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 **Johns Hopkins University**  **School of Education**  **Fundamentals of Cognitive Development**   **ED.887.616.95**  

**Instructors**

Luke Rinne 410-516-8225

__lrinne@jhu.edu__

Emma Gregory 410-516-8225 __egregor1@jhu.edu__

**Credit Hours**: 30

**Class Time**: 1/4/11 – 3/14/11

**Course Description:** This introductory course surveys theoretical and empirical work in the study of cognitive development. A variety of methodological approaches are addressed, with a focus on cognitive processes related to learning. The course proceeds from behaviorist, cognitivist, and sociocultural perspectives of the early and mid- 20 th century to recent and ongoing research in the neuro- and cognitive sciences. Topics include the development of language, motivation, and intelligence, as well as the acquisition of skills and concepts related to mathematics, reading, writing, and problem-solving. Implications for education are considered.

**Course Objectives:**

Students will:


 * 1) <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px;">Demonstrate the ability to seek out and interpret research on cognitive development that may have implications for educational practice and/or curricula.
 * 2) <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px;">Demonstrate knowledge and understanding of early approaches to the study of cognitive development, including behaviorism, Piaget’s stage theory, and Vygotsky’s socio-cultural theory.
 * 3) <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px;">Demonstrate knowledge and understanding of traditional cognitive science approaches to development, including information processing theory, schema theory, and connectionism.
 * 4) <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px;">Demonstrate knowledge and understanding of more recently developed approaches to the study of cognitive development in neuroscience and social learning.
 * 5) <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px;">Demonstrate understanding of the ways in which theories and research findings in cognitive development can inform educational practices and curricula.
 * 6) <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px;">Show how theories and research findings related to cognitive development can be used to inform educational practices and curricula through the use of pedagogical frameworks like the Brain-Targeted Teaching Model.

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">**Course Standards**

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">Maryland Voluntary State Curriculum Content Standards, Maryland Arts Standards, and Core Learning Goals apply to this course. Please review them through the MSDE website: [|__www.mdk12.org__].

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin-bottom: 12px; margin-left: 36px; margin-right: 0px; margin-top: 0px; text-indent: -36px;">**Required Text and Other Materials** Byrnes, J. P. (2007). Cognitive development and learning in instructional contexts (3 rd Edition). Boston: Allyn & Bacon.

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">Additional required readings will be in the weekly Readings section of the coursebook in the ELC.

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">**Assignments**

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">Five teams of students (4-5 students per team) will be formed; these teams will collaborate on certain course assignments.

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">__Assignment #1: Critical Analysis Assignment (Due Week 3)__ <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">Students will select an article to analyze from a list provided by the instructors. Each student should read (and re-read) the article carefully, and answer the questions below. You should present enough information for someone who had not read the article to be able to understand the article’s main ideas. The entire critique should be fewer than 5 double-spaced pages. <span style="color: #404040; font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">__Assignment #2: Incorporating Research into BTT (Team; Due Week 7)__ <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">Student teams will focus on one relatively broad topic or area of research within the study of cognitive development (e.g., development of reading skills), and work together to find relevant research and incorporate it into the Brain-Targeted Teaching Model. The goal of this assignment is to learn how to seek out research that is relevant to educational practice and fit it into a pedagogical framework. Each team will create a multimedia presentation that will demonstrate how the research fits into the BTT model. Students will also create an annotated bibliography of the research collected. Each member of the team will receive the same grade. Equal participation is expected.
 * 1) <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px;">What is the primary question addressed by the authors?
 * 2) <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px;">What answer do they propose on the basis of their results?
 * 3) <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px;">What are the main results the authors present in support of their conclusion? For each result, what is the reasoning that links the result to the conclusion?
 * 4) <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px;">How strongly do the results support the conclusion? In other words, how solid are the evidence and the reasoning? Be sure to justify your evaluation.

<span style="color: #404040; font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">__Assignment #3: Literature Review (Due Week 10)__ <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin-bottom: 6px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Individuals will write an in-depth review of literature (5-7 pages) on a relatively specific topic of the student’s choice (e.g., preschoolers’ development of causal reasoning). The paper should analyze and synthesize existing research and pose questions for future study related to the topic. The paper should include research from a minimum of 10 different sources.

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">__Assignment #4: Individual Reflections__ <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin-bottom: 6px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Throughout the course the student will reflect upon his or her learning about cognitive development and connections to teaching and learning. The student’s reflections will be posted on his or her blog, at his or her discretion. However, the student must have at least two formal reflections posted by the end of the course.

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">__Assignment #5: Course Engagement (Throughout course)__ <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin-bottom: 6px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">The student is expected to have an active presence in class discussions and activities. The overall goal is to contribute to the learning of the collective community as well as to the student’s team discussions (outside of formal team assignments).

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin-bottom: 6px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">**Evaluation and Grading**


 * <span style="display: block; font: normal normal normal 12px/normal Tahoma; margin: 0px; text-align: center;"> **Assignments** || <span style="display: block; font: normal normal normal 12px/normal Tahoma; margin: 0px; text-align: center;"> **Points Possible**  ||
 * <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">Assignment #1: Critical Analysis || <span style="display: block; font: normal normal normal 12px/normal Tahoma; margin: 0px; text-align: center;"> 40 ||
 * <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">Assignment #2: Incorporating Research into BTT (Team) || <span style="display: block; font: normal normal normal 12px/normal Tahoma; margin: 0px; text-align: center;"> 40 ||
 * <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">Assignment #3: Literature Review || <span style="display: block; font: normal normal normal 12px/normal Tahoma; margin: 0px; text-align: center;"> 50 ||
 * <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">Assignment #4: Individual Reflections Log || <span style="display: block; font: normal normal normal 12px/normal Tahoma; margin: 0px; text-align: center;"> 20 ||
 * <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">Assignment #5: Course Engagement (includes contributions to team activities) || <span style="display: block; font: normal normal normal 12px/normal Tahoma; margin: 0px; text-align: center;"> 50 ||
 * <span style="font: normal normal normal 11px/normal Tahoma; letter-spacing: 0px; margin: 0px;">TOTAL || <span style="display: block; font: normal normal normal 12px/normal Tahoma; margin: 0px; text-align: center;"> 200 ||

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">__Late Assignments:__ <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">It is expected that assignments will be turned in on the due dates. Late assignments will be subject to grade reductions. Extenuating circumstances should be discussed with the instructors.

