Educational Psychology 2040

The Science of Learning: Theories, Application and Practice

Syllabus
Instructor
Amy Oyenuga, MAT
Department

Course Overview
Course Name: EPY 2040- The Science of Learning: Theories,
Application and Practice
Course Credit(s): 3.0 Credits

Educational Psychology

Course Dates/Times: FALL Wednesday 4:30PM-7:00PM

Email
Aoyenuga1@student.gsu.edu
Office Location
GSU COE 8th Floor
Office Hours
By appointment

Explores how theory and research about learning can be applied to help
students develop the learning and study strategies necessary for academic
success. Topics include, but are not limited to, strategies for improvement to
attention, memory, comprehension, critical thinking, and the test readiness
skills needed to excel in college. Focuses on strategies that can be used in
any course to improve performance. Science of Learning explores how we
learn and study best. This course reviews theories and research that support
effective learning and study strategies for a diverse group of learners.
Students will practice effective learning strategies, and applying the science
of learning to help others learn best.

Follow me on: (hyperlinks)

College of Education Theme

Preparing Informed, Empowered, Committed and Engaged Educators
Prerequisite(s):
Students must be enrolled in a degree-granting program at GSU or have
the permission of the college.
Required Text & Materials
Ormrod, J. (2011). Our minds, our memories: Enhancing thinking and
learning at all ages. Boston: Pearson.
Benassi, V., Overson, C., Hakala, C. Applying Science of Learning in
Education,
http://teachpsych.org/Resources/Documents/ebooks/asle2014.pdf

FALL 2015

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David Perkins, Outsmarting IQ: The Emerging Science of Learnable Intelligence

https://books.google.com/books?
hl=en&lr=&id=kNbSvy4dQEUC&oi=fnd&pg=PR9&dq=outsmarting+iq+the+emerging+science+
of+learnable+intelligence&ots=hN19Dd_Wzr&sig=92xhhUEcSKp8vaQP0wSiOUMwAvI v=onepage&q&f=false
Course Materials
Required and optional weekly readings and other digital resources will
be available on the course website via Bright Space.
Website
You can access course website through Bright Space at
www.gsu.edu or go to the following
address: http://thescienceoflearningscience.wordpress.com/ .We will
use the Bright Space course website to disseminate readings, make
weekly announcements, give feedback, and post links to additional
material online, so check it regularly.

Opportunities for Extra Credit

Students will be offered extra credit through experiential learning
opportunities. These opportunities will be announced via Brightspace.
Students will be expected to attend the workshop/event and return with
a brief summary of how it relates to the science of learning.
(Additional forms may be posted on the classroom webpage or
Brightspace).
Course Goal: Thepurposeofthiscourseisforthestudenttogain
skillsthatsupportthescienceoflearningandtheacquisitionof
knowledge.
Course Objectives:
Throughout the duration of the course the student and facilitator will
aim to achieve the following:

To deepen student knowledge about the science of learning.

To explore learning strategies that apply to a diverse group of

learners.

FALL 2015

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Students will engage in a

variety of course activities
including:

In class discussions
Reading reflections
Case studies
Citizen project
Teaching
Reviewing videos, and

online articles
And other out-of-class
experiential
opportunities!

To increase student understanding of the major concepts and

theories underlying the acquisition of knowledge.

Knowledgeoftheoriesandresearchfindingsoncognitiveandself
regulationprocesses.

Anunderstandingoftheroleofcertainindividualdifference
variablesoncognitiveandselfregulationprocesses.

Knowledgeofhowlearningtheoriesandresearchfindings
translateintopracticeineducationalcontexts,andanawarenessof
differenteducationalcontexts.

