Introduction

INITIAL ASSIGNMENT

For this unit, you will read Chapter 1 in your textbook.

This chapter introduces you to the major themes that run through this course. The role of theory in education and research is explained. A framework is also given that shows how theories are related to one another. From this chapter, you should understand how valuable knowledge of theory can be to thinking about and solving educational problems.

POINTS TO CONSIDER

As you read, consider the following points:

Historical Context

In this chapter, the role of theory in research is discussed and a number of formal research methods are explained. While the points presented are accurate, this section may leave you with the impression that theory plays a role only in these formal methodologies. In fact, theories should play the same role (i.e., guiding hypothesis formation, organizing data) in the less formal research endeavors carried out in classrooms everyday.

Points of Convergence

You should note that the definition of learning provided on p. 2 is not compatible with the definition used by Behaviorists (p. 17, Units 2 & 3). For a behaviorist, as you will see, learning and performance (i.e. behavior) are not distinct.

Theoretical Points

In the third full paragraph on p. 22, Schunk makes an important point that should be remembered throughout this course: “Effective teaching requires that we determine the best theoretical perspective...”. Each of the theories encountered in this course rests on a foundation of research that supports the respective theoretical principles. This raises the question, “How can all of the theories be right if none of them are wrong?” In truth, each theory has limitations; areas of learning and instruction for which it may not offer the best framework for explaining the phenomena. The converse is also true: each theory has areas of learning and instruction for which it is particularly well suited. The task throughout this course is to learn the fundamentals of each theory in an effort to understand how and when to apply them.

In the introduction to the section "Precursors of Modern Learning Theories," p. 10 , Schunk makes the point that to understand a theory, it's necessary to know not only its principles and ideas, but also the historical context in which it was developed. Consider for example, on p. 15 (last full paragraph) where Schunk addresses the development of the Behaviorists’ experimental approaches in reaction to the popular introspective methods of the time. In part, the Behaviorists’ position on the role of the observable (i.e., objective) in experiments was due to other psychologists’ overreliance on subjects’ self-reports (i.e., subjective). To acquaint you with the larger context for each theory we cover, I will include information about the historical setting for each in the points to consider.

Table 1.4 on p. 24, illustrates an important point that you should be looking for throughout this course. In this box, 5 different principles of instruction that are shared across theories are presented. This “sharing” demonstrates the powerful principle of theoretical convergence. That is, the points on which different theories agree. These convergent points tend to be those that can be most trusted: When one can arrive at the same conclusion when reasoning from different theoretical perspectives, these conclusions are pretty trustworthy. Throughout the course, I want to draw your attention to the major points of convergence. You'll be able to find this in the points to consider for each unit.

Next Steps...

Click next in the upper right corner to continue on to your tasks for this unit.

YOUR TASKS

Read Chapter 1 in your textbook and complete the Quiz for Unit #1. (Click on "Quizzes" under the Lessons tab.)

A note about the quizzes:
Our quizzes use ANGEL, Penn State's Course Management system. This system is set to time out after 90 minutes of user inactivity. If the quiz times out before you've completed it, your answers will not be saved. The best way to prevent losing a quiz submission is to open the quiz, print it, close the quiz, select your answers, reopen the quiz and submit. You can open and close the quiz as many times as you want -- your answers are not recorded until you click the button!
After you submit your quiz, the Unit 1 Guiding Question will be unlocked in the Guiding Questions folder, and you can begin to work on your answer to the Unit 1 Guiding Question.
Note: You will work on this assignment individually for this unit only. Teams will be assigned next for all future assignments.

Where do I find this unit's Guiding Question?

All guiding questions are located on the discussion forums.

Click on Lessons tab at the top.
Select the folder titled Guiding Questions.
Select Unit #1.

Preparing and submitting your response to the guiding questions. Submit your final response to your instructor as an email attachment. Please follow these steps:

Prepare your first draft of your guiding question in a Microsoft Word document.
Save the document in the format: unit1_yourname_prelim.doc (Substitute your first and last name.)

Complete work on your preliminary response and submit to me as an attachment to an e-mail message by 10:00 a.m. Monday. You will not receive feedback on this draft of your response unless it is of low quality.

Using the Course E-M ail System to Submit Assignments

All guiding questions are located on the discussion forums.

select Course Mail under the Communicate tab
Select "Send Course Mail."
In the "To" list, your instructor's name.
In the subject line, type: Final Response for Unit 1 from Your Name. (Again, substitute your first and last name.)
Enter a brief note in the Message area.
Click the Attachments button to attach your Word document.
Click the Send Message button.

Review the instructor answers that will be made available at 10:00 a.m. on Monday
Use the information in the Instructor Answers to make any desired changes to your preliminary document.
Save your final response using the filename unit1_yourname_final.doc (Substitute your first and last name.)
Send the document to your instructor as an attachment to an e-mail message by Wednesday 10:00 a.m. E-mail the document to your instructor using the course email system.

Have a question?

I will be available to answer content related questions throughout each unit. Since you're working independently this unit, you should direct your questions to me via email.

End of Unit

Historical Context	In this chapter, the role of theory in research is discussed and a number of formal research methods are explained. While the points presented are accurate, this section may leave you with the impression that theory plays a role only in these formal methodologies. In fact, theories should play the same role (i.e., guiding hypothesis formation, organizing data) in the less formal research endeavors carried out in classrooms everyday.

Points of Convergence	You should note that the definition of learning provided on p. 2 is not compatible with the definition used by Behaviorists (p. 17, Units 2 & 3). For a behaviorist, as you will see, learning and performance (i.e. behavior) are not distinct.

Theoretical Points	In the third full paragraph on p. 22, Schunk makes an important point that should be remembered throughout this course: “Effective teaching requires that we determine the best theoretical perspective...”. Each of the theories encountered in this course rests on a foundation of research that supports the respective theoretical principles. This raises the question, “How can all of the theories be right if none of them are wrong?” In truth, each theory has limitations; areas of learning and instruction for which it may not offer the best framework for explaining the phenomena. The converse is also true: each theory has areas of learning and instruction for which it is particularly well suited. The task throughout this course is to learn the fundamentals of each theory in an effort to understand how and when to apply them. In the introduction to the section "Precursors of Modern Learning Theories," p. 10 , Schunk makes the point that to understand a theory, it's necessary to know not only its principles and ideas, but also the historical context in which it was developed. Consider for example, on p. 15 (last full paragraph) where Schunk addresses the development of the Behaviorists’ experimental approaches in reaction to the popular introspective methods of the time. In part, the Behaviorists’ position on the role of the observable (i.e., objective) in experiments was due to other psychologists’ overreliance on subjects’ self-reports (i.e., subjective). To acquaint you with the larger context for each theory we cover, I will include information about the historical setting for each in the points to consider. Table 1.4 on p. 24, illustrates an important point that you should be looking for throughout this course. In this box, 5 different principles of instruction that are shared across theories are presented. This “sharing” demonstrates the powerful principle of theoretical convergence. That is, the points on which different theories agree. These convergent points tend to be those that can be most trusted: When one can arrive at the same conclusion when reasoning from different theoretical perspectives, these conclusions are pretty trustworthy. Throughout the course, I want to draw your attention to the major points of convergence. You'll be able to find this in the points to consider for each unit.

Unit 1: The Role of Theory in Education (Printer Friendly Format)

Introduction