courses1

`George Mason University Community College Doctoral Program EDCC 802: Community College Teaching through Learning Styles`

Professor: Barbara K. Given, Ph.D. Tuesday, 7:20; Krug 3 Office Hours: 5:30-6:30 Monday & Tuesdays: Call first, 993-2053 email: bgiven@osf1.gmu.edu Fax: 993-2013 Course Description: Prerequisties: Admission to the DACC program or permission of instructor. Focuses on the theory of multiple styles of learning and various ways in which individuals demonstrate ability. Emphasized are alternative instructional approaches to enhance and m easure learning of community college students at risk for failure. Emphasis is placed on study, analysis and application to teaching in the community college. Classroom format emphasizes participation and application of course content to community colleg e teaching. Required Text: Claxton, L. & Murrell, P. (1987). Learning styles: Implications for improving educational practices. College Station, TX: Texas A & M University Department of Educational Administration. Major Optional Texts (* indicates expected reading): Jordan, D. (1996). Teaching adults with learning disabilities. Malabar, FL: Krieger Publishing Co. Roueche, J. & Roueche, S. (1993). Between a rock and a hard place: The at-risk student in the open-door college. Washington, DC: The American Association of Community Colleges. Calvin, W. & Ojemann, G. (1994). Conversations with Neil's brain. Reading, MA: Addison-Wesley Publishing Company. Diamond, J. (1992). The third chimpanzee: The evolution and future of the human animal. NY: HarperPerennial. Gardner, Howard (1983). Frames of Mind: The Theory of MultipleIntelligences. New York, NY: Basic Books. Goleman, D. (1995). Emotional intelligence. NY: Bantom Books. Course Objectives: Students will demonstrate knowledge of current literature regarding learning styles brain behavior, consciousness, and learning as outlined on the course evaluation rubric. Students will demonstrate application of course concepts for at-risk community college students by selecting a topic from a community college teaching assignment or anticipated assignment and developing student lesson plans as outlined on the rubric f or this class. Students will develop one conceptual or factual learning game/activity to accompany their lesson plans. Students will present a 45-50 minute segment of their plans to the class. Students will demonstrate self-evaluation of knowledge construction by submitting a portfolio. Course Evaluation/Grading: Students will follow the course standards for completion of assignments and indicate their levels of accomplishment. The professor will review the assignments and self-evaluations then provide external evaluation based on standards criteria. Materials: Package of 3"x 5" file cards for class reviews. Wide-backed notebook for article reproductions and Quick Copy packet. Materials for lesson plan development and presentation. Tentative Class Schedule: (Subject to revision to fit class needs) Aug 27 Course orientation. Student portfolios. Course standards and rubrics. Syllabus review. Text books & reading list. Individual course goals. Affinity diagram. Medicine Circle & Learning Stories Distribute PEPS HW: Study syllabus and rubrics and bring questions to class. Complete PEPS. Begin reading books and articles. Keep notes/questions/ideas for class discusion. Read: Claxton & Murrell pp. iii-55 and Given "The potential of learning styles." Sep 3 Book/article sharing (15 minutes). Submit PEPS. Sign up sheet for presentations. Power Point presentation and Psychogeometrics HW: Complete reading Claxton and Murrell and be prepared for class discussion. Sep 10 Book sharing (15 minutes). PEPS brain behavior; Global/Analytic; hemisphericity. Five learning systems. Teaching roles. Single word descriptors. Psychogeometrics continued + pleasure & pain principles HW: select one learning style instrument and begin reviewing research articles about its use. Also, read critiques of its rigor in Tests in Print or other source. Sep 17 Article sharing (think about taking about 4 minutes/student). Analysis of LS instruments: Curry's onion model. If time Kolb Learning Styles Inventory