Overview

Relying heavily on social science, cognitive neuroscience, and the study of Christ as a master teacher, this course is designed to explore child and adolescent development, to identify principles promoting understanding, and guide the creation and implementation of purposeful and meaningful learning experiences, and to identify teaching strategies promoting thoughtfulness in both the effective and cognitive domains.

Requirements

Prerequisites

There are no prerequisites to this course.

Required Resources

This course uses a free OER (Open Educational Resource) textbook and a hard copy textbook. Both texts are required. Read the information in the Textbook Information Module to learn how to access your textbook, and how to opt out of this automatic purchase, if desired.

Resource Title/Description (books, software, etc.)	Author/Provider	Ed./Vol.	13-Digit ISBN (if applicable)
How The Brain Learns	Sousa, David A.	6th	978-1-0718-5536-2
Educational Psychology	Kelvin Seifert and Rosemary Sutton	2nd	978-1616101541

Proctored Exams and Assessments

This course will use an online proctoring software called Proctorio. This allows students to take assessments and exams without a human proctor present. Proctored exams can be accessed like any other exam once the software has been installed. Exams will be recorded by Proctorio and reviewed by the BYUI Testing Center. Any questionable exams will be forwarded to the instructor for further review.

For step-by-step instructions on Proctorio installation, please refer to this help guide article.

Structure

Course Outcomes (CO)

1. Identify different learning theories and how instruction should meet diverse learning needs (i.e. cultural, second-language learner, disabled/gifted, poverty, gender, etc.).
2. Recognize how a student’s social and emotional development affects their learning.
3. Apply the patterns of cognitive development (including cognitive neuroscience, social, emotional, and physiological development in students).
4. Create effective learning experiences based on assessment (cognitive, social, and emotional development theory) and best practices.

Major Assignments

The table below is meant to help you see the relevance of each major assignment as it pertains to the course outcomes (CO).

Major Assignment	Description	CO#
Gender Studies Presentation	Analyze similarities and differences in the way males and females approach learning and the school environment.	1
Knowledge Construction Map	Demonstrate an understanding and application of concept development.	2
Field Report*	Make real-world applications of the course material.	3
Case Study	Apply professional knowledge of development to individual students.	2, 4
Final Exam	Comprehensive.	1, 2, 3, 4

* The field report is something you need to spend a couple of weeks working on to submit. You will sign up in week 2 for a topic and an example is provided in W13. The due date will vary depending on the topic you choose.

According to accreditation, online classes should provide students the same learning as the courses taught on campus. Campus courses have time built into class to meet as groups and work on assignments. This class is not set up as an independent study. This class has group work each week and you are expected to meet with your group for at least an hour each week if not more. Working in groups is something you will do as teachers working for school districts so it is good to learn the habits and processes while working on your degree. 

Weekly Patterns

The table below displays typical weekly activities, due dates, and activity descriptions.

Due Date*	Learning Model	Activity Title	Description
Midweek	Prepare	Content	Read chapters and review presentations. Note: the weekly presentations will open with correct formatting in MS PowerPoint. Using other programs to view the presentations may adversely affect the formatting.
Midweek	Ponder and Prove	Individual Reading Quiz	Recall of reading content.
End of Week	Teach One Another	Group Assignment	Teach your group based on certification and complete a group assignment.
End of Week	Ponder and Prove	Individual Activities	Apply the knowledge and skills learned in response to provided case studies.

*Set your time zone within Account Settings so the dates and times for course activities will display correctly for your time zone.

Learning Model

In keeping with the carefully developed Learning Model uniquely embraced by BYU-Idaho, students and instructors are encouraged to seek, recognize and note spiritual impressions regarding the subjects of study. You are also strongly encouraged to engage in meaningful exchanges inside and outside of class. Your purposeful sharing—academic, personal and practical—is critical to the success of this class. Please do your coursework with an attitude of listening and learning. Lovingly support others in doing the same.

This course was designed on the BYUI Learning Model. The Learning Model is based on three key steps: Prepare, Teach One Another, and Ponder and Prove. 

Through student-led activities in class, you will teach each other what you've learned—honing and refining your own understanding in the process—while demonstrating application to your future K-12 classrooms.

Expectations

Feedback

You can expect to receive grades and feedback within 7 days of the due date for all assignments.

Workload

The BYU-Idaho standard for the student workload in courses is about 3–4 hours per week per credit hour (so this 3–credit course would require approximately 9–12 hours of work per week).

You should realize this course replaces a face-to-face class including three hours of lecture with assigned readings.  You will find the readings to be challenging, but interesting.  Please budget your time to allow you to spend the necessary time to be successful.  

Group Work

One of the most powerful ways to learn is to teach. Students are encouraged to listen and participate actively and respectfully in group discussions. As you do so, you will articulate, polish, clarify, and correct your own understanding. Each week you will need to meet with your group (group sign-ups are in Week 01) and complete a group assignment based on shared knowledge from the weekly presentations.

Late Work

As a sign of professionalism and respect, you should complete your work on time. However, your instructor has the discretion to accept late work or extend due dates as appropriate. 

Extra Credit

As a sign of professionalism and respect, complete the assigned work and do not ask for extra credit.

Grading Scale

BYUI Grading System

Letter Grade	Percent
A	100% - 93%
A-	92% - 90%
B+	89% - 87%
B	86% - 83%
B-	82% - 80%
C+	79% - 77%
C	76% - 73%
C-	72% - 70%
D+	69% - 67%
D	66% - 63%
D-	62% - 60%
F	59% and lower

University Policies

Students with Disabilities

Brigham Young University-Idaho is committed to providing a working and learning atmosphere that accommodates qualified persons with disabilities. If you have a disability and require accommodations, please contact the Disability Services Office (Links to an external site.) at (208) 496-9210 or visit their website and follow the Steps for Receiving Accommodations (Links to an external site.). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with students and instructors by the Disability Services Office.

This course includes required synchronous meetings. If you are currently registered with the Disability Services Office and need an interpreter or transcriber for these meetings, please contact the deaf and hard of hearing coordinator at (208) 496-9219.

Other University Policies

Go to the Student Resources module to review the university policies regarding honesty, online etiquette, communication expectations, etc.

Disclaimers

This syllabus and the course schedule may be changed at any time prior to or during the semester as the need arises. You will be notified by your instructor of any changes and may view them in the Welcome folder.

Help

If you need assistance, visit the I-Learn Help tab located on the left hand side of your screen to contact the appropriate support center.