Education | Learning: Theory into Practice
P312 | 5773 | Ana Baratta
Welcome to P312 Learning: Theory into Practice!! This class is an
opportunity for you as a student and future teacher to get a deeper
understanding about how people learn, and apply this understanding to
your life and your profession.
In this course you will be exposed to different learning theories
which explain how people learn, how people get motivated, and how
people should be assessed. These theories are lenses by which
professionals in education make sense of what is going on in learning
environments. We are going to study these theories as tools and not
as absolute truth. Theories can be used for specific purposes
depending on the context of the learning process. Also, theories
carry with them a world-view, a conception of what it means to be
human, what it means to learn something, to teach something, to know
something, to be a person. It is important that we examine these
world-views so that we can better judge the appropriateness of using
a particular theory into our practice.
You will also find in this course that some of the topics will be
discussed many times in different contexts and using different
examples so that we get a deep understanding about how people learn.
My primary goal is to facilitate the development of a rich
understanding of how people learn based on current theoretical and
scientific knowledge about student learning and development in
educational environments. However, your own learning goals for this
class are important for the development of the discussions and the
assignments. Some of you will find that your own goals are different
from your peers, enhancing and enriching our on class discussions
Understanding how people learn is not a matter of memorizing a list
of “facts”. But what is it? That is the task I hope you will engage
for the semester.
Text -Bransford, J.O., Brown, A. L., & Cocking, R. R. (Eds.) (2000).
How people learn: Brain, mind, experience and school. Washington,
DC: National Academy Press. (HPL)
-Eggen, P. & Kauchak, D. (2004) Educational Psychology: windows on
classrooms. Columbus, Ohio: Pearson, Merrill Prentice Hall.
-Readings on Electronic Reserve:
* Freire, P. (1970) Pedagogy of the oppressed. New York: Continuum
Chapter 2 (pg 71-86)
* Dweck, C.S. (2002). Caution! Praise can be Dangerous. In Abbeduto,
L. (Ed.) Taking Sides: Clashing views on controversial topics (2nd
ed.) New York: McGraw Hill. (pg 117-125)
Estimated student work load
This course emphasizes collaboration and discussion with your peers
in and out the class, intensive observation and reflection, and it
requires several hours per week for reading and homework.
Consequently, if you depend heavily on lectures, prefer to work
alone, or do not have adequate time for reading and assignments or to
commit to reflection, this may not be the class for you at this time.
The way this course is design involves whole class and small group
case discussions and less lecture.
Equal Opportunity in the Classroom
No one will be discriminated against for any reason, including
gender, race, sexual orientation, religion, ethnicity, language
spoken, differing opinions, physical or mental differences, by the
instructor or by any member of class. To maintain an open and non-
threatening environment, everyone must treat each person with respect
Academic Integrity and Student Rights, Responsibilities and Conduct
As an educator, you will unfortunately have to deal with an
occasional student that attempts to gain credit falsely through
academic dishonesty. Naturally, you cannot permit deceitful
practices, an in turn, I expect you to show integrity in all of your
academic work as well. All University policies for academic honesty
as stated in the Undergraduate Bulletin apply in this course. If you
are unfamiliar with any of these, make yourself familiar with them
immediately. In addition, all guidelines stated in the student code
of rights, responsibilities and conduct will be expected and applied
in this course. You may download the code at
Students who are caught cheating or plagiarizing will receive a Zero
for the assignment and may fail the course.
Adaptations or Modifications
Please let me know within the first week if you require adaptations
or modifications to any assignment or due date because of special
circumstances. I will gladly accommodate religious holidays, learning
disabilities, medical conditions or other appropriate needs if you
let me know in advance.
Prepared and Alert Attendance
This class is driven by discussion, group work and cooperative
learning activities, which means attendance of each person is
critical and it counts as part of your participation grade. Regular
attendance and alert participation are expected by me and the School
of Education as part of our requirements for graduation. You are
allowed 2 class absences during the semester to accommodate any
unforeseen problems that may rise (sickness etc). Any absences that
have documented and warranted circumstances will not count against
this total. If you miss class is your own responsibility to get the
notes for that day.
