johns hopkins university school of education neurobiology...

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Johns Hopkins University

School of Education

Neurobiology of Learning Differences

887.617.95

Spring, 2015

Instructor(s): M.E.B.Lewis, Ed.D.

office: 443-923-7822 (M-Th 9-2) – voice mail checked daily

cell: 410-802-1922 (emergencies only)

[email protected] - email checked daily

Credit Hours: 3

Class Times: 1/26/15 - 5/9 /15

Course Description: This course is intended to provide educators with information about how differences and

disabilities in brain development impact the abilities of school aged children, adolescents and

adults to participate in instructional and life activities. Particular attention is given to autism

spectrum disorder (ASD), specific learning disabilities (SLD), attention deficit disorder and

attention deficit disorder with hyperactivity (ADD and ADHD), and psychiatric disorders that

are found in the constellation of disabling conditions identified as emotional disturbance (ED).

The course will include case studies of students with each disabling condition, with a focus on

how the disability affects learning. The current uses of medications for assisting individuals in

school and work settings is also discussed..

Course Goal and Objectives:

This course is offered in the second year of the Doctor of Education program with emphasis on

Mind, Brain and Teaching. Course goals and objectives are designed to provide information the

candidate can use in the investigation and creation of the intervention that is part of the Problem

of Practice (POP) identified in the first year of the doctoral program.

At the conclusion of the course, the student will be able to:

Describe normal and expected patterns of brain growth from earliest development to

adulthood and relate them to the overall intent of the POP;

Identify and discuss function and dysfunction as it applies to specific disorders commonly

identified in the school aged and adult populations;

Critically analyze, apply, and reflect upon current peer-reviewed research on factors that

disrupt, delay or impede the learning process, especially as such research could potentially

inform l solutions/ interventions to the POP;

Connect and apply evidence-based practices and Hardiman’s Brain Targeted Teaching Model

(BTT) or other instructional frameworks to the intervention proposed in the POP; and

Create a plan (including a graphic) for incorporating information on neurological functioning

levels to the design of the POP intervention.

mailto:[email protected]

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Student Learning Outcomes

Contribute to the public discourse on improvement of education.

Engage in and promote evidence-based practices through the application of rigorous

methodology.

Link education research to policy and practice.

Provide leadership in their education context by applying advanced theoretical perspectives

to Problems of Practice

Required Text and Other Materials

Aamodt, S. & Wang, S. (2011). Welcome to your child’s brain: How the mind grows from

conception to college. New York: Bloomsbury.

Fischer, K. & Immordino-Yang, M.E. (eds). (2008). Jossey-Bass reader on learning and

the brain. San Francisco, CA: John Wiley & Sons, Inc.

Additional readings will be placed on E-Reserves and noted in the course schedule.

Assignments

Discussion Forum (15%)

There are four discussion forums throughout the course schedule. The topic of the discussion is

provided with supporting information about what should be included in the discussion. Students

will post an initial response to the topic – approximately 500 words or a single page - in the

Discussion section of the ELC site for the course. Some of the forums allow for a choice among

the topic for the week. They should revisit the site occasionally, and respond to the comments of

two of their peers – these responses may be shorter.

Justification for this assignment: In lieu of personal, face to face seminar format for this course, it is essential that

doctoral candidates have an opportunity to share their thoughts and ideas as new information is presented in the

course. Conversation, per se, is not possible, but thoughtful responses on information presented in the course can

assist students as they prepare their design for an intervention that will impact others in the field.

Critical Analysis (30%)

In the last third of the course, the student will select two readings from among the peer-reviewed

readings provided and create a 3-4 page paper in which they (1) summarize the content, (2)

analyze and connect the content of the studies to each other and to the student’s POP, and (3)

reflect upon the relative usefulness of the content to the field. A sample will be provided.

Justification for this assignment: Leaders in the field are continuously adding to their professional growth through

knowledge of current research in areas of their practice and interests. It is not enough to read the research,

however; it is essential that educational leaders and decision makers analyze information and compare it to other

research and information to form a more expansive understanding of issues and their impact on policy and practice.

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POP Intervention Project Paper (PIPP) (40%) At six points in the progress of the course sessions, the student will formulate and add to a 5-7

page paper that outlines how the information on neurological differences provided in the course

connects to the intervention or solution proposed in the POP. The topics that should be included

and added are described in the course outline and detailed assignment directions. In addition to

the POP Project Paper, the student will create a graphic organizer that outlines how the

information presented in the course supports the intervention being designed in the POP.

Additionally, it should outline how the intervention connects to Hardiman’s BTT model or other

instructional frameworks.

