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CI 583 Instructional Theory, Principles and Practices CI 583 Instructional Theory, Principles and Practices Spring 2017 Dr. John McIntyre Wham 327 Professor, Emeritus Curriculum & Instruction [email protected] Course Overview This course will explore various perspectives on learning and instructional theory, and how those theories shape the design of instruction as well as the instructional process. Instructional theories will include past, current and emerging trends that influence instruction. As part of the College’s Conceptual Framework that focuses on preparing Reflective Practitioners, students are encouraged to fully participate in classroom discussions and to present and discuss their research interests as they relate to the focus of the course. Course Objectives The students will 1) be able to compare and contrast the theories proposed by several instructional theorists; 2) be able to compare and contrast several instructional models; 3) be able to determine how these various instructional theories/models meet the needs of all students; 4) be able synthesize the various instructional theories for the purpose of developing a personal theory of instruction; and 5) be able to reflect upon and explicate their own approach to instruction. Course Schedule January 23 Course Overview Models of Teaching - Bruce Joyce & Marsha Weil January 30 Discussion: Historical Perspectives Jerome Bruner Continuum of Learning Theories Read: Chapter 1 February 6 Behaviorism Discussion: Skinner's Operant Conditioning Stimulus-Response Theory Thorndike's Laws and Connectionism Information Processing B.F. Skinner - Behavior Control: Freedom and Morality (video) Read: Chapter 4 February 13 Association of Teacher Educators Conference – No Class Read: Chapters 2 & 3 February 20 Cognitivism Discussion: Instructional Design Models & Frameworks Robert Mager & Robert Gagne Read: Chapter 5 February 27 Discussion: General Teaching Model Cognitive Dissonance Elaboration Theory of Instruction Read: Chapter 7 March 6 Discussion: Van Manen’s “Tact of Teaching” Multiple Intelligences Howard Gardner Howard Gardner on The Multiple Intelligence Theory (video) Read: Chapter 11 March 13 Spring Break March 20 Constructivism Discussion: Constructivist Theory Guest Speaker: Dr. Christie McIntyre Read: Chapter 8 Mid-Term Exam due March 27 Discussion: John Dewey Jerome Bruner – How Does Teaching Influence Learning (video) John Bransfield – Situated Learning Vygotsky – Zone of Proximal Development Read: Chapter 9 April 3 Discussion: Humanistic Perspectives Arthur Combs & Carl Rogers Carl Rogers on Empathy (video) Moral Dimensions of Teaching John Goodlad & Robert Sirotnik Read: Chapter 10 April 10 Student Presentation April 17 Student Presentation April 24 Student Presentation May 1 Student Presentation May 8 Final Exam Textbook: Gredler, M. (2009). Learning and instruction: Theory into practice. 6th edition. Upper Saddle River, NJ: Pearson. Course Evaluation: 30% Student Presentation* 30% Mid-Term Exam 30% Final Exam 10% Class Participation *material on the student presentations will be distributed on February 6. Bibliography Bostwick, J.A., Calvert, I. W., Francis, J., Hawkley, M., Henrie, C.R., Hyatt, F.R., Juncker, J. & Gibbons, A.S. (2014). A process for the critical analysis of instructional theory, Education Technology and Research Development, Vol. 62, 571-582. Bruner, Jerome S. (1966). Toward a theory of instruction. London: Oxford University Press. Cabello, R. & Fernandez-Berrocal, P. (2015). Implicit theories and ability emotional intelligence. Frontiers in Psychology. Vol. 6, 1-8 Combs, Arthur, Avila, Donald, Purkey, William (1978). Helping relationships: Basic concepts for the helping professions. Boston, MA: Allyn & Bacon. Goodlad, John, Soder, Roger, Sirotnik, Kenneth (1990). The moral dimensions of teaching. San Francisco, CA: Jossey-Bass. Harmon-Jones, E., Harmon-Jones, C., & Levy, N. (2015). An action-based model of cognitive- dissonance processes. Current Directions in Psychological Science. 24(3), 184-189. Joyce, B. Weil, M & Calhoun (2008). Models of Teaching. Boston, MA: Allyn & Bacon. Kravtsova, E.E. (2009). The cultural-historical foundations of the zone of proximal development. Journal of Russian & East European Psychology, 47(6), 9-24 Lasley, Thomas & Matczynski (1997). Strategies for teaching in a diverse society. Belomt, CA: Wadsworth. Mager, Robert F. (1967) Preparing instructional objectives. Belmont, CA: Fearon Publishers Rogers, Carl & Freiberg, H. Jerome (1994). Freedom to learn. New York: Merrill Tyler, Ralph W. (1949) Basic principles of curriculum and instruction. Chicago,IL: The University of Chicago Press. Van Manen, Max (1991). The tact of teaching. Albany, NY: State University Press of New York. Yilmaz, K. (2011). The cognitive perspective on learning: Its theoretical underpinnings and implications for classroom practices, Clearing House. Vol. 84, 204-211. CI 583 C&I Student Learning Goals Outcome 1: CI Graduate students become knowledgeable about relevant theories, foundations, and practices from a broad perspective and within their program areas. 1a. The student examines how general learning theories and theories specific to his/her discipline influence his/her practice or discipline. SIU-CI-SLO-2016.1.a 1b The student examines how the history and foundations of the discipline influence current practices. SIU-CI-SLO-2016.1.b 1c The student analyzes current trends and issues specific to his/her discipline. SIU-CI-SLO- 2016.1.c Outcome 2: CI Graduate students become knowledgeable about current research in their program areas. 2b The student connects research to his/her practice and/or discipline. (1.000, 33%) SIU-CI- SLO-2016.2.b Outcome 3: CI Graduate students demonstrate an in depth knowledge of the central concepts and effective practices in their program areas. 3a The student analyzes the goals, benefits, and uses of diverse instructional strategies to teach for understanding. (1.000, 25%) SIU-CI-SLO-2016.3.a Outcome 4: CI graduate students understand the interdisciplinary nature of their program area. 4b The student collaborates with other professionals to present a learning theory or teaching model to classmates. Outcome 6: CI graduate students demonstrate leadership skills that empower the learning or professional practice of others in the program area. 6b The student communicates effectively and professionally through oral and written means. (1.000, 33%) SIU-CI-SLO-2016.6.b Emergency Procedures: Southern Illinois University Carbondale is committed to providing a safe and healthy environment for study and work. Because some health and safety circumstances are beyond our control, we ask that you become familiar with the SIUC Emergency Response Plan and Building Emergency Response Team (BERT) program. Emergency response information is available on posters in buildings on campus, available on the BERT's website at www.bert.siu.edu <http://www.bert.siu.edu/> , Department of Public Safety's website www.dps.siu.edu <http://www.dps.siu.edu/> (disaster drop down) and in the Emergency Reponse Guidelines pamphlet. Know how to respond to each type of emergency. Instructors will provide guidance and direction to students in the classroom in the event of an emergency affecting your location. It is important that you follow these instructions and stay with your instructor during an evacuation or sheltering emergency. The Building Emergency Response Team will provide assistance to your instructor in evacuating the building or sheltering within the facility. .
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