Teaching Students How to Remember
EDUC 600
Course Syllabus and Assignments
Course Instructor: Joseph C’de Baca, MaEd. 727-258-7233, teacherslearningcenter@gmail.com Colorado State University - Denver Public Schools. Vita available at website.
Credit Hours: 3 Semester Credits Grade Type: Letter Grade
Course Readings: How to Teach so Students Remember by Marilee Springer 2005, Alexandria, VA: Association for Supervision & Curriculum. 191 pages.
Course Description:
This course will study learning and memory and how the brain processes information for memory retention and retrieval. The anatomy of the brain and how brain cells function as well as chemical reactions that facilitate the memory and learning process are explained. Teachers will learn about the different types of memory, such as semantic, location, emotional, episodic, and procedural and location memories Educators will evaluate their teaching methods and apply brain memory and learning strategies for improving student achievement. Students will develop a written paper, lessons or activities for classroom applications to help students remember curriculum content.
Contact Hours:
Independent study courses require 45 contact hours of time for 3 credits.
Course Objectives:
1. Educators will learn how to reach students so they can be taught specific subject content utilizing background knowledge and memory reflection.
2. Teachers will explore how to reinforce content for memory retention and recode self-generated information to improve memory recall.
3. Educators will review content reinforcement strategies the include student feedback and the discussion process that reinforce learning and memory.
4. Teachers will examine reviewing and practice techniques that reinforce information knowledge and retention for faster and easier content retrieval.
5. Teachers will develop writings, lessons and activities to apply the seven "R's" of memorization into their classroom instructional practices.
Chapter Review/Reflections: Write several paragraphs summarizing the main ideas, knowledge or information you thought was significant from each chapter in the book. Extended bullet points of main issues are also acceptable. See rubric for guidelines.
Chapters:
Introduction.
1. Reach: If your can't reach them you can't Teach them
2. Reflection: Reflection is not a Luxury; it’s a necessity
3. Recode: Self-generated material is better recalled
4. Reinforce: Feedback is vital to learning
5. Rehearse: To get information into long-term memory, it must be rehearsed
6. Review: Without review, most information will be lost from memory
7. Retrieve: Memory retrieval may be depended on cues.
8. Realization
Writing Assignments:
After the chapter reviews, research or DVD Review, lesson or activity, write a two-page final application essay linking key concepts from the book, How to Teach so Students Remember by Marilee Springer to your specific classroom context. Compose your writings on areas of interest that are relevant to your teaching discipline or professional experience. This will enhance your capacity to apply the new concepts learned in this course. Focus your writings and activities on the concepts and strategies from the book and related assignments on how you can apply them to your school environment, teaching methodology and instructional practice.
Required Assignments:
1. Book chapter readings
2. Chapter reviews and reflections.
3. Research review
4. Project or activity
5. Final Application essay (APA or MA writing style format)
Email Assignments: teacherslearningcenter@gmail.com Instructor: Joseph C'de Baca 727-258-7233
Mail registration:
Teachers
Learning
Grading |
|
Grade Distribution |
Chapter Reviews & Reflections |
30% |
90 - 100 = A |
Research Article Review |
20% |
80 - 89 = B |
Project or Activity |
30% |
70 - 79 = C |
| Application Essay | 20% | 0- 69 = D - F |
Total |
100% |
|
Letter Grade |
% |
Possible Points Points Earned
|
A |
90-100 |
100
|
B |
80-89 |
70
|
C |
70-79 |
50
|
Re-Write Assignments |
|
Based on Rubric Score
|
Teaching Students How to Remember
Course Assignments and Rubrics:
Chapter Reviews/Reflections
Chapter Reviews/Questions |
Basic (50 pts.) |
Proficient (60 pts.) |
Advanced (70 pts.) |
Read the book and write chapter reviews and reflections for each chapter. Write several paragraphs about the ideas, knowledge, and information that you thought was significant from each chapter. Consider reflecting on a paragraph or a concept that was enlightening and applicable to teaching. Address or apply any state, district, or national academic standards that may apply Expanded bullet points of main issues are also acceptable.
