Cognitive Science 0295 - Designing for Learning

Where does good learning design (curriculum, museum exhibits, outdoor ed. programs, etc.) come from? What is the relationship between curriculum, etc. and pedagogy? How do good educators promote deep learning despite the current political climate that emphasizes content mastery and efficient instruction? Should learning design and instruction differ between school and non-school contexts? In this course, you will learn research-based practices for designing for learning, how to focus on conceptual understanding and the development of higher order thinking in a number of domains and across multiple contexts (schools, museums, outdoor environments, etc. Each student or group develops a curriculum, etc. unit on a topic of their choice. In addition, students get some practice teaching their materials to one another. This course is designed for Division II and III students who are interested in teaching in formal or non-formal settings or who are developing curriculum as part of their independent work. Prerequisite detail: education coursework - How People Learn; educational psychology, other education course

Writing and Research Independent Work In this course, students are expected to spend at least six to eight hours a week of preparation and work outside of class time. This time includes reading, writing, and research.