New York City College of Technology

City University of New York

Department of Career and Technology Teacher Education
Preparing Reflective and Caring Technical Educators for a World of Technology and Diversity

Course: EDU-3610 Human Learning and Instruction

Course Description: Explore variables underlying effective instruction. Analyze learning theories and
principles in the areas of classical conditioning and instrumental learning, generalization and discrimination,
verbal learning and transfer, short-term and long-term memory, reward and punishment and the effect of
motivation on learning.
Prerequisite: PSY 1101

COURSE OBJECTIVES
Upon completion of the course, students should be able to:
Part I: Learners
1. Understand how children construct knowledge, acquire skills, and develop disciplined thinking processes
2. Understand that each learner's cognitive, linguistic, social, emotional, and physical development
influences learning
3. Design developmentally appropriate instruction that takes into account individual learners' strengths,
interests, and needs.
Part II: Learning and Motivation
4. Discuss the impact of self-regulation, metacognition, and motivation on learning
5. Discuss the context of culture, society, technology, and academic domains associated with learning
6. Demonstrate an integrated approach to human learning and instruction based on a variety of best
instructional practices
7. Develop and present a lesson using appropriate motivation strategies.
Part III: Teaching and Assessing
8. Describe the use of appropriate assessment strategies to support learners' needs.
9. Describe various student learning styles and how teachers can accommodate multiple learning styles in the
classroom.

COURSE ESSENTIAL QUESTIONS

• Why do we behave the way we behave?
• How can educational psychology inform teaching and learning?
• How do students learn, and how do we support their learning?
REQUIRED TECHNOLOGIES
1. Computer to access Blackboard, Instructor's PPTs, and Zoom meetings (if necessary)
2. Speaker, PC Camera, & Microphone
3. Technical Support: City Tech IT Support https://it.citytech.cuny.edu/
REQUIRED TEXT AND MATERIALS
▪ Woolfolk, Anita E. (2019). Educational Psychology, 14th ed. Pearson, New York: NY. ISBN-13: 978-0-
13-477432-9. (Not compatible with the international version)

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COURSE REQUIREMENTS
Students will
▪ Prepare for each class by completing all pre-assigned readings from texts, professional journals, and
internet sites corresponding to the course topics.
▪ Participate in group discussion and collaborative activities that support the instructional goals of the
course

ATTENDANCE/PARTICIPATION
▪ You will earn 0-10 points per class within the following guidelines. This policy applies to the first and
all subsequent classes.
▪ 10 points are awarded for students who (1) arrive on time, (2) stay on task, (3) contribute to the overall
class discussions, and (4) complete all required activities during each class.
▪ 9-1 points awarded for students who (1) arrive late, (2) do not stay on topic, and (3) come to class
unprepared to engage in class discussions or activities.
▪ 0 points awarded when absent from class.
▪ Students are allowed no more than two (2) absences. Absences above this will result in the lowering of
the final grade by one full letter grade.
▪ All students should attend the class on time. Two late days represent one absence.
Please Note: The instructor has the right to award any point value between 1-10 following the above
guidelines.

OTHER POLICIES:
▪ Work submitted late will be subject to a 2-point daily deduction.
▪ All submitted assignments must be typed in a 12-point standard black font (e.g., Times Roman, Arial—
no script-styled fonts please) with 1-inch margins. Handwritten assignments will not be accepted.
▪ Assignments should be submitted using Microsoft Word. Please note that I am unable to open Pages or
OpenOffice documents, so remember to convert your files prior to submission.

PROFESSOR’S RESPONSE TIME:

▪ Assignments: Assignments will be reviewed, graded, and returned one week from the due date. Late
assignments will be returned one week from submission.
▪ Emails: I will respond to emails within 24 hours of receipt Mondays through Fridays, between 9:00 AM
and 5:00 PM. Any email received after 5:00 PM on Fridays will received a response the following
Monday morning.

EXCUSED ABSENCE
▪ An excused absence must be pre-approved by the instructor.
▪ Medical absences will only be awarded when the student provides a doctor’s note and the absence is
based upon appropriate situations.
▪ Only documented emergencies or unavoidable events will be excused.

EVALUATION
15% Active participation in the class/class discussions
15% Submission of weekly responses/questions
10% Topic presentation
20% Quizzes (2 times)
20% Midterm exam
20% Final Paper (Preliminary 5%, Final 15%)

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Class Participation
Students are expected to participate in all class meetings. It is crucial that you come to class having read all the
materials assigned for the day. Reading assignments may take several hours of reading and thinking, so
students will need to start reading the following readings as early as possible. This class is based on lively,
respectful small group discussions and activities. Therefore, it would be helpful when students are prepared to
think critically and creatively about the course readings. Students do not need to accept arguments made by the
authors of readings; when it happened, the class would have thoughtful and productive discussions. As a
teacher candidate, please respect your classmates, the authors, and the experiences of the people we read about
in your comments in class.