HW:Continue reading assignments. Include Goleman's Emotional Intelligence. Sep 24 Book and article sharing. Chaos, brain behavior and learning styles: A PowerPoint presentation. Marilyn King: Dare to Imagine learning habits. How do we develop them? HW: Identify topic, concept or set of skills to teach freshmen. Begin outlining or mapping lesson plans that will honor the five learning systems. Read from Roueche & Roueche and/or Jordon. Oct 1 Characteristics of at-risk students. Lesson plans, authentic assessment, standards, and board games. HW: Begin developing a board game or activity for concept attainment or skill development. Begin reading Diamond, and Calvin & Ojemann Oct 8 Reactions to class, mid-term evaluation and syllabus adjustment. Mid-term catch up. Video: Preparing Students for the Work Place. (Short version) HW: Work on lesson plans and board game. Continue reading from course texts and LS articles. Oct 15 Columbus Day Recess Oct 22 Two 40-45 minute student presentations. Reactions to the Video. Blooms Taxonomy. Who Owns the Goat? and other games and activities for college level skill development. HW: Begin developing a game to accompany/support your lesson plan concepts or skills. Read Gardner's Frames of Mind. Oct 29 Two 45-50 minute student presentations. Multiple Intelligences. HW: Bring a bottle of drinking water to class next week. Wear casual, comfortable clothes for agile movement. Nov 5 Guest presenter, Judy Metcalf and/or Carla Hannaford re: PACE and Brain Gym. HW: See you at the LDAV conference. Crystal City Marriott. Nov 7 noon-5; Nov 8 all day. Nov 12 Three 45-50 minute student presentations. HW: Catch up on your reading. See you at the conference. ***Nov. 15-16 Center for Honoring Individual Learning Diversity (CHILD) Conference*** Johnson Center (formerly the Southeast Learning Styles Honoring Diversity Conference) Nov 19 Three 45-50 minute student presentations. HW: Prepare portfolios. Nov 26 Three 45-50 minute student presentations. HW: Complete article and book summaries. Submit portfolios. Dec 3 Two 45-50 minute student presentations. Application of course content to community college teaching. Dec 10 Catch up. Course Review and Evaluation. References Ackerman, Diane (1990). A natural history of the senses. New York, NY: Vintage Books. Alkon, Daniel (1992). Memory's voice. New York, NY: HarperPerennial. Apple, Michael & Beane, James. (1995). Democratic schools. Alexandria, VA: Association for Supervision and Curriculum Development. Bachelard, H.S. (1974). Brain biochemistry. New York, NY: John Wiley & Sons. Bandler, Richard (1985). Using your brain for a change. Moab, UT: Real People Press. Bateson, Mary Catherine (1990). Composing a life. New York, NY: Penguin Books. Beane, James A. (1995). Toward a coherent curiculum. Alexandria, VA: Association for Supervision and Curriculum Development. Bechtel, William (1988). Philosophy of the mind: An ooverview for cognitive science. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers. Benderly, Beryl Lieff (1987). The myth of two minds. New York, NY: Doubleday. Benjafield, J. G. (1992). Cognition. Englewood Cliffs, NJ: Prentice Hall, Inc. Bentov, Itzhak (1988). Stalking the wild pendulum: On the mechanics of consciousness. Rochester, VT: Destiny Books. Bigge, Morris L. & Shermis, S. Samuel (1992). Learning theories for teachers. New York, NY: HarperCollins Publishers. Brandt, D. (1983). Is that all there is?: Overcoming disappointment in an age of diminished expectations. New York, NY: Pocket Books. Brauth, S.E., Hall, W.S., & Dooling, R.J. (1991). Plasticity of development. Cambridge, MA: The MIT Press. Brooks, Jacqueline & Brooks, Martin (1993). In search of understanding: The case for onstructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Butler, A. B. (1984, 1986). Learning and teaching style: In theory and practice. Columbia, CT: The Learner's Dimension. Butler, Kathleen A. (1984). Learning and teaching style in theory and practice. Columbia, CT: The Learner's Dimension. Buzan, Tony with Buzan, Barry (1993). The mind map book: How to use radiant thinking to maximize your brain's untapped potential. NY: A Dutton Book. Buzan, Tony & Keene, Raymond (1994). Buzan's book of genius and how to unleash your own. London: Stanley Paul and Company Limited. Caine, Renate & Caine, Geoffrey (1991). Making connections: Teaching and the human brain.Alexandria, VA: Association for Supervision and Curriculum Development. Calvin, W. & Ojemann, G. (1994). Conversations with Neil's brain. Reading, MA: Addison-Wesley Publishing Co. Campbell, Don G. (1983). Introduction to the musical brain. Saint Louis, MI: MMB Music, Inc. Capra, Fritjof (1982). The turning point. New York: Simon and Schuster. Carey, Joseph (1990). Brain facts: A primer on the brain and nervous system. Washington, DC: Society for Neuroscience. Chen, Milton (1994). Chopra, Deepak (1993). Ageless body, timeless mind. New York, NY: Harmony Books. Churchland, Patricia Smith (1986). Neurophilosophy: Toward a unified science of the mind-brain. Cambridge, MA: The MIT Press. Churchland, Paul M. (1988). Matter and consciousness: A contemporaryiIntroduction to the philosophy of the mind. Cambridge, MA: The MIT Press. Clark, Barbara (1986). Optimizing learning: The integrative education model in the classroom. Columbus, OH: Merrill Publishing Company. Claxton, C. S. & Murrell, P. H. (1987). Learning styles: Implications for improving educational practices. Washington, D. C.: Clearing House on Higher Education. Cohen, J. & Stewart, I. (1994). The collapse of chaos: Discovering simplicity in a complex world. NY: Penguin Books. Corballis, Michael C. (1991). The lopsided ape: Evolution of the generative mind. New York, NY: Oxford University Press. Covey, Stephen R. (1990). Principle-centered leadership. New York: NY. Simon & Schuster. Covey, Stephen R. (1989). The seven habits of highly effective people. New York, NY: Simon & Schuster. Crick, Francis (1994). The astonishing hypothesis: The scientific search for the soul. New York, NY: Charles Scribner's Sons. Cross, Ian & Deliege, Irene. (1993). Music and the cognitive sciences 1990. Switzerland: Harwood Academic Publishers. Csikszentmihalyi, Mihaly (1993). The evolving self: ApPsychology for the third millennium. NY: HarperCollins Publishers. Csikszentmihalyi, Mihaly (1990). Flow: The psychology of optimal experience. New York, NY: HarperPerennial. Cytowic, Richard E. (1993). The man who tasted shapes: A bizarre medical mystery offers revolutionary insights into emotions, reasoning, and consciousness. New York, NY: J. P. Tarcher/Putnam Book. Damasio, Antonio R. (1994). Descartes' error: Emotion, reason, and the human brain. New York, NY: G.P. Putnam's Sons. Dawkins, Richard (1989). The selfish gene. New York & Oxford: Oxford University Press Dennison, P. E. & Dennison, G. E. (1989). Brain gym: Teacher's edition, revised. Ventura, CA: Edu-Kinesthetics,Inc. Detterman, Douglas K. & Sternberg, Robert J. (1993). Transfer on trial: Intelligence, cognition, and instruction. Norwood, NJ: Ablex Publishing Corporation. Dickinson, Dee. (1991). Creating the future: Perspectives on educational change. Aston Clinton, Bucks. UK: Accelerated Learning Systems Ltd. Donald, Merlin (1991). Origins of the modern mind. Cambridge, MA: Harvard University Press. Driscoll, M. P. (1994). 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Lessons from the art of juggling: How to achieve your full potential in business, learning, and life. New York, NY: Harmony Books. Gladis, Stephen D. (1993). Write type: Personality types and writing styles. Amherst, MA: Human Resource Development Press, Inc. Gleick, James (1987). Chaos: Making a new science. New York, NY: Penguin Books. Goerner, Sally J. (1994). Chaos and the evolving ecologial universe. Langhorne, PA: Gordon and Breach Science Publishers. Goertzel, Ben (1993). The evolving mind. Langhorne, PA: Gordon and Breach Science Publishers. Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. NY: Bantam books. Grasha, Anthony (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. Pittsburg, PA: Alliance Publishers. Gregorc, A. F. (1982). An adult's guide to style. Columbia, CT: Gregorc Associates, Inc. Gregorc, Anthony F. (1985). Inside styles beyond thebBasics. Columbia, CT: Gregorc Associates, Inc. Griggs, Shirley A. (1991). Learning style counseling. Ann Arbor, MI: ERIC/CAPS. Grinder, M. (1991). Righting the educational conveyor belt (2nd ed.). Portland, OR: Metamorphous Press. Gross, Ronald. (1991). Peak learning. Los Angeles, CA: J.P. Tarcher, Inc. Guild, Pat Burke & Garger, Stephen (1985). Marching to different drummers. Alexandria, VA: Association for Supervision and Curriculum Development. Hale, Janice E. (1982). BlackcChildren, Their roots, culture, and learning styles. Provo, UT: Brigham Young University Press. Hannaford, Carla. (1996). Smart moves: Why learning is not all in your head. Arlington, VA: Great Ocean Publishers. Harel, Idit & Papert, Seymour (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation. Harth, Erich (1993). The creative loop: How the brain makes a mind. Reading, MA: Addison-Wesley Publishing Co. Healy, Jane (1990). Endangered minds: Why our children don't think. New York, NY: Simon & Schuster. Herrmann, Ned (1988). The creative brain. Lake Lure, NC: Brain Books. Hill, Winfred (1990). Learning: A survey ofpPsychological interpretations. New York, NY: HarperCollins Publishers. Hobson, J. (1994). The chemistry of conscious states: How the brain changes its mind. Boston, MA: Little, Brown and Company. Howard, Pierce J. (1994). The owner's manual for the brain. Austin, TX: Leornian Press. Hunt, Morton (1982). The universe within: A new science explores the human mind. New York, NY: Simon & Schuster. Hyerle, David (1996). Visual tools for constructing knowledge. Alexandria, VA: Association for Supervision and Curriculum Development. Hynd, George W. & Obrzut, John E. (1981). Neuropsychological assessment and the school-age child, issues and procedures. New York, NY: Grune & Stratton. Jackendoff, Ray (1994). Patterns in the mind. New York, NY: Basic Books. Jensen, Eric P. (1988). Superteaching: Master strategies for building student success. Del Mar, CA: Turning Point for Teachers. Jensen, Eric (1994). The learning brain. Del Mar, CA: Turning Point for Teachers. Jensen, Eric (1995). Brain-based learning and teaching. Del Mar, CA: Turning Point for Teachers. Jones, Steve (1993). The language of the genes: Biology, history and the evolutionary future. Glasgow, England: Flamingo. Joseph, R. (1993). The naked neuron: Evolution and the languages of the body and brain. New York, NY: Plenum Press. Kauffman, S. (1995). At home in the universe: The search for laws of self-organization and complexity. NY: Oxford University Press. Kavanagh, James F. (1991). The language continuum. Parkton, MD: York Press, Inc. Keefe, James W. (1987). Learning style Theory and practice. Reston, VA: National Association of Secondary School Principals. Keefe, James W. (1988). Profiling and utilizing learning style. Reston,VA: National Association of Secondary School Pincipals. Keefe, J. and Monk, J. (1986). Learning style profile. 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Gainesville, FL: Center for Applications of Psychological Type, Inc. Lazear, David (1994). Multiple intelligence approaches to assessment. Tucson, AZ: Zephyr Press. Leonard, Geroge B. (1968). Education and ecstasy. New York, NY: Delacorte Press. LeVay, Simon (1993). The sexual brain. Cambridge, MA: The MIT Press. Light, Paul & Butterworth, George (1993). Context and cognition: Ways of learning and knowing. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers. Lister, Richard G. & Weingartner, Herbert J. (1991). Perspectives on cognitive neuroscience. New York, NY: Oxford University Press. Manning, Brenda H. (1991). Cognitive self-instruction for classroom processes. Albany, NY: State University of New York Press. Markova, Dawna (1992). How your child is smart. Berkeley, CA: Conari Press. Marzano, Robert J. (1992). A different kind of classroom: Teaching with dimensions of learning. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R., Pickering, D. & McTighe, J. (1993). Assessing student outcomes: Performance assessment using the dimensions of learning model. Alexandria, VA: Association for Supervision and Curriculum Development. Masters, Roger D. & McGuire, Michael T. (1994). The neurotransmitter revolution. Carbondale, IL: Southern Illinois University Press. McCarthy, Bernice (1991). 