Theory-into-Practice Project

Overview: If a teacher is to be effective in getting students to learn, one of the assumptions is that learning theory and teaching practice must be consistent with one another. In this Theory-into-Practice Project, you will demonstrate the ability to achieve the following goals:

• identify the research-based learning theory or theories that best reflect your understanding of how students learn science,
• present in writing your understanding of the learning theory (theories) along with a statement of consistent teaching practices, and
• present your learning theory (theories) and defend corresponding practices in an oral component of the final examination.

During a 15-minute oral examination, the instructor will hear your learning theory, and your description of how you will teach in a way that is consistent with your learning theory. This presentation will then be followed by a question and answer session. The Theory-into-Practice Project paper must be turned in to the course instructor at least one full school day prior to the oral examination.

Process: Complete the following steps to complete your Theory-into-Practice Project:

1. For background, re-read Lillian McDermott's guest commentary first encountered in PHY 310: How we teach and how students learn -- A mismatch? (McDermott, L.C., 1993, American Journal of Physics, 61(4), 295-298)
2. Investigate and identify a viable learning theory or theories that is (are) consistent with the way you understand how student learn science at the high school level. Review your education course textbooks (e.g., Psychology 215, Physics 310 - see especially How People Learn) and visit the Theory-into-Practice (TiP) web site for guidance. The database contains brief summaries of 50 major theories of learning and instruction. These theories can also be accessed by learning domains and concepts. To help you focus your search, the following theories might be more closely investigated:
   
   • Anchored Instruction (J. Bransford & the CTGV)
   • Attribution Theory (B. Weiner)
   • Cognitive Dissonance Theory (L. Festinger)
   • Cognitive Load Theory (J. Sweller)
   • Conditions of Learning (R. Gagne)
   • Connectionism (E. Thorndike)
   • Constructivist Theory (J. Bruner)
   • Criterion Referenced Instruction (R. Mager)
   • Experiential Learning (C. Rogers)
   • Genetic Epistemology (J. Piaget)
   • Information Processing Theory (G. Miller)
   • Multiple Intelligences (H. Gardner)
   • Situated Learning (J. Lave)
   • Social Development (L. Vygotsky)
   • Social Learning Theory (A. Bandura)
   • Subsumption Theory (D. Ausubel)
     
3. In writing, state your personal theory of student learning based upon your understanding and experiences. Note that you may adopt one or more accepted learning theories, select various components of different learning theories, or create your own learning theory (but it must be evidence based); an idiosyncratic learning theory is perfectly acceptable. Your learning theory description should generally not exceed 2-3 pages, single spaced. Include in your presentation what type of learning theory it is. See A Personal Teaching Philosophy PPT from PHY 310 for definitions.
4. Also in writing, state how you plan to teach in relation to your adopted learning theory. State your operational principles and give a specific example of how theses principles will be applied. Be certain to include practices from the areas of Engaging Resilient Preconceptions, Organizing Knowledge around Core Concepts, and Supporting Metacognition and Self Regulation. The practice section of the Project generally should generally not exceed 2-3 pages, single spaced.
5. Turn in your written Theory-into-Practice Project paper not less than one full school day prior to your scheduled final oral examination. Early submissions are encouraged so that students may take advantage of the instructor's Assessment-for-Learning policy.
6. Prepare to present your Theory-into-Practice paper in a STAND-UP conference-style delivery mode consisting of 10 minutes (time limit strictly enforced) of presentation and 5 minutes of question and answer (time limit strictly enforced). You may use a PowerPoint presentation or similar. Presentations and Q&A sessions will be given in MLT 307-B. A computer and video projector will be available. Please have your presentation available on a flash memory device.
7. The written and oral presentations will both be scored using a rubric. The oral examination only contributes to the final examination score. The written paper contributes separately to the course grade.

(last updated 5/16/08)