EDUC 110 Learning and Development Course Outline

COURSE PREFIX AND NO: EDUC 110   Hours: 20

COURSE SUMMARY: 

Candidates will enhance their knowledge of how students learn and its implications for teaching. The following themes will be explored: brain development, information processing, memory and retention, trauma and its impact on learning, vicarious trauma and self-care. Participants in this course will explore ways to design brain-friendly, trauma-responsive classrooms and teaching strategies using research-based findings and discoveries. This course prepares teachers by providing them with the essential elements needed to translate the biology of brain-based learning and trauma-informed practice from theory into classroom practice.

Candidates examine their own experiences as learners and explore how those experiences affect their beliefs as teachers. The Teacher Performance Expectations provide the guide as they define teaching for both themselves and the veteran teachers they observe. The focus of this class is on the complexity of teaching. Classroom management and environment are also a focus. A variety of techniques will be explored with a focus on learning and motivation as keys to discipline. Candidates will examine classroom environment and instruction as they impact the classroom learning community.

RATIONALE: 

Candidates will examine disabilities and risk factors and their influence on developmental competencies and outcomes for children.

REQUIRED TEXTBOOK(S) and/or MATERIALS:

Physiology of Learning Online Modules 1,2,3

TPE, CSTP, and various articles provided by the instructor

CORE LEARNING OUTCOMES (CLO):

1. Graduates have expertise in developing relevant and rigorous curriculum. Graduates design systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students.

2. Graduates have expertise in the implementation of relevant and rigorous curriculum. Graduates implement systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students. 

3. Graduates sustain a practice of innovation and reform. 

4. Graduates understand the power of research. They critically analyze and synthesize findings to support the development and implementation of rigorous and relevant curriculum and plans. Graduates develop and implement research to contribute to the wider body of knowledge as well as to reflect on and inform personal practice. 

5. Graduates are collaborative, reflective practitioners who are committed to providing rigorous, relevant, and innovative educational experiences for all students. 

STUDENT LEARNING OUTCOMES (SLO): Upon Completion of this course the student will:

1. Know the basic biological and physiological make-up of the brain.

2. Explore memory, retention, and learning.

3. Devise classroom strategies built for the learning brain.

4. Typical development factors which support healthy typical development, and the implications for children and families.

5. Various types of disabilities/atypical development, factors which contribute to atypical development, and the implications for a developmental approach, growth and appropriate expectations. 

6. Best practices for effective instruction for students with disabilities. 

7. Typical development factors which support healthy typical development, and the implications for children and families.

8. Various types of disabilities/atypical development, factors which contribute to atypical development, and the implications for a developmental approach, growth and appropriate expectations. 

9. Best practices for effective instruction for students with disabilities. 

EXPECTATIONS AND STANDARDS:

Program Design Standards:

PS 1: Program Design, Rationale and Coordination

PS 2: Professional, Legal and Ethical Practices

PS 3: Education Diverse Learners

PS 4: Effective Communication and Collaborative Partnerships

PS 5: Assessment of Students

PS 6: Using Educational and Assistive Technology

PS 7: Transition and Transitional Planning

PS 8: Participating in ISFP/IEPs and Post-Secondary Transition Planning

Preliminary Teaching Standards

PS 9: Preparation to Teach Reading/Language Arts

PS10: Preparation to Teach English Language Learners

PS11: Typical and Atypical Development

PS12: Behavioral, Social, and Environmental Supports for Learning

PS13: Curriculum and Instruction of Students with Disabilities

PS14: Creating Healthy Learning Environments

PS15: Field Experience in a Broad Range of Service Delivery Options

PS16: Assessment of Candidate Performance

Specialty Standards – Mild/Moderate:

MM1 – M/M Standard 1: Characteristics of Students with Mild/Moderate Disabilities

MM2 – M/M Standard 2: Assessment and Evaluation of Students with Mild/Moderate Disabilities

MM3 – M/M Standard 3: Planning and Implementing Mild/Moderate Curriculum Instruction

MM4 – M/M Standard 4: Positive Behavior Support  

MM5 – M/M Standard 5: Specific Instructional Strategies for Students with Mild/Moderate Disabilities

Mm6 – M/M Standard 6: Case Management

Specialty Standards – Moderate/Severe:

MS1 – M/S Standard 1: Learning Characteristics of Individuals with Moderate/Severe Disabilities

MS2 – M/S Standard 2: Communication Skills

MS3 – M/S Standard 3: Developing Social Interaction Skills and Facilitating Social Context

MS4 – M/S Standard 4: Assessment, Program Planning and Instruction

MS5 – M/S Standard 5: Movement, Mobility, Sensory and Specialized Health Care

MS6 – M/S Standard 6: Positive Behavioral Support

MS7 – M/S Standard 7: Transition and Transitional Planning

MS8 – M/S Standard 8: Augmentative and Alternative Communication