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Online · School of Education · Teacher Education

Learning Theory and Portfolio Development
EDUC-205

  • CG
  • Section 8WK
  • 11/08/2019 to 04/16/2020
  • Modified 02/03/2020

Course Description

An introduction to learning theories with an emphasis on experiential learning. Here will also be a focus on learning and learning styles, including management and communications profiles. A major part of this course is the preparation of the Professional Development Profile and the Experiential Learning Portfolio.

Requisites

Prerequisite

EDUC 200 (may be taken concurrently)

Rationale

Many different learning theories have been formulated over the last two centuries, having great implications in the world of education. Today, teachers are expected to differentiate and personalize instruction to meet the varying needs of all types of learners; therefore, an understanding of human learning is essential for all educators. Additionally, by establishing a practice portfolio at the beginning of the education program, it will become evident what experiences must be further developed; thus providing the opportunity to intentionally bolster the resume and teaching portfolio.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Explain how learning occurs. (PRE A-1)
  2. Establish a practice digital portfolio. (PRE C-5)
  3. Formulate a working and professional résumé and cover letter. (PRE C-5)
  4. Demonstrate an understanding of how children learn and develop. (PRE A-1, PRE-B4)
  5. Integrate biblical principles to learning theories.
  6. View real-life case studies and identify how a specific learning theory was applied.
  7. Examine the roles of the teacher within the profession as well as the impact of implementing effective learning strategies. (PRE-A1, PRE-B2)
  8. Examine various learning theories in order to apply them within the classroom. (PRE-B2, PRE-B3)
  9. Reflect on specific tools that can be used to improve inquiry skills (PRE-A1)
  1.  

*All items in parentheses refer to overarching School of Education Program Learning Outcomes (PLOs). Follow the link to read the full list of PLOs.

 

Course Resources

Required Resource

The resource below is provided in the course at no cost to the student. However, if the student prefers a physical copy of the resource, he or she may purchase it through the Liberty University Online bookstore, MBS Direct. The purchase of physical copies is optional.

Snowman, J. & McCown, R. (2015). Learning theories applied to teaching (14th ed). Stanford, Cengage.

Disclaimer: The above resources provide information consistent with the latest research regarding the subject area. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in these resources.

 

Additional Materials for Learning 

  1. Computer with basic audio/video output equipment
  2. Internet access (broadband recommended)
  3. Blackboard recommended browsers
  4. Microsoft Office
  5. AdobeSpark (Free): https://spark.adobe.com/
  6. APA formatting information: http://ezproxy.liberty.edu/login?url=http://APAStyleCENTRAL.apa.org

 

Course Assignments

Textbook readings and lecture presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Practice Portfolio Confirmation Quiz

After establishing a Practice Portfolio using PathBrite, the candidate will confirm the creation of this portfolio by taking a brief quiz. (MLO: B)

Discussion Board Forums (2)

Discussion boards are collaborative learning experiences. Therefore, the candidate is required to create a thread in response to the provided prompt for each forum. Each thread must be a minimum of 300 words and demonstrate course-related knowledge. Each thread must contain 2 citations in current APA format. In addition to the thread, the candidate is required to reply to 2 classmates’ threads. Each reply must be a minimum of 150 words and contain at least 1 citation in current APA format. (MLO: E, G)

Cover Letter

The candidate will prepare a 1-page Cover Letter to submit to the instructor for feedback. This must also be uploaded as an artifact to the Practice Professional Portfolio. (MLO: B, C)

Résumé

The candidate will prepare a 1–3-page Résumé to submit to the instructor for feedback. This must also be uploaded as an artifact to the Practice Professional Portfolio. (MLO: B, C)

Practice Professional Portfolio

The candidate will establish a practice digital portfolio using Pathbrite and submit as a hyperlink via Blackboard to begin the process of storing essential artifacts such as photographs, resume, and cover letter. MLO: B

Video Case Studies (4)

