Course Description and Objectives

Through participating in this course, it is expected that students will gain working knowledge of the basic cognitive processes underlying memory and learning - knowledge that is critical for promoting optimal learning in any educational setting.  Furthermore, they will gain an understanding about some of the factors that influence memory and learning and how these factors change throughout human development.  Students will be provided with the opportunity to review both historical and recent research in memory development and cognitive instruction, including innovative instructional programs.  They will also be provided with the opportunity to apply this knowledge to their own learning and/or their roles as “educators”. 

The course will consist of directed readings, on-line group discussions, teaching/learning observations, and independent study.  Student participation is critical for the success of this course, especially with respect to it’s on-line, distance education component.  Students will be required to lead group discussions and will be expected to participate in sessions lead by others.  Students will also be asked to apply course content and concepts as part of a reflective case study.  Finally, students will prepare a research paper exploring a topic of interest in the general field of cognition and instruction.  

1.         Discussion Leader                                                                                            10%

Each student will be assigned the role of “Discussion Leader” for one of Modules #2, #3, or #4 (see course syllabus). The primary role of the Discussion Leader will be to provide 3-5 thought provoking statements or questions in response to the assigned module readings.  For modules where there are more than one individual are assigned as Discussion Leader, students are expected to work cooperative to develop thought-provoking questions/statements (i.e., do not post discussion prompts individually).   The statements and questions should be designed to stimulate discussion about the assigned readings as they relate to the other readings in the course and throughout the program, professional practice, and lived experiences. These statements/questions will be the catalysts for the on-line postings and teleconference calls. The Discussion Leader will post his or her statements/questions on-line on the first day of the module.  

2.         Class Participation                                                                                            30%

Due to the “distance” element of this course, class participation will be essential to the success of this course. Therefore, it is expected that all students will participate regularly in the on-line discussions and the teleconference calls (see Course Syllabus for dates/times). In addition, all students will post a final on-line written response or reflection for each Module (maximum 3 pages). As part of this reflection, individuals are encouraged to bring closure to one or more of the original statements or questions, synthesize the group discussion as well as their own responses, beliefs and lived experiences that emerged during the Module.

3.         Reflective Case Study                                                                                      30%

Each student will asked to document a 45-60 minute learning/teaching session. These sessions may be either formal or informal situations. Students may assume the role of participant, an instructor/leader, or observer (or some combination) during the session.  All students will post a full description (3-4 pages) of the session on-line (see Course Syllabus for due date).  In the following weeks, all students will review all the posted cases and provide critical thoughts and insights regarding the cognitive and/or pedagogical processes underlying the described events.  

Finally, each student will email both instructors a final report (maximum 10 pages – see Course Syllabus for due date) for the reflective case study.  This report will also include an interpretation of the critical event with respect to the cognitive and/or pedagogical processes involved. This interpretation should draw upon information provided as part of the course readings, as well as, the comments and insights of others in the class.  For additional information about the specifics of this assignment, review the attached rubric.

4.         Research Paper                                                                                                30%

As the course unfolds, each student will develop a 1-2 page précis of their proposed paper that addresses any topic of interest from within the general field of cognition and learning. This précis will be submitted to both instructors (via email) by the date specified in the Course Syllabus.

Once the paper proposal is approved, each student will submit the completed paper (12-16 pages, not including references/resources) by the date specified in the Course Syllabus.

Possible Research Topics

·        Effective instruction with respect to a content area (e.g., mathematics, science, language arts) or skill area (e.g., decoding, comprehension, problem solving).

·        Cognition/learning issues surrounding the development of “exceptional” children (e.g., learning disabilities, gifted, brain injured).

·        “Individual-difference” variable(s) that may be relevant to cognitive development and/or learning (e.g., gender, health).

·        Recent advances in brain research and how these affect cognitive development and learning.

·        Cultural factors (e.g., ethnicity, socioeconomic status) and/or cross-cultural differences as they relate to cognitive development (e.g., metamemory) and learning.

·        School factors (e.g., class size, school philosophy) that effect cognitive development and student learning.           

Module #1

Brandt, R. (2000). On teaching brains to think: A conversation with Robert Sylwester.  Educational Leadership, 72-75.

Jensen, E. (2000). Brain-based learning: A reality check. Educational Leadership, 76-80.

Rosenshine, B. (1995). Advances in research on instruction. The Journal of Education Research, 42, 262-268.

Module #2

Gardner, H. (1985). The mind’s new science: A history of the cognitive revolution. Basic Books, Inc., Publishers/New York.

Greeno, J.G., Collins, A.M., & Resnick, L.B., (1996).  Cognition and learning. Handbook of psychology.

Skinner, B.F., (1991). Cognitive science and behaviourism. British Journal of Psychology, 76, 33-43.

Sternberg, R.J., (1999). A dialectical basis for understanding the study of cognition. In R.J. Sternberg (Ed.), The Nature of Cognition. Cambridge MA: MIT Press.

Module #3

Bruning, R.H., Schraw, G.J.,  & Ronning, R.R. (1999). Building knowledge and reflective thought. Cognitive Psychology and Instruction (Third Edition).   Upper Saddle River: New Jersey: Merrill/Prentice Hall.

Gage, N.E., & Berliner, D.C. (1990). The cognitive processing of information in educational psychology (Fourth Edition). Houghton Mifflin Co. 279-290.

Nelson, T.O., (1999). Cognition versus metacognition. In R.J. Sternberg (Ed.), The Nature of Cognition. Cambridge MA: MIT Press.

Pressley, M., Borkowski, J., & Schneider, W. (1987). Cognitive strategies: Good strategy users coordinate metacognition and knowledge. In R. Vasta & G. Whitehurst (Eds.), Annals of Child Development, 5, 89-129. New York: JAI-Press.

Module #4

Ceci, S.J., Rosenblum, T.B., DeBruyn, E. (1999). Laboratory versus field approaches to cognition. In R.J. Sternberg (Ed.), The Nature of Cognition. Cambridge MA: MIT Press.

Morton, L.L., Kershner, J.R., Siegel, L.S., (1990).  The potential for therapeutic applications of music on problems related to memory and attention.  Journal of Music Therapy, 28, 195-208.

Woloshyn, V.E., Elliott, A., & Kaucho, S. (2002).  So what exactly is explicit strategy instruction?  A review of eight critical teaching steps.  The Reading Professor, 24, 66-114.

When I read through the three articles (Brandt, 2000; Jensen, 2000; and Rosenshine, 1995) I rummaged around looking for a question to post that would generate discussion, facilitate synthesis, introduce concepts, and perhaps even force new and intriguing constructions by “pushing the envelope.”  Before I ask my question, however, I’ll give a bit of a prolegomena, in the following chart, concerning my own neural firings.