- Code
- EDU 413
- Name
- Theories and Approaches to Teaching and Learning
- Semester
- 1
- Lecture hours
- 3.00
- Seminar hours
- 1.00
- Laborator hours
- 0.00
- Credits
- 3.50
- ECTS
- 6.00
- Description
-
In this course students will develop an understanding of traditional theories of learning and their implications for instruction. They will explore the behaviorist approach, Piaget’s cognitive development, social learning theories, and constructivism. Students will also study contemporary theories of learning such as brain-based learning, concept and problem-based learning as well as different theories of intelligence. They will explore how key concepts of theoretical perspectives underpin and influence an individuals’ learning and development.
- Objectives
-
Demonstrate an understanding of major theories of learning and their principles. Develop an awareness of different ways through which these principles can be applied to instruction. Demonstrate an understanding of how theoretical approaches to learning and cognition relate to classroom management, instruction, and individual development. Develop and reinforce critical thinking, oral presentations, and writing skills. Design instruction that is consistent with learners' development and learning needs.
- Java
- Tema
- 1
- Introduction to the course. Concepts of learning and teaching. (Illeris, ch1, Prichard, ch1)
- 2
- Behaviorist Theories of Learning. Pavlov’s Classical Conditioning. Skinner’s Operant Conditioning. Educational Applications (Prichard, ch 2, Taylor, ch 3)
- 3
- Cognitive Development theories of learning: Piaget’s theory. Information processing theory. (Prichard, ch 3, Taylor, ch 2)
- 4
- Bloom’s taxonomy of educational objectives (Krathwohl’s articlem 2002)
- 5
- Social Learning Theories and their Application (Taylor, ch 6)
- 6
- Constructivism, Learning principles. Situated Learning. Applications of Constructivism and Situated –Learning (Prichard, ch 3)
- 7
- A constructivist model: Kolb’s Experiential learning theory (Kolb & Kolb, 2009)
- 8
- Midterm exam
- 9
- Brain-based Teaching and Learning. Structure, memory, retention, and transfer of learning. (Prichard, ch 7)
- 10
- Concept learning, Critical thinking and Problem-solving (Taylor, ch 11—12)
- 11
- Emotions and motivation in learning. Classroom implications (Taylor ch 2)
- 12
- Theories of intelligence. Gardner’s multiple intelligences. Emotional Intelligence (Prichard, ch 4, Taylor ch 10)
- 13
- Individual variation: Learning styles and preferences. Learning difficulties. (Prichard, ch 5-6, Taylor, 16)
- 14
- Strategies for improving memory and teaching social skills (Taylor, ch 17-18)
- 15
- Students' presentations
- 16
- Final exam
- 1
- Be able to describe the basic principles of human learning and development
- 2
- Demonstrate knowledge of the major learning and teaching theories
- 3
- Understand theories of motivation and intelligence and their application in class
- 4
- Apply learning and teaching theories to a variety of educational situations
- 5
- Generate a personal theory on education and learning
- Quantity Percentage Total percent
- Midterms
- 1 25% 25%
- Quizzes
- 0 0% 0%
- Projects
- 2 15% 30%
- Term projects
- 1 20% 20%
- Laboratories
- 0 0% 0%
- Class participation
- 0 0% 0%
- Total term evaluation percent
- 75%
- Final exam percent
- 25%
- Total percent
- 100%
- Quantity Duration (hours) Total (hours)
- Course duration (including exam weeks)
- 16 4 64
- Off class study hours
- 14 3 42
- Duties
- 3 5 15
- Midterms
- 1 14 14
- Final exam
- 1 14 14
- Other
- 0 0 0
- Total workLoad
- 149
- Total workload / 25 (hours)
- 5.96
- ECTS
- 6.00