The candidate will view a video that features the application of a learning theory in a real-life classroom. After viewing, the candidate will analyze and apply the learning theory by responding to 1-2 prompts; each at least 1-2 paragraphs in length. (MLO: F, G, H)

Learning Theory Presentation and Discussion

The candidate will create and share a presentation on the learning theory with which he/she most identifies by selecting one of the following options:
Option 1) Create a 3–5-minute Adobe Spark presentation.
Option 2) Create a narrated PowerPoint presentation with 10-15 slides.
Option 3) Create a narrated Microsoft Sway presentation with at least 10-15 cards.

The presentation must include the theory’s key contributor(s), a description of the theory, and how the theory can be integrated into classroom activities. The candidate will post the presentation in the “Learning Theories Presentation” Discussion Board Forum. The candidate is then required to reply to 2 classmates’ presentations. Each reply must be a minimum of 150 words. (MLO: D, E, F)

Learning Theories Paper

The candidate will write a 5–7-page paper discussing the learning theory with which he/she most identifies. The candidate will explain how lessons and activities in the classroom can be differentiated to incorporate the selected theory. At least 5 scholarly sources published within the last 5 years must be cited in current APA format. This paper must be submitted via Blackboard (MLO: D, E, G)

Technology & Motivation Flyer

The candidate will create a flyer to promote the benefits of technology integration in early elementary aged classrooms. The flyer must include a title, at least 3 benefits, one citation, and at least one image. Creativity is encouraged.
(MLO: G, H)

Improving Inquiry Skills Reflection

The candidate will reflect on tools that can be used to improve inquiry skills and learn from teaching. (MLO: I)

Quizzes (4)

Each quiz will cover the Reading & Study material for the assigned module/week. Each quiz will be open-book/open-notes, contain 25 multiple-choice questions, and have a 1-hour time limit. The candidate is allowed 2 attempts to complete each quiz. The highest score will be recorded. (MLO: D)

Course Grading

Course Requirements Checklist

10

Establish a Practice Portfolio & Confirmation Quiz

30

Discussion Board Forums (2 at 50 pts ea)

100

Cover Letter

50

Résumé

50

Video Case Studies (4 at 50 pts ea)

200

Practice Professional Portfolio

50

Technology & Motivation Flyer

25

Learning Theory Presentation and Discussion

75

Learning Theories Paper

200

Improving Inquiry Skills Reflection

20

Quizzes (4 at 50 pts ea)

200

Total

1010

Policies

Late Assignment Policy

Course Assignments, including discussion boards, exams, and other graded assignments, should be submitted on time.

If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by email.

Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions:

  1. Late assignments submitted within one week after the due date will receive up to a 10% deduction.
  2. Assignments submitted more than one week and less than 2 weeks late will receive up to a 20% deduction.
  3. Assignments submitted two weeks late or after the final date of the course will not be accepted outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.
  4. Group projects, including group discussion board threads and/or replies, and assignments will not be accepted after the due date outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.

Disability Assistance

Students with a disability and those with medical conditions associated with pregnancy may contact Liberty University’s Online Office of Disability Accommodation Support (ODAS) at [email protected] for accommodations.  Such accommodations require appropriate documentation of your condition.   For more information about ODAS and the accommodations process, including how to request an accommodation, please visit https://www.liberty.edu/online/online-disability-accommodation-support/. Requests for accommodations not related to disabilities or pregnancy must be directed to the Registrar’s Office, which generally handles medical needs support.

If you have a complaint related to disability discrimination or an accommodation that was not provided, you may contact ODAS or the Office of Equity and Compliance by phone at (434) 592-4999 or by email at [email protected].  Click to see a full copy of Liberty’s Discrimination, Harassment, and Sexual Misconduct Policy or the Student Disability Grievance Policy and Procedures.