Class Requirements
Class Engagement (10%)
The more you invest in this course, the more you will get out of it. We
will provide you with many different opportunities to engage actively
with the course content, including primary source readings, class
attendance (mental and physical), digital resources, discussions (online
and in-person), in-class activities, out-of-class events, individual
meetings, and office hours. We will base your engagement grade on the
degree to which you take advantage of these opportunities, appreciating
that equal engagement can take different forms.
Reflection Paper (25%)
Thepurposeofthispaperistoassistthestudenttocomprehendthe
requiredreadings.Thepaperwillaskandansweratleastthreequestions
aboutthetheoriesandconceptsdiscussedaswellasprovideacritiqueof
thereadingsrelatedtothesubjectarea.Thepapershouldbe12double
spacedtypedpages(minimumof2pages)andisdueatthebeginningof
classontheappropriateday.Therewillbe5reflectionpapersthroughout
thecourse.
Project: Chapter Lesson and Presentation (15%)
Thepurposeofthisassignmentistodeepenyourknowledgeofan
intrinsicallymotivatingcoursetopic,andtodevelopatheory
driven,broadlyrelevantproductforlearnersorteachers.
Yourcreationbeginswithabrief(35doublespacedpage)
FALL 2015

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literaturereviewonaneducationallyrelevantchapterofyourchoosingwithinthetextbook
(studentswillsignupfortheirchapterwithinthe1stweekofthecourse).Next,you
(individuallyoringroups)willcreateaproduct(topresent)thatappliestheliteratureyou
reviewedtosomeeducationalpractice.Althoughwewillcheckinwithyoubeforeyoucommit
toaparticularcreation,weencourageyoutoconsideravarietyofformats,includingaresearch
proposal,apracticeguide,amockevent,facultyinterviews,apowerpoint/prezipresentation,
awebsite,orablog.Wewillbaseyourcreationgradeonthebriefliteraturereview(10%),a
firstdraft(10%,evaluatedbyprofessor),andafinaldraft(20%,evaluatedbyclassroompeers).
Eachstudent/groupwillbeallotted30minutesforInClassTeaching.Timeshouldbeallocated
asfollows:(20minutes)Teaching,(510minutes)peerquestions,feedback,anddiscussion.

Concept Map (10%)

Concept Maps Throughout the semester, students will construct an evolving concept map of the
central concepts, constructs, and theorists from the readings. The map will provide a representation of
students developing understanding of educational psychology as a field. Students will be provided
with a list of terms that are required to be included in their maps. Terms will be posted on BrightSpace
at least one week before the assignment begins. Students should add additional terms as their map
evolves, and students are required to bring their concept maps to class. The concept maps will be
evaluated at three points in the semester (worth 20 points further directions provided in class).
Project: Service Learning Product- (15%)
Service learning combines community service with classroom instruction, focusing on critical,
reflective thinking as well as personal and civic responsibility (AAC, 2015). Students will work in
collaborative groups (specified at the beginning of the semester) to develop a project to serve the needs
of the local community (college of education, GSU campus, Atlanta, etc.). Students will be required to
find a place that needs them to share expertise. Students are encouraged to investigate potential places
that meet their academic/research interests (e.g. tutoring centers, community gardens, elementary
schools, correctional facilities, literacy programs, college academic advisement centers, dormitories,
after-school programs, etc.). Groups will develop a product to share their expertise on the science of
learning. This project will combine academic rigor with hands-on experience. The teacher must approve
Service Learning Products by the 3rd week of class. Students will be expected to submit a proposal to the
class outlining the goals of their service-learning project. Example products will be discussed in class.
End of Term Portfolio (30%)
End of Term Portfolio (In absence of final exam)- At the end of the term you will submit a portfolio
showing your work and demonstrating your progress against the goals of the course. The end of term
portfolio must be cumulative and must represent your understanding of all topics covered this semester.
So save ALL your work both electronically and in hard copy at least until the end of the year. See the
appendix for associated rubric(s).
FALL 2015

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Evaluation and Scoring of Work

Class Engagement (Participation)
10
Reflection Papers (5)
25
Project: Chapter Lesson and Presentation
15
Concept Map
10
Project: Citizen/Service Product
15
End of Term Portfolio
25
Total
100 Points
*Out-of-Class Experiential Opportunities will be worth an additional 3 points each
(See appendix for assignment rubrics)