Weekly Reflective Responses/Questions

Each week students are expected to submit a one paragraph (approximately 100 words) response about the
reading(s) under Discussions on Blackboard. This will help each student prepare for their engagement in class
and participation in group discussions. You can write your experiences related to the readings, what you found
interesting or confusing, or questions related to the reading topics. You are encouraged to bring questions to
class to share with other students. In this reflective writing assignment, please do not summarize the outlines of
the readings. The deadline is Wednesday at 11 pm every week.

Topic Presentation
You will give a 30-minute topic presentation on a topic covered in the readings. You are expected to present a
brief summary, analysis of the readings, and lead a short classroom activity related to the readings. The class
activity can be a discussion, debate, group work, game, and other forms of activity. Upload the PPT file under
Discussion on Blackboard by 11 pm before the presentation day. Those PPT files would be helpful for other
students when they prepare for their midterm and quizzes.

Final Paper
Students will write a 5-6 pages (double spaced, 12-point font, 1-inch margins) essay about "What is good
teaching?" The paper should be grounded in a close reading of the textbook and other supplementary readings
covered in class. The paper should reflect 5 – 7 of the weekly themes discussed. You can start drawing from
your weekly reflective responses/questions, personal experiences, or class discussions. I would ask you to
bring the theoretical frames learned in class to develop YOUR definition of good teaching. Students will
submit a 1-page preliminary topic outlined paper by 4/24 at 11 pm. The final paper due is on 5/22 at 11 pm.
You will give a 5-minute presentation on 5/22 about your essay. We will further discuss the course
expectations for this essay assignment and the progress. Students will follow APA Formatting and Style Guide
(7th edition).

STUDENTS WITH SPECIAL NEEDS

Qualified students with disabilities will be provided reasonable academic accommodations if determined
eligible by the Office of Students Support Services (OSSS). Prior to granting disability
accommodations in this course, the instructor must receive written verification of a student's eligibility
from OSSS, which is located in Room A-237. It is the student's responsibility to initiate contact with the
OSSS staff and to follow the established procedures for having the accommodation notice sent to the
instructor.

Interstate Teacher Assessment and Support Consortium's (InTASC) Model Standards

1. Learner Development –understands how learners grow and develop, and designs and implements
developmentally appropriate and challenging learning experiences.

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2. Learning Differences –uses understanding of individual differences, diverse cultures and communities to ensure
inclusive learning environments that support learners of all abilities, backgrounds, or learning styles.
3. Learning Environments –creates collaborative learning environments that encourage positive social interaction,
active engagement in learning, and self-motivation.
4. Content Knowledge –understands the central concepts, tools of inquiry, and structures of discipline(s) and uses
these to engage students in meaningful learning experiences.
5. Application of Content –connects concepts and uses differing perspectives to engage learners in real-world
problem solving.
6. Assessment –uses multiple methods of assessment to engage learners in their own growth, to monitor learner
progress, and to guide pedagogical and assessment decisions.
7. Planning for Instruction –plans instructions upon understandings of knowledge of content areas, curriculum,
cross-disciplinary skills, and pedagogy.
8. Instructional Strategies –uses appropriate instructional strategies to encourage learners to develop deep
understanding of content areas and interdisciplinary connections, and to build skills to apply knowledge in
meaningful ways.
9. Professional Learning and Ethical Practice –engages in ongoing professional learning and uses evidence to
continually evaluate his/her practices to meet the needs of each learner.
10. Leadership and Collaboration –takes appropriate leadership roles and opportunities to take responsibility for
student learning, to collaborate with learners, families, colleagues, other school professionals, and community
members to ensure learner growth and to advance the profession.

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 Academic Integrity Pledge

I understand the value of personal integrity and ethical behavior in all aspects of my professional
and personal life. By committing to honesty and personal responsibility, I earn the respect and
trust of others. As a student at New York City College of Technology, I recognize that the value
of my education is not just being able to say I am a college graduate, but it also incorporates the
skills, values, and knowledge I have acquired. I thus commit myself to upholding academic
integrity as an important aspect of my personal integrity. I understand that academic integrity
includes:

1. Fully observing the rules governing exams and assignments regarding resource material,
electronic aids, copying, collaborating with others, or engaging in any other behavior that
subverts the purpose of the exam or assignment, and the directions of the instructor.
2. Only turning in work that I have done myself, and not using unattributed work done by others.
While working and studying with others can be an effective way to learn, submitted work will be
my own.
3. Giving full and proper credit to sources and references, and acknowledging the contributions and
ideas of others, in my academic work.

