EDUC 110 Learning and Development Syllabus
Merced County Office of Education
EDUC 110 Learning and Development Syllabus
CLASS DATES (20 hours)
Dates as scheduled
Classes are from 5:00 p.m. to 9:00 p.m.
Week 1
Week 2
Week 3
Week 4
Week 5
*Assignments/Observations completed outside of class sessions
MCOE MISSION
Nurture / Serve / Lead
The mission of the Merced County Office of Education, as the educational leader of the Central Valley and trusted community partner, is to transform education and inspire personal, social, and academic achievement of students through collaborative partnerships, accountable leadership and innovative, high quality programs and services.
EDUCATIONAL SERVICES PHILOSOPHY
Merced County Office of Education's Educational Services Department is committed to providing leadership and instructional services to Merced County districts that ensure quality teaching and learning and accelerate achievement for all students.
PROGRAM PURPOSE
To provide a quality credential program that allows interns to thrive and develop into highly experienced teachers.
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.
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 the course, candidates 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.
ATTENDANCE AND TARDY POLICY
Students must sign in for each class session. Attendance is mandatory, and on-time attendance is expected at all scheduled class sessions. Any absence will cause you to miss a significant amount of the course. You are at risk of having to retake the course, regardless of points, if you do not meet the attendance standards. Failure to attend class or arriving late may impact your ability to achieve course objectives, which may affect your course grade and passage of the course.
PROFESSIONAL CONDUCT
Students and staff agree to treat one another with mutual trust and respect, promote the success of the individual and the group as a whole, and refrain from behavior that is disruptive, offensive, or reflects bias of any kind. All members of this learning community agree to maintain personal and academic integrity including refraining from plagiarism.
STUDENT RESPONSIBILITIES AND EXPECTATIONS
Be an active listener and participant
Complete required readings and assignments
Be prepared to participate in class discussions and activities
Self-monitor participation in group discussions, including using the Norms of Collaboration (pausing, paraphrasing, probing, putting ideas on the table, paying attention to self and others, presuming positive intentions, pursuing a balance between advocacy and inquiry)
Cell phones should be silenced during class.
Electronics will be used to access materials needed for course content only
Notify instructor and Program Facilitator prior to class if you will be absent for any reason
TEXTBOOK AND MATERIALS
Physiology of Learning Online Modules 1, 2, 3
TPE, CSTP, and various articles provided by the instructor
ASSIGNMENTS
Week 1 - Brain, Learning, & Teaching, Webb's Depth of Knowledge – Assessment #1: How can understanding the brain improve learning? 15%
Week 2 - Understanding Trauma, Trauma Informed Care, Vicarious Trauma & Self-Care – Assessment #2: How can an understanding of trauma improve our ability to support student learning? 15%
Week 3 - Module 1: Stages of Development, Human Development in the Classroom – Assessment #3: How do the stages of human development impact the classroom? 15%
Week 4 - Module 2: Social Emotional Learning. 15%
Module 3: Brain Research, Fixed vs. Growth Mindset – Assessment #4: How do a fixed mindset and a growth mindset impact learning? 15%
Week 5 – Final Case Study Application - 25%
GRADING SCALE AND DESCRIPTION
Grades | Minimum Score | Grade-Point Equivalent |
A | 90% | 4.0 |
B | 80% | 3.0 |
C | 70% | 2.0 |
D | 60% | 1.0 |
F | 0% | 0.0 |
SPECIAL CONSIDERATIONS POLICY
Any student in this course who has a disability that prevents the fullest expression of his/her abilities should contact the instructor as soon as possible so that reasonable accommodations can be made.
COURSE SCHEDULE
Week 1 - Brain, Learning, & Teaching, Webb's Depth of Knowledge
Week 2 - Understanding Trauma, Trauma Informed Care, Vicarious Trauma & Self-Care
Week 3 - Module 1: Stages of Development, Human Development in the Classroom
Week 4 - Module 2: Social Emotional Learning
Module 3: Brain Research, Fixed vs. Growth Mindset
Week 5 – Final Case Study