ALD 320

COGNITION, HUMAN LEARNING AND MOTIVATION

Unique# 07510

Spring 2001

Instructor: Marilla D. Svinicki, Ph.D.

Office: Main 2209, 232-1777

Office Hours: T, F, 1:00-2:00 or by appointment Email: msvinicki@mail.utexas.edu

TA: Ari Dubin

Office: SZB 352, 471-2748

Office Hours: W, TH, 1:00-2:00 or by appointment Email: ejdubin@mail.utexas.edu

Website: www.utexas.edu/courses/svinicki/ald320/

Texts: Ormrod Human Learning third edition plus readings available at Longhorn Copy

Course overview: The purpose of this course is to give you a solid foundation of current research and theories in learning and motivation that inform the practice of teaching. When you have completed the course, you should be able to discuss and apply the various perspectives that are represented by the theories and recognize examples in everyday instructional practice. You should also be able to relate them to yourself as a learner. The semester will be divided into three units: one on cognitive learning theory; one on self-regulation, transfer and social learning theory and one on motivation, behavior theory and behavior management. Each unit will be evaluated on a separate test.

Course activities: Class will be a combination of lecture and learning activities appropriate to the topic at hand. To facilitate discussion, I request that you do the assigned readings prior to the class for which they are indicated. There will be frequent in class exercises based on the readings, which will also be opportunities for you to earn points toward your final grade. I am going to be making some assumptions about what you learned in 310 and what you’ve read in the book, so please review the reading guidelines before class and get up to speed on the terms and principles from 310.

Special needs: The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with disabilities. To determine if you qualify, please contact the Dean of Students at 471-6259; 471-4641 TTY. If they certify your needs, I will work with you to make appropriate arrangements.

Evaluation procedures: Course grades will be based on three in class exams, on in class activities, on essays, and on a self-critique of learning. The grades will be weighted as follows:

Exams Twenty points for each exam 60 points

In class activities One point for each for a maximum of 9 points

Connections essays Three essays x 3 points 9 points

Learning analysis One self-analysis x 6 points 6 points

Future uses analysis One x 6 points 6 points

Total points possible 90 points

Exams: Exams will be combinations of multiple choice and short essays. There will be no make-up exams. Instead, the missed exam can be taken during the time scheduled for the final. See the calendar at the end of the syllabus for the exam dates.

In class activities: We will have frequent in class exercises focused on the topic of the moment. In addition to helping you learn the material, these exercises give me a way of monitoring who has been attending class regularly. You can receive up to 9 points for participating in at least nine of the class periods in which we do activities.

One learning self-analysis: By the middle of the semester you will have learned a lot about how to maximize learning. This assignment will include scoring yourself on the Motivated Strategies for Learning Questionnaire (found in the packet of readings), discussing the results of that inventory and the results of the self-observations you’ve been doing in a five-page summary of yourself as a learner. Try to make connections with the concepts learned in class. You can write about how your own learning and motivational strategies have impacted you in the classes you have this semester. This paper will be worth 6 points. It will be due Feb. 27^th.

One Future Uses analysis: An important part of this course is understanding how you will use what you learn in the future. By the end of the semester you should have a pretty good idea about this, so the final assignment is a 5 page discussion of two or three concepts that you have learned in the course and how they might be applicable in your future, either as a professional or as a parent or simply for your own purposes. This paper will be worth 6 points. It will be due on May 3^rd.

Three connections essays: The purpose of these essays will be to make connections between what we are learning in class and your intended profession, readings in the packet that go beyond the textbook, or your personal experiences. These essays will be graded on a three-point scale as follows (Only essays based on extra reading are eligible for 3 points):

3 points very well done; insightful and goes beyond a mere summary of the article

2 points good, but just a standard summary

1 point turned in on time and acceptable, but sketchy

0 points not turned in, turned in late, unacceptable

Essays will be turned in according to the following schedule:

Essay 1: Due Feb. 1: Topic is Cognition

For this essay, choose one of the following topics:

General a. Look at two of the textbooks you are using this semester. In what ways do the textbooks use ideas from cognitive theory to make understanding and learning from them easier? If one of the books doesn’t use strategies, what effect has it had on your ability to study from that book as opposed to one that does?

OR Readings b. Read the Derry article about learning strategies. How does what she is discussing relate to the course material we’re studying? What strategies do you think are most relevant for you as a learner?

OR c. Read the Sprenger article about memory. Summarize her explanation of how to help students remember. How does what she is discussing relate to the course material we’re studying? Have you seen examples of her ideas in your own classes?

OR d. Read the Jaffe, Burkman and Streng article on the impact of nutrition on learning. How responsible do you think schools and teachers are for being alert to students’ nutritional needs and their impact on learning?

Essay 2: Due Mar. 22nd: Topic is Constructivism or Group Learning

General a. Select two courses you have had in which the instructor attempted to use group learning strategies. Describe the use made of groups in each and how successful or unsuccessful they were. What made them succeed or fail?

OR Readings b. Read the Zahorik and Bevevino, Dengel and Adams articles. Compare their perspectives on constructivist theory and its relationship to instructional choices.

OR c. Read the Cohen article on cooperative learning. What does she argue about critics who feel that cooperative learning slights some students while helping others? What makes cooperative learning work, in her opinion? Do you agree?

Essay 3: Due April 19: Topic is Motivation, Behavior Theory or Behavior management

General a. Have you ever participated in a program that was based on external rewards? What impact did it have on your motivation or participation? Describe and analyze the program according to behavior theory.

OR Readings b. For all new teachers, the idea of maintaining classroom discipline is a scary issue. Read the Ayres and Hedeen article about different ways to handle problem behaviors. How do the solutions they offer relate to what we’ve studied in this class?

OR c. Read the interview with Goleman about emotional intelligence. What is the basic premise of this theory of emotion? What is its significance for teaching and learning?

OR d. Read the Collopy and Green article about at-risk children. What is the basis for their recommendations about motivating these children? How does it match what we have been reading about?

Summary: I am constantly experimenting with this class to make it as meaningful a learning experience as I can. As a result, sometimes things don’t go as smoothly as I would like. If you’ll bear with me, I try to be flexible in the face of the unforeseen. I hope you’ll enjoy taking this course as much as I enjoy teaching it. Please come and see me if you’re having concerns or problems that you want to talk over