I have read and understand the Academic Integrity Policy found in the New York City College of
Technology College Catalog

Printed Name ______________________________

Signature _______________________ __________
Date ______________________________________
Course, section _EDU3610, HE68____________________________

Modified from the Marquette University Honor Code, PB, RB; AM; 12/23/2020

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Weekly schedule (as of 1/20/2023, subject to change due to COVID); Topic Presentation
dates to be added on or before 2/6.

Week Date Topics Reading

1 1/30 Introduction and Overview Woolfolk (Ch 1 pp. 2-29)
Learning, Teaching, and Educational Danielson (2013)
Psychology
2 2/6 Cognitive Development and Sociocultural Woolfolk (Ch 2 pp. 30-71)
Perspectives on Learning. Piaget (1964)
2/20 Presidents’ Day—College Closed

3 2/21 The Self, Social, and Moral Development Woolfolk (Ch 3 pp. 72-119)

4 2/27 Quiz 1 (Weeks 1-3) Woolfolk (Ch 4 pp. 120-175)

Learner Differences and Intelligence Gardner & Hatch (1989)
Sternberg & Grigorenko (2004)
5 3/6 Behavioral and Cognitive Theories Woolfolk (Ch 7 & 8 pp. 260-
336)
InTASC (2013)
6 3/13 Cognitive Processes: Metacognition, Woolfolk (Ch 9 pp. 338-378)
Learning Strategies, Problem Solving, Bransford, Brown & Cocking
Critical Thinking, and Transfer of Learning (2000)
7 3/20 Constructivism and Social Cognitive Woolfolk (Ch 10 & 11 pp. 380-
Theories 459)
8 3/27 Midterm examination

9 4/3 Motivation in Learning and Teaching Woolfolk (Ch 12: pp. 460-505)
Dweck (2017)
4/5 – 4/13 Spring Recess

10 4/17 Culture and Diversity Woolfolk (Ch 6 pp. 216-259)

Paris (2012)
Ladson-Billings (2004)
11 4/24 Immigrant Student and Language Woolfolk (Ch 5 pp. 176-215)
Development Sibley & Brabeck (2017)
Final paper preliminary due
12 5/1 Managing Learning Environments Woolfolk (Ch 13 pp 506-549)
Danielson (2013)
13 5/8 Quiz 2 (Weeks 9-12) Woolfolk (Ch 14 pp 550 – 589)
Teaching Every Student
14 5/15 Classroom Assessment, Grading, and Woolfolk (Ch 15 pp. 590-633)
Standardized Testing InTASC (2013)

15 5/22 Final Paper Presentation

Final paper due 5/22 11pm

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 Weekly Readings & Topics Explained

Week One, 1/30: Introduction and review of course syllabus, course expectations
Ch1: Learning, Teaching and Educational Psychology
Reading: Woolfolk (Ch1 pp. 2-29), Danielson (2013)
Key topics
• No Child Left Behind Act, Every Student Succeeds Act
• What are the features of effective teaching?
• What is good teaching?

Week Two, 2/6: Cognitive Development and Sociocultural Perspectives on Learning.

Readings: Woolfolk (Ch 2 pp. 30-71), Piaget (1964)
Key topic:
• A Definition of Development
• The Brain and Cognitive Development
• Piaget's Theory of Cognitive Development
• Vygotsky’s Sociocultural Perspective
• Implications of Piaget's and Vygotsky's Theories for Teachers

Week Three, 2/21: The Self, Social, and Moral Development

Reading: Woolfolk (Ch 3 pp. 72-119)
Key topics:
• Physical Development
• Bronfenbrenner: The Social Context for Development
• Identity and Self-Concept
• Understanding Others and Moral Development
• Personal/Social Development: Lessons for Teachers

Week Four, 2/27: Learner Differences and Intelligence

Readings: Woolfolk (Ch 4 pp. 120-175), Davis et al. (2011), Sternberg & Grigorenko (2004)
Key topics:
• Intelligence
• Creativity: What It Is and Why It Matters
• Learning Styles
• Individual Differences and the Law
• Students with Learning Challenges
• Students Who Are Gifted and Talented

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Week Five, 3/6: Behavioral and Cognitive Theories
Readings: Woolfolk (Ch 7 & 8 pp. 260-336)
Key topics:
• Early Explanations of Learning: Contiguity and Classical Conditioning
• Applied Behavior Analysis
• Functional Behavioral Assessment, Positive Behavior Supports, and Self-Management
• Elements of Cognitive Perspective
• Cognitive Views of Memory
• Long-Term Memory
• Teaching for Deep, Long-Lasting Knowledge: Basic Principles and Applications