|
Writes a basic narrative of the chapters’ contents. Includes major points expressed by the author. Includes at least one citation or example.
|
Writes a general narrative of the chapters' contents with limited personal reflection. Expresses major points of each chapter. Writing includes any state, district, or national academic standards that apply. Includes several citations or examples.
|
Writes a complete narrative of the main points of each chapter. Writes personal reflections that include the student's experiences with these issues as they relate to their personal classroom experience. Expresses major points of each chapter and provides in-depth elaboration. Includes any state, district, or national academic standards that apply. Includes critical analysis of the course’s positive and/or limiting content and offers solutions as they apply to instructional applications in classrooms and schools. Error-free. |
Academic Standards: Academic standards that apply to this course will vary from state to state. Visit your district or state educational websites for academic standards that may apply to specific courses or subject areas and apply them as needed.
Research Article Review Rubric Assignment:
Article Review |
Basic (10 pts) |
Proficient (15 pts) |
Advanced (20 pts) |
Research course topic and locate a relevant article that relates to the course content. Write an article review and personal reflection connecting article with the course content and school environment. *Include a copy of the article utilized in this assignment. |
Writes review of article with basic citation information and briefly shows connection between course and article content.
|
Writes review of article with a few references of information. Some critical analysis and solutions. Explores the connection between course and article content, showing full understanding of both interrelationship for teaching considerations.
|
Writes review of article with several informative references and thoroughly demonstrates the connection between article and course content. Reflection incorporates abstract and critical analysis and alternatives or solutions. Personal experiences and perspectives are included. Review applies information learned to potential classroom situations.
|
Required Lesson/Unit Plan or Activity Rubric
Activity Lesson/Unit Plans |
Basic (10 pts.) |
Proficient (20 pts.) |
Advanced (30 pts.) |
Write a lesson or Unit plan, or develop a project or activity that demonstrates the course concepts in a school classroom or instructional environment. Other activities or projects include: staff development, state academic standards, parent outreach, department or committee work, curriculum development, presentations, and school events. |
Creates a minimal activity and lesson plan that briefly demonstrates a simple application of a course concept or strategy that can be utilized in classrooms for instructional and/or evaluative applications.
|
Creates a general activity and lesson plan or unit plan that demonstrates two or more course applications of the various topics or concepts. Includes any state, district, or national academic standards that apply. Contains a variety of teaching or learning styles and concrete or abstract practical applications of a concept from the course materials.
|
Creates a detailed activity and lesson plan or unit plan that includes a variety of teaching and learning styles. Contains concrete and abstract activities for practical classroom applications of several concepts from the course content. Addresses any state, district, or national academic standards in the activity. Creates a lesson plan or activity that helps students utilize course content to apply the knowledge or skills to school curriculum for their affective needs and improving academic achievement. |
Final-Application Essay Rubric Assignment
Final-Application Essay |
Basic (10 pts.) |
Proficient (20 pts.) |
Advanced (30 pts.) |
Write an essay linking all the course content or assignments, and show how they can be applied to teaching students, schools, and personal development. Pull all the content and courses work together in this final application essay.
|
Writes an essay addressing how the course content can be applied to classroom instruction, student achievement, and the overall school environment.
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Writes an essay with one or two examples of how various course concepts can be developed and implemented in the classroom and school environments. Writing addresses any state, district, or national academic standards. Addresses instructional methods, teaching strategies and effective lessons as well as students' affective needs and academic achievement.
|
Writes a thorough essay with multiple examples of how various course concepts can be developed and implemented in classroom and schools. |
Joseph C'de Baca with any questions.
info@graduatecoursesonline.com
1-727-258-7233
Teacher's Learning Center
11246 68th Ave.
Seminole, FL 33772
