Course Description

In this course, we will survey various theoretical perspectives in the
areas of learning and cognition, with emphasis on their relevance for
the design of classroom instruction.   The class format will be
primarily discussion and will center around the theoretical,
developmental, and pedagogical issues related to the course topics.

Course Objectives

1. Students will understand the basic assumptions and underlying
principles of each theory of learning discussed in class and in the
readings.

2. Students will understand the possible implications of each theory
for instruction.

3. Students will summarize research on constructivism and articulate
their own view of constructivist practices in the classroom.

Course Topics and Schedule

May 8		Course overview, Introduction to theories of learning
and instruction	
May 10	What is a theory of learning? What is the relationship between
learning and instruction?  Required Reading: Driscoll, Chapter 1;
Optional: Gredler, Chapter 1
May 15	What is radical behaviorism?  What contributions has
behaviorism made to instruction?  What are the issues and criticisms
of the behaviorist perspective on learning? Required Reading:
Driscoll, Chapter 2; Optional: Gredler, Chapter 2 & 5
May 17	What is the Cognitive Information Processing (CIP) system?
What are the limitations of the CIP system?  What are the implications
of the CIP system for instruction? Required Reading: Driscoll, Chapter
3; Optional: Gredler, Chapter 7 & 8  *** Due:  Analysis Paper #1 ***
May 22	What is meaningful learning?  What is the relationship between
meaningful learning, schema theory, and instruction? Required Reading:
Driscoll, Chapter 4
May 24	What is the nature of situated cognition?  What are the
implications of situated cognition for instruction? Required Reading:
Driscoll, Chapter 5
May 29	What is Jean Piaget's Genetic Epistemology?  What are the
implications of Piagetian theory for instruction? Required Reading:
Driscoll, Chapter 6; Optional: Gredler, Chapter 9
May 31	How does Vygotksy's theory differ from Piagetian theory?  What
are the implications of Vygotsky for instruction? Required Reading:
Driscoll, Chapter 7; Optional: Gredler, Chapter 10  *** Due:  Analysis
Paper #2 ***
June 5	How are motivation and self-regulation related to learning and
instruction? Required Reading: Driscoll, Chapter 9; Optional: Gredler,
Chapter 11 & 12
June 7	What is Gagné's Theory of Instruction?  What is instructional
psychology? Required Reading: Driscoll, Chapter 10; Optional: Gredler,
Chapter 6
June 12	What is constructivism?  How does it contrast with other
theories of learning? Required Reading: Driscoll, Chapter 11;
Optional: Gredler, Chapter 4  *** Due:  Annotated Bibliography ***
June 14	Course wrap-up and course evaluation

Course Readings

The course readings will include chapters from your textbook(s) as
well as supplemental course readings from the learning and cognition
literature.  These readings will be placed on reserve at the
Bloomington Education Library at least one week before they will be
discussed in class.   If the articles are available online, I will
provide you with the appropriate link to the article.

Required Text

Driscoll, M. P. (2000).  Psychology of learning for instruction (2nd
ed.).  New York:  Allyn & Bacon.

This required text takes a cognitive perspective on learning
instruction.  The applications of learning theories are explained
using relevant examples from elementary, middle, and high school.
Reflective practice is also an important theme of the book, which is
intended to foster critical thinking about the various approaches to
learning and instruction.

Optional Text

Gredler, M. E. (2001).  Learning and instruction:  Theory into
practice (4th ed.).  Upper Saddle River, NJ:  Merrill.

This optional text is especially helpful for students who want to read
about a particular theory from a different perspective.  The
corresponding chapters in the Gredler text are provided in the Course
Topics and Schedule section.   Note that we will not discuss these
chapters in class because not all P540 students will elect to read
them, but this should not dissuade you from reading these chapters
because they may help increase your understanding of the relevant
theories.

Course Requirements and Evaluation

Class participation (10% of grade)
Two analysis papers (25% each, total = 50% of grade)
Annotated bibliography (40% of grade)

Class Participation

All students are expected to come to class prepared to discuss the
assigned readings.  If you need to miss class, please let me know
ahead of time.  Excessive absences will result in the loss of these
points.  In addition, you are also expected to participate fully in
group activities that take place during class.

Analysis Papers

You will write two analysis papers (approximately 5 double-spaced
pages each).  The purpose of these papers is to allow you to return to
the assigned topics and readings to analyze them in more detail.
These papers can be used to synthesize and integrate the course topics
or they can be used to further elaborate on what you have learned in
class.

	Analysis paper #1	Due: May 17
	Analysis paper #2	Due: May 31

Annotated Bibliography

In recent years, there has been increasing emphasis on the use of
constructivist practices in schools.  Yet there is very little about
constructivism in either of the course textbooks.  Why?  What are the
research findings on the use of constructivism in the classroom?  It
is this question that should guide your annotated bibliography.

For this paper, you will explore constructivism through library
research and reading.  Approximately 10 recent articles or book
chapters should be included in the annotated bibliography.  The paper
should contain the following sections:

1.	Introduction.  In this section, you will briefly discuss your
rationale for including the 10 articles/chapters that you selected for
the annotated bibliography.  For example, you might select a theme
such as constructivism in mathematics classrooms or constructivism in
college classrooms.  You might also decide to simply present both
sides of the discussion about constructivism in general.  It is up to
you how you want to approach this project, but I encourage you to try
to make it meaningful to you.

2.	Annotations.  In this section, you will provide the reference
for each article/chapter (using APA style) and then briefly summarize
the key points or research findings from the article or chapter.

3.	Summary.  In this section, you will give provide a brief
synthesis of what you have learned about constructivist practices in
the classroom and then articulate your view of constructivism in the
classroom.

Refer to the Publication Manual of the American Psychological
Association (4th ed.) * (1995) for specific guidelines on using APA
style.  In addition, some information about APA style can be obtained
from the APA website.  Note that the website does not have the full
Publication Manual, but it does provide helpful information on the use
of APA style.

	http:/www.apa.org/

*  I would NOT suggest buying the 4th edition because the 5th edition
will be available in July 2001.