Week Six, 3/13: Cognitive Processes: Metacognition, Learning Strategies, Problem Solving,
Critical Thinking, and Transfer of Learning
Readings: Woolfolk (Ch 9 pp. 338-378), Bransford, Brown, & Cocking (2000, pp. 51-78)
Key topics:
• Metacognition
• Learning Strategies
• Problem Solving
• Critical Thinking and Argumentation
• Teaching for Transfer

Week Seven, 3/17: Constructivism and Social Cognitive Theories

Readings: Woolfolk (Ch 10 & 11 pp. 380-459)
Key topics:
• Cognitive and Social Constructivism
• Designing Constructivist Learning Environments
• Social Cognitive Theory
• Agency and Self-Efficacy
• Self-Regulated Learning: Skill and Will

Week Eight, 3/27: Midterm Exam

Coverage: Weeks 1-7

Week Nine, 4/3: Motivation in Learning and Teaching

Readings: Woolfolk (Ch 12 pp. 460-505), Dweck (2017)
Key topics:
• What Is Motivation
• Needs and Self-Determination
• Goals and Goal Orientations
• Expectancy-Value-Cost Explanations
• Attributions and Beliefs about Control
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 • Self-Beliefs and Self-Perceptions
• How Do You Feel about Learning? Interests, Curiosity, Emotions, and Anxiety

Week Ten, 4/17: Culture and Diversity

Readings: Woolfolk (Ch 6 pp. 216-259), Paris (2012, pp. 93-97), Ladson-Billings (2004, pp.
104-109)
Key topics:
• Today's Diverse Classrooms
• Economic and Social Class Differences
• Ethnicity and Race in Teaching and Learning
• Gender in Teaching and Learning
• Creating Culturally Compatible Classrooms

Week Eleven, 4/24: Immigrant Student and Language Development

Readings: Woolfolk (Ch 5 pp. 176-215), Sibley & Brabeck (2017, pp. 137-157)
Key topics:
• The Development of Language
• Diversity in Language Development
• Dialect Differences in the Classroom
• Teaching Immigrant Students
• English Language Learners
• Disabilities and Special Gifts

Week Twelve, 5/1: Managing Learning Environments

Reading: Woolfolk (Ch 13 pp 506-549), Danielson (2013)
Key topics:
• Creating a Positive Learning Environment
• Maintaining a Good Environment for Learning
• Dealing with Discipline Problems
• The Need for Communication

Week Thirteen, 5/8: Managing Learning Environments & Teaching Every Student
Reading: Woolfolk (Ch 14 pp 550 – 589)
Key topics:
• Diversity: Culturally Responsive Management
• Research on Teaching
• The First Step: Planning
• Teaching Approaches
• Differentiated Instruction and Adaptive Teaching
• Teacher Expectations

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Week Fourteen, 5/15: Classroom Assessment, Grading, and Standardized Testing
Readings: Woolfolk (Ch 15 pp. 590-633)
Key topic:
• Basics of Assessment
• Classroom Assessment: Testing
• Formative and Authentic Classroom Assessments
• Grading
• Standardized Testing
• Rubrics
• Evidence based Assessments

Week Fifteen, 5/22: Final Paper Presentation

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 Reference
Woolfolk, A. (2019). Educational Psychology. NY: New York, Pearson.
Goodrich, H. (1997). Understanding Rubrics: The dictionary may define" rubric," but these
models provide more clarity. Educational Leadership, 54(4), 14-17.
Available from http://www.ascd.org/publications/educational-
leadership/dec96/vol54/num04/Understanding-Rubrics.aspx,
Pellegrino, J. W., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The
science and design of educational assessment. National Academy Press, 2102
Constitutions Avenue, NW, Lockbox 285, Washington, DC 20055.
Danielson, C. (2013). The framework for teaching evaluation instrument, 2013 instructionally
focused edition. Retrieved January, 17, 2017.
Sibley, E., & Brabeck, K. (2017). Latino Immigrant Students' School Experiences in the United
States: The Importance of Family-School-Community Collaborations. School Community
Journal, 27(1), 137-157.
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and
practice. Educational Researcher, 41(3), 93-97.
Ladson‐Billings, G. (2006). It's not the culture of poverty, it's the poverty of culture: The
problem with teacher education. Anthropology & Education Quarterly, 37(2), 104-109.
Dweck, C. S. (2017). The journey to children's mindsets—and beyond. Child Development
Perspectives, 11(2), 139-144.
Bransford, J., Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain,
mind, experience, and school. National Academies Press.
Gardner, H., & Hatch, T. (1989). Educational implications of the theory of multiple
intelligences. Educational Researcher, 18(8), 4-10.
Sternberg, R. J., & Grigorenko, E. L. (2004). RETRACTED ARTICLE: Successful Intelligence
in the Classroom. Theory into Practice, 43(4), 274-280.
Piaget, J. (1964). Cognitive development in children. Journal of Research in Science
Teaching, 2(2), 176-186.

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