that
it is late. Special arrangements will be made only for extreme
Class preparation:  You are responsible for reading the assigned text
prior to each class session. Daily activities and discussions will be
based on the assumption that you have read your assignments and are
prepared for class.

Adaptations and Modifications:  If you have any special needs (i.e.
learning disability or other special circumstances) that would
require adaptations or modifications to regular assignments, exams,
or due dates you should notify me within the first week of class.

Academic integrity:  All university policies and regulations
concerning academic misconduct and stated in the Indiana University
undergraduate bulletin apply in this course.  It is your
responsibility to familiarize yourself with these policies.

Syllabus changes:  The course syllabus provides an overview of the
plan for each class session. The instructor reserves the right to
alter the syllabus as needed. Any deviations from the original
syllabus will be announced in class.

Course Requirements/Assignments

Personal Theory of Learning and Teaching (2 x 10 pts): Theories are
developed by each of us based on our assumptions about the world,
reality, and how we know what we know. Personal theories are the
result of our own experiences with knowledge and the world in
general. During the first week of class each of you should reflect on
your own educational history and your ideas about learning and
teaching. On Sept. 8th you will submit a short essay detailing your
personal theory of learning and teaching. The essay should be no
longer than two pages, word processed using 12 point font, and double-
At the end of the semester you will revise your theory.

Midterm Exam (100 pts): Testing can be both a learning aid and a
method of assessment. A midterm exam will be given in order to assess
your comprehension of course material and its application.

Critical Readings (3 x 20): At various points during the semester you
will be assigned specific readings (journal articles, etc.)
concerning teaching and learning. You will be asked to either answer
specific questions about the reading or to write a short critique.
More details will be provided at the appropriate times.

Problem-Based Learning Video Case Studies (20, 40, and 60 pts):
During the semester you will complete three video case analyses.
Using videos of actual classrooms from the Inquiry Learning Forum
(ILF), you will complete a series of steps, some by yourself, others
with members of a group to which you will be assigned. Your basic
task is to reflect upon the instructional activities that you see in
the videos and identify issues for further analysis and study, both
by you personally and as a group. In all cases, the emphasis of the
analysis should be on the instruction rather than the instructor –
standards of professional critique (e.g., constructive, respectful
comments) will be required. Each assignment will require you to
complete a series of steps that will increase in number (and point
value) from one assignment to the next. More detailed instructions
will be provided.

Participation: Readings, class discussions, and activities are
integral to your successful completion of this class. In order to
accomplish your assignments, especially the video case studies, you
will need to be a full participant in discussions and group
activities. You will also be relied upon by group members to
contribute to the case study analyses.

Grades will be determined on a point scale as follows:

Personal Theory of Learning (2 x 10) 20 pts			
Midterm Exam 100 pts
Critical Reading (3 x 20) 60 pts
Problem-Based Learning Case Studies 120 pts
Total 300 pts					           	
Total points possible = 300

A+  294-300
A   282-293
A-  270-281		
B+  261-269
B   252-260
B-  240-251		
C+  231-239
C   222-230
C-  210-221		
D+  201-209
D   192-200
D-  180-191

A point total of 179 and below will result in a failing grade.

Indiana University School of Education Principles
INTASC Core Standards

The IU School of Education provides a core of six principles as a
framework for the development of education classes. P312, Learning:
Theory into Practice is organized around these principles which
include: community, critical reflection, meaningful experience,
intellectual/personal/professional growth, knowledge and multiple
forms of understanding, and personalized learning. This course
incorporates these principles in daily activities, assignments, and
discussions. More information and explanation can be found online at:

In addition, this course also adheres to the “Model Standards for
Beginning Teacher Licensing and Development” as established by the
Interstate New Teacher Assessment and Support Consortium (INTASC).
These standards identify a “common core of teaching knowledge and
skills” that INTASC deems necessary for effective, high quality
teaching. This course will specifically address five principles by
covering the topics of student development and learning (Principles
2.1 A and 2.1B), individual and group motivation and behavior
(Principles 5.1A and 5.1B), and assessment strategies (Principle
8.1A).  More information about INTASC and the model standards can be
found online at:

This is a tentative schedule. Additional readings may be assigned
throughout the semester. Furthermore, there may be some guest
speakers addressing the class at various times. Students will be
notified of additional readings and changes in the schedule during
class and via e-mail.

Week 1	
Sept. 1: Introduction/overview
Sept. 3: Scientific study of learning
Video clip/perceptions

Week 2	
Sept. 8: Scientific study of learning

HPL chapter 1	Sept. 10: Scientific study of learning
Research designs
Video – A Private Universe
Week 3	Sept. 15: Behaviorist foundations

ILF orientation (meet in ED 2015 comp lab)
Sept. 17: Behaviorist foundations and
classroom management

Week 4	Sept. 22: Learning foundations: Learners

HPL chapters 2 & 5	
Sept. 24: Learning foundations: Learners

Readings AE: 15
Video – Teenage Brain
Week 5	Sept. 29: Learning foundations:

HPL chapter 4 Oct. 1: Learning foundations:
Social Cognitive Theory article

Week 6	Oct. 6: Learning foundations:
Learning for transfer

HPL chapter 3          	
Oct. 8: Learning foundations:
Learning for transfer
Readings AE: 19

Week 7	Oct. 13: Motivation and behavior

Readings AE: 26 and Dweck article	

Oct. 15: Motivation and learning

Self-efficacy article
Week 8	Oct. 20:  Midterm Exam
Oct. 22: Standardized testing

Week 9	Oct. 27: Standardized testing	

Oct. 29: Teacher assessment

Readings AE: 37

Week 10	Nov. 3: Teacher assessment

Nov. 5: Designing learner centered environs

HPL chapters 6 & 9

Week 11	Nov. 10: Learner centered environs

Readings AE: 23	Nov. 12: Designing knowledge centered environs

Readings AE: 22
Week 12	Nov. 17: Knowledge centered environs	

Nov. 19: Designing community centered environs

Week 13	Nov. 24: Assessment centered  environs


Week 14	Dec. 1: Teacher learning

HPL chapters 8 & 10	
Dec. 3: Teacher learning

Readings AE: 1  and Parent Perspective article

Week 15	Dec. 8: Effective Teaching

HPL chapter 7	Dec. 10:  Reflect and evaluate

Final Philosophy paper DUE