4 MAT system: Teaching to learning styles with right/left mode techniques. Barrington, IL: Excel, Inc. McCarthy, Bernice (1996). About learning. Barrington, IL: Excel, Inc. McCaulley, M. H. & Natter, F.L. (1974, 1980). Psychological (Myers-Briggs) type differences in education. Gainsville, FL: Center for Applications of Psychological Type, Inc. McGaugh, J., Weinberger, N. & Lynch, G. (1995). Brain and memory: modulation and mediation of neuroplasticity. New York, NY: Oxford University Press. Mender, Donald (1994). The myth of neuropsychiatry: A look at paradoxes, physics, and the human brain. New York, NY: Plenum Press. 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Learning disabilities and psycosocial functioning. New York, NY: The Guilford Press. Rundle, Susan M. & Morales, Richard (1995). When adults andlLearning styles meet. Rochester, NY: Performance Concepts, Inc. Rutter, Michael & Rutter, Marjorie (1993). Developing minds: Challenge and continuity across the life span. New York, NY: Basic Books. Rymer, Russ (1993). Genie, A scientific tragedy. New York, NY: HarperPerennial. Schooler, Carmi & Schaie, K. Warner (1987). Cognitive functioning and social structure over the life course. Norwood, NJ: Ablex Publishing Corporation. Schnitker, Max (1972). The teacher's guide to the brain and learning. San Rafael, CA: Academic Therapy Publications. Secretary's Commission on Achieving Necesary Skills U.S. Department of Labor (1992). Learning a living: A blueprint for high performance. A SCANS report for America 2000. Washington, DC: SCANS. Senge, Peter M. (1990). The fifth discipline- The art and practice of the learning organization. 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New York, NY: HarperPerennial. Ulrich, C. & Guild, P. (1985). No sweat! How to use your learning style to be a better student. Seattle: The Teaching Advisory (P.O. Box 99131, Seattle, WA 98199). Vygotsky, L. (1994). Thought and language. Cambridge, MA: The Massachusetts Institute of Technology. Wagschal, P. & Kahn, R. (1963). R. Buckminster Fuller on education. Amherst, MA: The University of Massachusetts Press. Waldrop, Mitchell (1992). Complexity. New York, NY: Simon & Schuster. Watson, D. & Tharp, R. (1989). Self-directed behavior: Self-modification for personal adjustment. Pacific Grove, CA: Brooks/Cole Publishing Company. Werner, E. & Smith, R. (1992). Overcoming the odds: High risk children from birth to adulthood. Ithaca, NY: Cornell University Press. West, Thomas G. (1991). In the mind's eye. Buffalo, NY: Prometheus Books. Wheatley, Margaret (1992/1994). Leadership and the new science: Learning about organization from an orderly universe. San Francisco, CA: Berrett-Koehler Publishers, Inc. Whisler, Jo Sue & Marzano, Robert J. (1988). Dare to imagine an olympian's technology. Aurora, CO: Mid-Continent Regional Education Laboratory. Williams, L. (1983) Teaching for the two-sided mind: A guide to right-brainl/left brain education. Englewood Cliffs, NJ: Prentice-Hall, Inc. Wills, Christopher (1993). The runaway brain: The evolution of human uniqueness. New York, NY: Basic Books. Wirth, Arthur G. (1992). Education and work for the year 2000: Choices we face. San Francisco, CA: Jossey-Bass Publishers. Wlodkowski, R. & Jaynes, J. (1990). Eager to learn: Helping children become motivated and love learning. San Francisco, CA: Jossey-Bass Publishers. Wright, R. (1994). The moral animal: Evolutionary psychology and everyday life. NY: Vintage Books. Wurman, Judith (1988). Managing your mind and mood through food. NY: Harper & Row, Publishers, Inc. Wurman, Richard Saul (1989). Information anxiety. New York, NY: Bantam Books. Young, J.Z. (1987). Philosophy and the brain. Oxford, NY: Oxford University Press. EDCC 802 Evaluation Rubric Marginal (B-/C) Meets Expectations (B/B+) Outstanding (A-/A) Books & Articles Critiques indicate superficial overview of obvious content. Minimum of 3 books and 5 articles. Critiques show new knowledge construction. Minimum of 5 books with at least one each pertaining to learning style, consciousness, learning, and brain behavior and 8 articles read. 2-3 page critiques highlight salient points & student reactions to them. Writing conventions are accurate. Critiques demonstrate new knowledge construction & insightful relationships across readings. Syntheses are clear, articulate, & representative of strong doctoral thinking & writing skills. Minimum of 5 books & 8 articles read in depth plus scanning of additional references. Lesson Plans Plans include: clearly stated objectives, content for reaching objectives, grading criteria, plans for student involvement, time schedule, list of needed materials for 3 50 minute classes. 