Course Attendance

In an effort to comply with U.S. Department of Education policies, attendance is measured by physical class attendance or any submission of a required assignment within the enrollment dates of the course (such as examinations, written papers or projects, any discussion board posts, etc.) or initiating any communication with one’s professor regarding an academic subject. More information regarding the attendance policy can be found in the Academic Course Catalogs. Regular attendance in online courses is expected throughout the length of the term. Students who do not attend within the first week of a sub-term by submitting a required academic assignment (such as the Course Requirements Checklist, an examination, written paper or project, discussion board post, or other academic activity) will be dropped from the course. Students who wish to re-engage in the course are encouraged to contact Academic Advising to discuss their enrollment options. Students who begin an online course, but at some point in the semester cease attending, and do not provide official notification to withdraw, will be assigned a grade of “FN” (Failure for Non-Attendance). Students wishing to withdraw from courses after the official start date should familiarize themselves with the withdrawal policy.

Grading Scale

A B C D F
900-1010 800-899 700-799 600-699 0-599

For courses with a Pass/NP final grade, please refer to the Course Grading section of this syllabus for the assignment requirements and/or point value required to earn a Passing final grade.

Add/Drop Policy

The full policy statement and procedures are published in the Policy Directory.

Honor Code

Liberty University comprises a network of students, Alumni, faculty, staff and supporters that together form a Christian community based upon the truth of the Bible. This truth defines our foundational principles, from our Doctrinal Statement to the Code of Honor. These principles irrevocably align Liberty University’s operational procedures with the long tradition of university culture, which remains distinctively Christian, designed to preserve and advance truth. Our desire is to create a safe, comfortable environment within our community of learning, and we extend our academic and spiritual resources to all of our students with the goal of fostering academic maturity, spiritual growth and character development.

Communities are predicated on shared values and goals. The Code of Honor, an expression of the values from which our Doctrinal Statement was born, defines the fundamental principles by which our community exists. At the core of this code lie two essential concepts: a belief in the significance of all individuals, and a reliance on the existence of objective truth.

While we acknowledge that some may disagree with various elements of the Code of Honor, we maintain the expectation that our students will commit to respect and uphold the Code while enrolled at Liberty University.

Adherence to the principles and concepts established within facilitates the success of our students and strengthens the Liberty community.

The Code of Honor can be viewed in its entirety at http://www.liberty.edu/index.cfm?PID=19155.

Schedule

EDUC 205

Textbook: Snowman & McCown, Learning Theories Applied to Teaching (2015).

Module/Week

Reading & Study

Assignments

Points

1

Snowman & McCown: ch. 6

5 presentations

1 PDF

Course Requirements Checklist

Advising Guide Acknowledgement

Introduction/Welcome DB

Establish a Practice Portfolio &
Confirmation Quiz

10

0

0

30

2

Snowman & McCown: ch. 7

Bible Readings

2 presentations

DB Forum 1

Video Case Study 1

Cover Letter

50

50

50

3

Snowman & McCown: ch. 8

2 presentations

1 Website

Video Case Study 2

Résumé

Quiz 1

50

50

50

4

Snowman & McCown: ch. 9

3 presentations
1 PDF

Video Case Study 3

Practice Portfolio

Quiz 2

50

50

50

5

Snowman & McCown: ch. 10

4 presentations

Video Case Study 4

Learning Theories Presentation DB

Quiz 3

50

75

50

6

Snowman & McCown: ch. 11

Bible Readings

1 presentation

DB Forum 2

Technology & Motivation Flyer

Quiz 4

50

25

50

7

Snowman & McCown: ch. 13
2 presentations

Learning Theories Paper

200

8

Snowman & McCown: ch. 16

2 presentations

Improving Inquiry Skills Reflection

20

Total

1010

DB = Discussion Board

NOTE: Each course module/week (except Module/Week 1) begins on Tuesday morning at 12:00 a.m. (ET) and ends on Monday night at 11:59 p.m. (ET). The final module/week ends at 11:59 p.m. (ET) on Friday.