Course Schedule
Week

Subject

Due in Class by 4:30PM

Introduction to the Science of

Learning

Review Syllabus, Sign up

for chapter presentation
on BrightSpace, Concept
Map words posted by
professor on BrightSpace

Misconceptions about Thinking

and Memory (Ch.1) The Anatomy
of Thinking and Learning (Ch.2)

Concept Map, In-class

activity

Knowledge Construction: Sensing

vs. Sense Making (Ch. 3)

Reflection Paper 1,
Chapter Presentation

Model of Human Memory System

(Ch.4), Online Reading

In-class activity, Chapter

Presentation

Long-Term Memory Storage

Processes (Ch. 5)

Reflection Paper 2,
Chapter Presentation

Remembering and Forgetting

(Ch.6), Online Reading

In-class activity, Chapter

Presentation

Metacognition (Ch.7)

Reflection Paper 3,
Chapter Presentation

No readings this week

Teaching Project Due, Inclass activity

FALL 2015

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Taking Notes & Tests

10

In-class activity

SPRING BREAK

11

Improving Your Reading and

Writing

Citizen/Service Project
Due, In-class activity

12

Reasoning and Critical Thinking

(Ch.8)

Reflection Paper 4,
Chapter Presentation

13

Transfer, Problem-Solving and

Creativity (Ch.9)

Reflection Paper 5,
Concept Map Due (InClass Presentations)

14

Acquiring Productive
Perspectives and Habits (Ch.11)

End of Term Portfolio

15

Finals Week

No Assignments Due

1. The course syllabus provides a general plan for the course; deviations may be necessary.
2. Your constructive assessment of this course plays an indispensable role in shaping
education at Georgia State. Upon completing the course, please take time to fill out the
online course evaluation

More information on university rules and regulations can be found in the GSU
student handbook: http://studenthandbook.gsu.edu/

Late Work Policy

Late work will not be accepted without written permission from the instructor. Late work submitted
without permission from the instructor will not be granted credit.
Make-up Examination Policy
Make up examinations will not occur due to the discussion-based nature of the course. As a result,
students should refer to the late work policy for all other missed work concerns.

FALL 2015

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Academic Honesty Policy

Georgia State University's policy on academic honesty as published in the current catalog will be
adhered to in this course. Any observed violations of these standards of academic conduct will be
reported to authorities in accordance with university policy.
Academic Integrity
You are expected to adhere to the GSU policy on academic integrity (also see relevant portion
of Writing with Sources). Plagiarized work will be given zero credit and disciplinary action will be
taken.
Accessibility
Any student needing academic adjustments or accommodations is requested to present their letter
from the Accessible Education Office (AEO) and speak with the professor by the end of the second
week of the term, (specific date). Failure to do so may result in the Course Heads inability to respond
in a timely manner. All discussions will remain confidential, although AEO may be consulted to
discuss appropriate implementation.
Disruptive Behavior
Professional behavior includes appropriately interacting with instructors and other students.
According to GSU policy, Disruptive student behavior is student behavior in a classroom or other
learning environment (to include both on and off-campus locations), which disrupts the educational
process. The instructor defines disruptive class behavior for this purpose. Such behavior includes, but
is not limited to, verbal or physical threats, repeated obscenities, and unreasonable interference with
class discussion, making/receiving personal phone calls, or pages during class, leaving and entering
class frequently in the absence of notice to instructor of illness or other extenuating circumstances,
and persisting in disruptive personal conversations with other class members. For purposes of this
policy, it may also be considered disruptive behavior for a student to exhibit threatening, intimidating,
or other inappropriate behavior toward the instructor or classmates outside of class. A student who
demonstrates disruptive or unprofessional behavior will be given written notification that the behavior
was inappropriate. In addition to documenting the incident, the written notification will inform the
student of his/her options related to the documentation.
ADA Considerations
Students who need special accommodations to participate in class should contact the instructor as
early in the semester as possible so that the appropriate accommodations can be arranged. Students
must self-identify so that arrangements can be made according to the Universitys policies and
guidelines provided by the Office of Disability Services.

