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: firstname.lastname@example.org Fax: 993-2013
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
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.
- 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.
- 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.
- 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
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
Oct 15 Columbus Day Recess
- Oct 22 Two 40-45 minute student presentations. Reactions to the Video. Blooms
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.
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.
- Dec 3 Two 45-50 minute student presentations.
Application of course content to community college teaching.
- Dec 10 Catch up. Course Review and Evaluation.
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- 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
EDCC 802 Evaluation Rubric
||Meets Expectations (B/B+)
|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.
||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.
||2+ Full syllabus with outline of course topics and at least a five-book
reference list. Inclusion of a conceptual learning game.
||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.
|| 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.