1+ 2+ Full syllabus with outline of course topics and at least a five-book reference list. Inclusion of a conceptual learning game. Presentation Duplicates plans for 3 class sessions, explains them & answers questions. 1+ brainstorming ideas for the semester's teaching with ideas for each of five learning systems and evaluation. Teaches a 45-50 minute class segment, provides handouts appropriate to the topic if needed, & provides class with a schedule of classes demonstrating where the selected lessons are embedded. Offers constructive critique of plans & presentations by self. Includes a course rubric. 2+ Quality of presentation is high. Students are actively engaged in higher order thinking. Purpose & content of lesson are clearly conveyed. Five learning systems are honored. Portfolio Submits portfolio of coursework that represents personal learning. Answers self-reflective questions: -Which shows the most growth? Why & how? 1+ Answers: *From all assignments, course activities & interactions which were most helpful to me? How were they helpful? Portfolio is well-organized, includes a Table of Contents and reflects a strong interest in learning. 2+ Portfolio is attractive assemblage suitable for job interviews. It makes a visual statement about the sense of self as an effective professor for adults. A personal philosophy about teaching & learning is included. Return to Homepage

	Marginal (B-/C)	Meets Expectations (B/B+)	Outstanding (A-/A)
Books & Articles	Critiques indicate superficial overview of obvious content. Minimum of 3 books and 5 articles.	Critiques show new knowledge construction. Minimum of 5 books with at least one each pertaining to learning style, consciousness, learning, and brain behavior and 8 articles read. 2-3 page critiques highlight salient points & student reactions to them. Writing conventions are accurate.	Critiques demonstrate new knowledge construction & insightful relationships across readings. Syntheses are clear, articulate, & representative of strong doctoral thinking & writing skills. Minimum of 5 books & 8 articles read in depth plus scanning of additional references.
Lesson Plans	Plans include: clearly stated objectives, content for reaching objectives, grading criteria, plans for student involvement, time schedule, list of needed materials for 3 50 minute classes.	1+	2+ Full syllabus with outline of course topics and at least a five-book reference list. Inclusion of a conceptual learning game.
Presentation	Duplicates plans for 3 class sessions, explains them & answers questions.	1+ brainstorming ideas for the semester's teaching with ideas for each of five learning systems and evaluation. Teaches a 45-50 minute class segment, provides handouts appropriate to the topic if needed, & provides class with a schedule of classes demonstrating where the selected lessons are embedded. Offers constructive critique of plans & presentations by self. Includes a course rubric.	2+ Quality of presentation is high. Students are actively engaged in higher order thinking. Purpose & content of lesson are clearly conveyed. Five learning systems are honored.
Portfolio	Submits portfolio of coursework that represents personal learning. Answers self-reflective questions: -Which shows the most growth? Why & how?	1+ Answers: *From all assignments, course activities & interactions which were most helpful to me? How were they helpful? Portfolio is well-organized, includes a Table of Contents and reflects a strong interest in learning.	2+ Portfolio is attractive assemblage suitable for job interviews. It makes a visual statement about the sense of self as an effective professor for adults. A personal philosophy about teaching & learning is included.