Due to the technical nature of this material, independent reading is
a necessity to be prepared for our daily discussion of current
educational topics. As you read, learn the concepts, generate
questions, and form your own opinions. Teachers talk about these
topics during their prep hours and in Job interviews. You will be
doing the same in our class. All of us have a responsibility to come
to class prepared so we can dive into interesting and provocative
discussions. See the course calendar for reading assignments and
dates. You are also responsible to ask questions when the readings
are difficult for you.
All assignments are due by the start of that day’s class. Please be
careful to get work on time, as any late item will not be received.
Missed assignments will be counted as Zero unless there are
extraordinary circumstances that can be documented in writing or you
make arrangements with me well in advance.
A hard copy of all assignments should be turn in to the instructor.
Assignments send through email are not allowed!!!
Changes to the Syllabus
I reserve the right to change the syllabus as deemed necessary to
ensure adequate student progress. Any changes will be made in class,
based on student input and general class agreement.
Inquiry Learning Forum (ILF)
I will be using the Inquiry Learning Forum (ILF). I will use the ILF
to make announcements, adjust the class schedule, post class
assignments and my class notes and lectures, engage in online
discussions, and so forth.
This class requires a VIRTUAL FIELD EXPERIENCE. We are going to use
the Inquiry Learning Forum (ILF). You will soon be getting an email
subject heading "Indiana University: ILF account information" DO NOT
DELETE THIS EMAIL. In fact, print it out and keep it. You will use
this information to access the ILF.
After you get your account information you can access the ILF webpage
Please make sure to check your WEBMAIL very often because this is the
way I will usually communicate with each of you.
Standards and Principles for teacher education
This course is structured around a set of core principles developed
Interstate New Teacher Assessment and Support Consortium (INTASC),
the educational task force responsible for constructing model
standards for the licensing of new teachers. These principles
represent the knowledge, dispositions, and performances deemed
essential for prospective teachers in all subject areas. You can
read about the principles at http://www.ccsso.org/intasc.html. This
course will specifically address five principles by covering the
topics of student development and learning (Principles 2.1A and
2.1B), individual and group motivation and behavior (Principles 5.1A
and %.1B), and assessment strategies (Principle 8.1A). Additionally,
this course, like all courses offered by the IU School of Education,
is developed within a framework comprised of six major principles.
If you are not familiar with these principles, please read about them
a) Participation (10% of grade): This may come through in class
discussion, email discussion, in class activities, and cooperation in
the class. It is critical that you attend classes and engage in the
discussion of ideas, in class and small group activities. Also
participation may come through the discussions forum on the Inquiry
b) Assignments (25% of grade): These are short assignments to
complete in relation to the articles you read. These assignments will
be reflective pieces, generally asking you to identify the important
issues in the readings and why do you think they are important, to
apply the concepts to your context, or to abstract the theoretical
Also, concept maps will be required for some of the readings in HPL
and other readings. Please see schedule for due dates!
The short assignments are the following:
1. Own theory of learning with understanding short paper (5%)
Due date: January 15, 2004
2. How People Learn Chapter 1 “Learning from Speculation to
Science” Concept Map. (5%)
Due date: January 22, 2004
3. The Aim of Education Reading Guide (15%)
Freire, P. (1970) Pedagogy of the oppressed. New York:
Chapter 2 (pg 71-86)
Due date: February 17, 2004
c) Final Paper (25 % of the grade): This paper will be about 8 pages
maximum in length and will be an integrative piece in which you
revisit your theory of learning and understanding from your first
short paper, and discuss how or if your views have changed, you
present your integration/synthesis of all we discussed and read for
the semester, and your detailed and meaningful analysis of how the
ideas and perhaps new understanding apply to the work in your career.
This is a very difficult task and should be something your work
throughout the semester. I would be happy to discuss your work on
this at any point during the semester.
Due date: April 29, 2004
e) Problem Based Learning Video Case Analyses (40 % of the grade)
During the semester you will complete three video case analyses.
Using videos of actual classrooms from the Inquiry Learning Forum,
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. The first two video case analyses will be
worth 10% each and the last case analysis will be worth 20% to make a
total of 40%.
PBL #1 March 4, 2004
PBL #2March 30, 2004
PBL #3April 20, 2004
A Extraordinary high achievement; shows unusually complete command
of the subject matter; represents an exceptionally high degree of
synthesis and application
A- Excellent, solid, above average quality of work; good synthesis
B+ Very good quality of work, good synthesis and application
B good and average quality of work.