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">__Resubmitted Assignments:__ <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin-bottom: 6px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Students may resubmit assignments with a grade of B or lower. Resubmissions may earn up to half the point differential between the original grade and the value of the assignment, and should be turned in within one week after the graded assignment is received by the student.

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">__**Grading Scale**__ <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">A = 93% and above <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">B+ = 83-87% <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">B = 78-82% <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">C+ = 69-72% <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">C = 64-68% <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">C- = 60-63% <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">F = below 60%
 * 1) <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px;">= 88-92%
 * 1) <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px;">= 73-77%

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">**The grades of D+, D, and D- are not awarded at the graduate level.**

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin-bottom: 12px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">**Attendance Policy:** Students are expected to attend all classes punctually and participate fully in all in-class group activities and assignments. Contact the instructor about emergency situations or other attendance related issues as soon as they arise, before scheduled class sessions. Unexplained lateness/absence may lead to penalties in the final course grade. <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin-bottom: 3px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">**Course Outline**

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin-bottom: 3px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Week 1: Introduction to Theories of Cognitive Development; Early Theories: Behaviorism, Piaget, Vygotsky <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin-bottom: 3px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Week 2: Cognitive Science Theories: Information Processing Theory, Schema Theory, Connectionism <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin-bottom: 3px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Week 3: Language Acquisition <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin-bottom: 3px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Week 4: Memory <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin-bottom: 3px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Week 5: Problem Solving and Transfer <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin-bottom: 3px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Week 6: Intelligence, Aptitude and Expertise <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin-bottom: 3px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Week 7: Numerical Cognition <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin-bottom: 3px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Week 8: BTT Research Presentations; Social Learning and Motivation <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin-bottom: 3px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Week 9: Neuroscientific Approaches <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin-bottom: 3px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Week 10: Cognitive Science: Implications for Education

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">**Religious Observance Accommodation Policy**

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">Religious holidays are valid reasons to be excused from class. Students who must miss a class or examination because of a religious holiday must inform the instructor as early in the semester as possible in order to be excused from class and to make arrangements to make up any work that is missed.

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">**Attendance**

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">Students are expected to attend all online synchronous sessions/classes punctually and participate fully in all in-class group activities and assignments. Contact the instructor about emergency situations or other attendance related issues as soon as they arise, before scheduled class sessions. Unexplained lateness/absence may lead to penalties in the final course grade.

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">**Examinations**

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin-bottom: 12px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">A student who must miss an examination should notify the instructor. If the absence is justifiable, the instructor may permit a deferred examination. <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin-bottom: 3px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">**Statement of Academic Continuity**

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin-bottom: 12px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Please note that in the event of serious consequences arising from the H1N1 flu pandemic and/or in other extraordinary circumstances, the School of Education may change the normal academic schedule and/or make appropriate changes to course structure, format, and delivery. In the event such changes become necessary, information will be posted on the School of Education web site. <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin-bottom: 12px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">**Classroom Accommodations for Students with Disabilities** <span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin-bottom: 3px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">If you are a student with a documented disability who requires an academic adjustment, auxiliary aid or other similar accommodations, please contact Karen Salinas in the Disability Services Office at 410-516-9823 or via email at ksalinas@jhu.edu.

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">**Statement of Diversity and Inclusion**

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">Johns Hopkins University is a community committed to sharing values of diversity and inclusion in order to achieve and sustain excellence. We believe excellence is best promoted by being a diverse group of students, faculty, and staff who are committed to creating a climate of mutual respect that is supportive of one another’s success. Through its curricula and clinical experiences, the Department of Interdisciplinary Studies/Division of Education purposefully supports the University’s goal of diversity, and, in particular, works toward an ultimate outcome of best serving the needs of all students in K-12 schools and/or the community. Faculty and candidates are expected to demonstrate a commitment to diversity as it relates to planning, instruction, management, and assessment.

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">**IDEA Course Evaluation**

<span style="font: normal normal normal 12px/normal Tahoma; letter-spacing: 0px; margin: 0px;">Please remember to complete the IDEA course evaluation for this course. These evaluations are an important tool in the School of Education’s ongoing efforts to improve instructional quality and strengthen its programs. The results of the IDEA course evaluations are kept anonymous—your instructor will only receive aggregated data and comments for the entire class. Typically, an email with a link to the online course evaluation form will be sent to your JHU email address approximately 85% of the way through the course. Thereafter, you will be sent periodic email reminders until you complete the evaluation. The deadline for completing the evaluation is normally one week after the last meeting of class. Please remember to activate your JHU email account and to check it regularly. (Please note that it is the School of Education’s policy to send all faculty, staff, and student email communications to a JHU email address, rather than to personal or alternative work email addresses.) If you are unsure how to activate your JHU email account, if you’re having difficulty accessing the course evaluations or you haven’t received an email reminder by the day of the last class, or if you have any questions in general about the IDEA course evaluation process, please contact Rhodri Evans (410-516-0741; __idea@jhu.edu__).

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