Current knowledge relating to learning theory is introduced in ways which are most relevant to practicing teachers. The focus will be on how students learn best and how their opportunities for learning can be enhanced through teacher effectiveness and knowledge in this area.

The first part will be a historical survey of learning theories, then the second part will examine contemporary issues that follow from these or that may have emerged independently, converging on how these are applicable in instruction or why application may be problematic.

This course is a seminar course and as such participants are expected to engage in close readings of the assigned texts, broader reading of their own choosing to help enrich the conversation, and thoughtful and critical written and oral analyses of our discussions, students' own experiences, and the texts (written and otherwise) that we study. This is to be reflected in various ways, including attendance, participation in discussions, and participating in postings.

EDER 689.21—Learning Theory

WebCT ~no access anymore (bought by blackboard)

Login (U of C) ~no access anymore

V-Class Session (Elluminate)

• January 16
• January 23
• February 27
• April 10
• April 17

Review of Website

Best Practice

Final Paper

Some links collected during the course

Links provided by the instructor

Note from instructor:

It is useful to distinguish "learning theories" from "theories of instruction," where Learning Theories describe how we learn and Instructional Theories prescribe instructional implementations. Additionally one can distinguish from these a third emphasis, "theories of knowledge," which involve epistemological perspectives, and a fourth emphasis, "theories of education," which involve social policy issues about the role of education in society. Although these four are somewhat related, they are not interchangeable.