FALL 2015

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How to Reach Me
See the information on the top of this syllabus. Please call if you have questions or to schedule makeup work or an appointment. If I am unavailable, I will get back to you ASAP, usually within 24 hours.
*This syllabus represents a general outline for the course; deviations may be necessary.

Additional Resources
Writing:
TheWritingCenterisavailableforGSUstudentsneedingrelativelyminororspecifichelpwithapiece
ofwriting.TheWritingCentercanalsogivestudentsadviceoncitingsources,avoidingplagiarism,etc.
Also,thefollowingwebsitehasmultipleopportunitiestopracticewritingscientificallyandwritingwith
brevityandclarity:http://sydney.edu.au/stuserv/learning_centre/resour.shtml
ConceptMaps:
Thefollowingwebsitesofferonlinespacestoconstructaconceptmap:
https://bubbl.us/mindmaphttps://chrome.google.com/webstore/detail/connected
mind/pmkffmgahaepmhkhkblhopnpleeikokc#
http://www.mindmeister.com/help/google/drive
Therearemanymoretoolsatyourdisposal,pleasedontendyoursearchwiththeselinks!
Service Learning Projects:
Example service learning projects: http://www.usfca.edu/templates/centers_mccarthy_inside.aspx?
id=2147494080
http://www.gcsu.edu/engagement/docs/101_BRIGHT_IDEAS_FOR_SERVICE_LEARNING.pdf

FALL 2015

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Appendix:
Reflection Evaluation Criteria (the rubric)
Reflection Paper

Criteria
Depth of Reflection
(25% of Total Points)
___/3

Required
Components
(25% of Total Points)
___/3

Structure
(25% of Total Points)
___/3

Evidence and
Connection to
Outside Experiences
(25% of Total Points)
___/3

FALL 2015

Superior (3 points)
Response demonstrates an indepth reflection on, and
personalization of, the theories,
concepts, and/or strategies
presented in the course materials
to date. Viewpoints and
interpretations are insightful and
well supported. Clear, detailed
examples are provided, as
applicable.

Sufficient (2 points)
Response demonstrates a general
reflection on, and personalization
of, the theories, concepts, and/or
strategies presented in the course
materials to date. Viewpoints and
interpretations are supported.
Appropriate examples are
provided, as applicable.

Response includes all

components and meets or
exceeds all requirements
indicated in the instructions.
Each question or part of the
assignment is addressed
thoroughly. All attachments
and/or additional documents are
included, as required.

Response includes all components

and meets all requirements
indicated in the instructions. Each
question or part of the assignment
is addressed. All attachments
and/or additional documents are
included, as required.

Writing is clear, concise, and

well organized with excellent
sentence/paragraph construction.
Thoughts are expressed in a
coherent and logical manner.
There are no more than three
spelling, grammar, or syntax
errors per page of writing.
Response shows strong
evidence of synthesis of ideas
presented and insights gained
throughout the entire course.
The implications of these
insights are thoroughly
detailed in the respondent's
clear connections between what
is learned from outside

Writing is mostly clear, concise,

and well organized with good
sentence/paragraph construction.
Thoughts are expressed in a
coherent and logical manner. There
are no more than five spelling,
grammar, or syntax errors per page
of writing.
Response shows evidence of
synthesis of ideas presented and
insights gained throughout the
entire course. The implications of
these insights are presented in
the respondents general
connections between what is
learned from outside experiences
and the topic, as applicable.