C Satisfactory quality of work; average level of synthesis and
D Minimally acceptable performance.
F Unacceptable work, does not meet objectives of course
It is a requirement of the School of Education that you achieve a
minimum of C to “pass” this class and continue in the teacher
education program. A grade of C- or lower will result in having to
retake the course and the lab.
Please note also that I do not give incompletes except under
extraordinary circumstances. Keep up with the reading and attend
classes and you will have no trouble succeeding.
The automatic withdrawal date for second semester 2003/2004 is March
10, 2004 . After this date, it is up to the instructor and the
Associate Dean for Teacher Education whether to give a W or an F.
Education P312-Learning: Theory into Practice
Tentative Schedule: Spring 2004, Section 5765
Date Topic Readings
13 Introduction to the course
Explanation of grade system
What do you need to succeed in this class
Own goals of Learning No readings for today!
15 Introduction to the course
Inquiry Learning Forum No readings for today!
“My Own theory of Learning with Understanding” is due today!!
20 Learning from speculation to science
Prior Knowledge and misconceptions
Private Universe Video
Vicky Bill Video
Vocabulary Chapter 1/ explain concept map
22 Learning from speculation to science
What teachers need to pay attention to in order to enhance learning
with understanding -HPL Chapter 1 (pg 3-23)
Concept Map of HPL
Chapter 1 is due today!!
27 Teaching in the real world
Content Knowledge and Pedagogical content knowledge
PBL # 1 explanation -Educational Psychology (pg. 3-12)
29 Learning Theories:
Theories as lens and tools
Behaviorism and Applied Behavioral Analysis
Lana’s Video -Educational Psychology (Pg. 194-212)
3 Learning Theories:
Social Cognitive Theory
Reading Guide Explanation -Educational Psychology (Pg. 214-226)
5 Learning Theories:
Principles, Main concepts and Differences with Behaviorism.
Educational Psychology (pg. 235-246)
10 Information Processing: Cognitive Processes and Metacognition
Educational Psychology (pg. 248-263)
12 Information Processing in the Classroom: Instructional
Strategies Educational Psychology (pg. 263-273)
17 The Aim of Education
Who was Paulo Freire
What is the Aim of Education in the United States?
Evaluation of the class Pedagogy of the Oppressed Chapter 2 is on
Reading Guide for the Pedagogy of the Oppressed is due today!!!
19 NO CLASS TODAY!!!!!!!!!
24 Learning Theories: Constructivism
Double Digit Video
Constructivism in Classrooms: Instructional Strategies
Pendulum video Educational Psychology (pg 278-306)
26 Learning Theories:
Sociocultural View of Learning (Vygotsky)
Chapter two HPL list of concepts
How to read about expertise Educational Psychology (pg. 55-62)
2 Expertise and Learning
Chapter 3 HPL list of concepts HPL Chapter 2 (pg 31-50)
4 Transfer and learning
HPL Chapter 3 (pg 51-78)
9 Complex Cognitive Processes:
The Strategic Learner
Explain PBL #2 Educational Psychology (pg 310-342)
11 Critical Friend Activity
PBL #1 and Introduction to PBL #2 again after the activity No
Readings for today
March 13 SPRING BREAK!!!!!
23 Motivation and Learning
Basic concepts and different theories about motivation
Educational Psychology (pg.349-382)
25 Motivation and Learning:
Learners and teachers characteristics Educational Psychology
30 Motivation and Learning:
Climate Variables and Instructional Variables Educational Psychology
1 Motivation and Learning
101 ways to praise a child
Praise and Intelligence
-Caution! Praise can be Dangerous (pg 117-125)
Reading is on Electronic Reserve
6 Design of Learning Environments
Overview of important concepts
Relationship with transfer, expertise, and motivation -HPL Chapter
6 (pg 131-154)
What is assessment Handout on Electronic Reserve
Traditional assessment strategies Educational Psychology (498-
Alternative assessment practices
Effective assessment Educational Psychology (pg. 510-526)
20 Grading and Reporting
The total assessment system Educational Psychology (Pg. 527-532)
PBL # 3
22 Effective Teaching:
Examples in History, Math, and Science HPL Chapter 7 (pg 155-189)
27 Effective Teaching:
Examples in History, Math, and Science HPL Chapter 7 (pg 155-189)
29 Conclusions and Feedback Final Paper is due Today!!!!