1 3737 Motley Dr. Mesquite, Texas 75038-3899 Learning Frameworks Syllabus—Lecture EDUC 1300 / PSYC 1300 Section: 4006 MWF 8:00 AM - 8:55 AM College Readiness & Mathematics Division Office: C202; Phone: 972.860.7108 Hours: 7:30AM-5:00PM M-F This course syllabus is intended as a set of guidelines for PSYC 1300 / EDUC 1300. Both Eastfield College and your instructor reserve the right to make modifications in content, schedule, and requirements as necessary to promote the best education possible within prevailing conditions affecting this course. Instructor Information: Kristen D. Carroll, M.Ed [email protected] (School Related Emails Only) Office Number: 972.391.1047 Office Location: C201 Office Hours: By Appointment Only Course Information Course title: Learning Frameworks Course number: PSYC 1300 / EDUC 1300 Section number: See above Credit hours: 3 Course prerequisites: One of the following must be met: (1) Developmental Reading 0093; (2) English as a Second Language (ESOL) 0044; or (3) have met Texas Success Initiative (TSI) standard in Reading. Class meeting time: See above Course Description: This interdisciplinary course is an in-depth analysis and synthesis of research and theory in meta-cognitions, behaviors, emotional intelligence, values, and motivation as they impact academic learning across disciplines. Theoretical models of strategic learning, cognition, behaviors, emotional intelligence, values, and motivation serve as the conceptual basis for the introduction of college-level student academic perceptions and strategies. Students use assessment instruments (e.g., learning inventories) to help them identify their own strengths and weaknesses as strategic learners. Students are ultimately expected to integrate and apply the learning skills discussed. Students developing these skills should be able to continually draw from the theoretical models, by using critical thinking, as the foundation for different thematic approaches across academic disciplines (Cross-listed as PSYC 1300) Required Textbook: On Course Customized 6th ed. – ISBN 9781133192121 By: Skip Downing OPTIONAL -- Foliotek ePortfolio—ISBN 05587461792 Last Day to withdraw from your classes with a grade of “W” is April 12, 2012 DCCCD Goals / Course Objectives To emphasize the use of critical thinking as a foundation while integrating and applying the following concepts across disciplines: Reflective Autonomous Learning, Incorporating Learning Theories, Critical Thinking, Meta-cognitions, Behavior Management, Evidence Based Learning, Information Literacy, Ethical Reasoning. Further, the goals are to help students: - Understand and process information within all six levels of Bloom’s Taxonomy** (EEO 3, 4, 11, 12) - Demonstrate deductive and inductive reasoning (general information to specific conclusions; and specific information to general conclusion) - Become autonomous learners, indentify and exhibit their personal learning system* - Integrate and apply various learning paradigms that are appropriate to task* (EEO 1, 3) - Use elements of critical thinking to analyze a position on an issue* (theirs or someone else’s) - Apply meta-cognitions to foster academic success** (i.e. support rather than sabotage learning) - Apply behavior management techniques to build constructive habits and to eliminate old ones* - Develop self-management strategies to ensure success* (EEO 4) - Demonstrate why an artifact matters and how it demonstrates learning in two or more context** - Use a variety of resources and library tools to find information and evaluate its relevance and quality in relation to need* (EEO 1, 3, 4) - Identify and weigh relevant factors that influence ethical choices* - Interact constructively with diverse populations Specific Student Learning Outcomes At the completion of this course, Learning Framework’s students should be able: - At the end of the semester, students will be able to apply meta-cognition to support learning. - At the end of the semester, students will be able to use at least one behavior management theory to assess and improve a hypothetical situation. - At the end of the semester, students will be able to use elements of Bloom's taxonomy to analyze a position on a hypothetical issue. Instructor’s Rights This syllabus is intended as a set of tentative guidelines for PSYC 1300 / EDUC 1300. I, The Instructor of Record, reserve the right to modify at anytime, through verbal or written communication, this syllabus, class instruction, class schedule, and the requirements as seen necessary to promote the best education possible. It is the student’s sole responsibility for contacting the instructor or other students for any information pertaining to this class whenever he or she (the student) is absent.3 Course Outline MWF Regular Classes Section 4006 Week Date Topic Readings Assignments 1 1/18 - Introductions - Class Overview (SLOs) - Class Rules - Syllabus - Course Content - Higher ED Expectations - Instructor’s Expectations - Grade Calculations - Required Materials - - 1/20 - Welcome to College Game - - Success Quote Assignment 2 1/23 - Are You A Scholar Student? - - Pre-Test Survey 1/25 - Learning Frameworks / SLO’s - Chapter 0 - Success Quote Assignment Due 1/27 - Bloom’s Taxonomy - Chapter 0 - In class activity 3 1/30 - Bloom’s Taxonomy - Chapter 0 - Bloom’s Taxonomy Assignment 2/1 - Bloom’s Taxonomy - Chapter 0 - The Problem Solver Activity 2/3 - Critical Thinking Stage Theory - Chapter 0 - In class activity - Bloom’s Taxonomy Assignment Due 4 2/6 - Critical Thinking Stage Theory - Chapter 0 - In class activity 2/8 - Critical Thinking Stage Theory - Chapter 0 - Stage Theory Activity 2/10 - Journals - ePortfolio Project - - QUIZ 1- Syllabus & CH 0 - Ch. 1 Self-Assessment 5 2/13 - Taking the First Step - Chapter 1 - Journal 1Entry 2/15 - Taking the First Step - Chapter 1 - Journal 1 Entry Due - Coat of Arms Assignment 2/17 - Becoming an Active Learner - Chapter 1 - In class activity 6 2/20 - Coat of Arms Presentations - - Coat of Arms Assignment Due 2/22 - Develop Self- Acceptance - Chapter 1 - Journal 3 Entry 2/24 - Adopting the Creator Role - Chapter 2 - Journal 3 Entry Due - Journal 4 Entry 7 2/27 - Mastering Creator Language - Chapter 2 - Victim/ Creator Language Activity - Journal 4 Entry Due 2/29 - Making Wise Choices -