Minimal (1 point)
Response demonstrates a
minimal reflection on, and
personalization of, the
theories, concepts, and/or
strategies presented in the
course materials to date.
Viewpoints and
interpretations are
unsupported or supported
with flawed arguments.
Examples, when applicable,
are not provided or are
irrelevant to the assignment.
Response is missing some
components and/or does not
fully meet the requirements
indicated in the instructions.
Some questions or parts of
the assignment are not
addressed. Some attachments
and additional documents, if
required, are missing or
unsuitable for the purpose of
the assignment.
Writing is unclear and/or
disorganized. Thoughts are
not expressed in a logical
manner. There are more than
five spelling, grammar, or
syntax errors per page of
writing.

Response shows little

evidence of synthesis of
ideas presented and insights
gained throughout the
entire course. Few
implications of these
insights are presented in the
respondent's general ideas
or issues from outside
Page 9

experiences and the topic, as

applicable.

experiences related to the

topic, as applicable.

Concept Map Requirements:

4 Points
1. Map Content
2. Presentation Concepts
Map Content
Inclusion of Course
Terms(s)
Levels of hierarchy

FALL 2015

0-1 pts
No Course Terms(s)
illustrated
Only primary and
secondary

2-3 pts
Course Terms unclear from
layout of map
Multiple levels

4 pts
Course Terms included
and clearly illustrated
Multiple levels with
connections across all
levels
Page 10

Presentation Concepts
Evidence of
understanding
concepts

FALL 2015

0-1 pts

2-3 pts

4 pts

Concepts are
presented in a vague
or loose manor with
little detail

Concepts are presented that

demonstrate a basic
understanding of the concepts.

Concepts are presented

that demonstrate a deep
understanding of the
material and connections
between concepts.

Page 11

End-of Term Portfolio Rubric

Novice

Apprentice

Journeyman

Expert

0-3 points

4-6 points

7-9 points

10 points

Thoroughness

Artifacts are
of poor
quality and/or
some course
competencie
s are not
addressed.
No inclusion
rationale
provided.

Sufficient
artifacts to
demonstrate
learning
outcomes for
each of the
course
competencie
s are
included.
Artifacts are
of a good
quality. Weak
rationale for
inclusion of
artifacts is
presented.

Sufficient
artifacts to
demonstrate
learning
outcomes for
each of the
course
competencies
. Artifacts are
of a high
quality. Some
general
rationale for
inclusion of
artifacts is
presented.

Sufficient
artifacts to
demonstrate
learning
outcomes for
each of the
course
competencies
. Artifacts are
of a high
quality. Wellstated
rationale for
inclusion of
artifacts is
presented.

Written
Reflection/
Rationale/Analysi
s

Artifact
reflections
are unclear
or missing.

Incomplete
artifact
reflections
provided or
general
statements
provided.

Appropriate
yet somewhat
incomplete
reflections for
each artifact
are provided.

Appropriate
and complete
reflections for
each artifact
are provided.
Each
statement
includes
course
objectives,
description of
artifact,
background of
artifact, and
reflection on
learning
demonstrated
.

FALL 2015

Points
Earne
d

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Novice

Apprentice

Journeyman

Expert

0-3 points

4-6 points

7-9 points

10 points

Evidence/Artifact
s of learning
Outcomes

Unclear or
contradictory
evidence of
growth
throughout
the course
displayed.
Evidence of
improvement
missing.

Evidence of
growth
throughout
the course
displayed.
Evidence of
improvement
has not been
included.

Clear
evidence of
growth
throughout
the course
displayed.
Some general
evidence of
improvement
included.

Clear
evidence of
growth
throughout
the course
displayed.
Evidence of
improvement
(e.g.,
reflections
concept
maps,
samples of
student
work/thought
processes,
research
ideas,
professional
development
materials)

Personal
Introduction
/Professional
Philosophy

The
professional
philosophy is
unclear or
contradictory

The purpose
of the
philosophy is
described.
No
justifications
for beliefs
have been
included.

The
professional
philosophy is
clearly
defined.
Some general
justifications
for beliefs are
provided.

The
professional
philosophy is
clearly
described and
includes
specific and
appropriate
references to
justify beliefs.

FALL 2015

Points
Earne
d

Page 13

FALL 2015

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