Justification for this assignment: The focus for the doctoral degree is that of Mind, Brain, and Teaching, and the

neurological differences among the students in a learning environment challenge the design of any intervention to

serve them or their teachers. By incorporating information from each session into the statement of intervention, all

aspects of neurological development that may apply are explained. Narrative or expository text is often best

supported with charts, graphs or other visuals to allow the reader or practitioner to better understand the

conceptual framework of information better. As a potential leader in the field, the student may create additional

published material or present such material to audiences in other milieu. Practice in consolidating information into

a digestible graphic representation can assist this process.

Additional Annotated Literature (New Lit) (15%)

At four points in the course, students are asked to find an additional peer-reviewed source on the

topics covered on the sessions to date, identified as “New Lit” in the course schedule. The intent

of the assignment is to provide ongoing collection of additional information in current brain

research that may connect the development of the intervention or solution to the POP. They

should prepare a bibliographic note in APA format and include a 75-100 word original

annotation or abstract of the article.

Justification for this assignment: Creation of any academic written product requires continuous exploration of

sources and description of the content of those sources. It is not enough for instructors and professors to provide

research and other information sources – the student should investigate and connect the topic to their own area of

interest.

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Evaluation and Grading*

*Note: Assignments are due by Noon on Monday on the date indicated. Discussions are due at

11:59 p.m. on the date indicated.

Assignments % of Grade

Due Dates

Discussion Forum 15 DF#1 - initial 1/29; peer 2/1

DF#2 - initial 3/1; peer 3/8

DF#3 - initial 3/29; peer 4/5

DF#4 - initial 4/9/peer 4/12

POP Intervention Project Paper (PIPP) &

Graphic

40 Part I – 2/23 Part II – 3/23 Part III – 4/27

Part IV, Final & Graphic - 5/9

Critical Analysis 30 5/4

Annotated Literature Source 15 New Lit #1 – due 2/23 New Lit #2 – due 3/23 New Lit #3 – due 4/27 New Lit #4 – due 5/4

Total 100

Grading Scale (percentages)

A =94-100 A- = 90-93

B+ = 87-89 B = 84-86 B- = 80-83

C+ = 77-79 C = 74-76 C- = 70-73

The grade of D, D+, or D- are not awarded at the graduate level. Totals less than 70 receive F.

Grading Policies 1. Grading will be based on successful and timely completion of assignments. Students

should reference the syllabus for a schedule of assignment due dates. One letter grade will be deducted for turning in a late assignment, and no assignment will be accepted past 1 week from the due date unless the student makes a prior arrangement with the instructor.

2. Incomplete (I) grades are highly discouraged and as a general rule will not be given without an unavoidable and compelling reason. If an instructor grants an Incomplete (I), a “contract for completion” of course assignments must be developed by the student

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and approved by the instructor. Once the contract is mutually agreed upon, it will be signed by both the student and instructor. Passing the class requires completion of all course requirements.

3. If an Incomplete is granted, a grade of “F” will replace the “I” on the student's academic transcript within four weeks after the start of the following semester. Please consult the Academic Policy Manual for more information. (http://education.jhu.edu/media/files/AcademicPolicyManual2011-12final.pdf).

Course Outline

Key:

A&W – Aamodt/Wang text; J-B – Jossey-Bass text (selection #); PPT – power point lecture;

DF- discussion forum; R# – article or study on E-Reserve; PIPP – POP project intervention

paper; NL# -- new annotated literature source ------Information in bold print indicates a due

date.

Session & Dates Topic(s) Readings/

Media/

Presentations

Assignments

Session 1

Week 1

1/26 - 2/1/15

(one week)

Developing Brain

stages of neurological growth

issues of gender

hemispheric dominance,

myelination, memory and

hormones

heredity and cultural issues

A&W, ch 1-5

J-B, sel 4, 5

PPT 1,2,3

DF#1

initial post due - 1/29;

post to peer due - 2/1

Session 2

Weeks 2,3

2/2 - 2/15/15

(two weeks)

Language and Learning

stages of language acquisition

risk factors

cultural influences on language

subtypes of SLI

connection of SLI to other

disorders

SLI and literacy

A&W, ch 6

J-B, sel 15PPT 4

Charlie Rose

segment #1

PIPP – intro

Session 3

Week 4

2/16 - 2/22/15

(one week)

WORK WEEK

PIPP PT 1 - due for review 2/23

NL#1 due 2/23

Session 4

Weeks 5, 6

2/23 – 3/8/15

(two weeks)

Learning, Abilities, Disabilities and

Disorders

defined specific abilities,

disabilities and disorders

connection of Fiber of Reading

to brain development

A&W, ch

8,21,22,24,

25,27,28

R#3,4

DF#2 – initial post

due - 3/1; post to

peer due - 3/8

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co-existence of abilities &

disabilities

self-monitoring and other EF

school & classroom design and

the student with disabilities

impact of Common Core

J-B, sel 23

PPT 5,6,7

Pevsner video

Mahone video

Session 5

Week 7

3/9 - 3/15/15

(one week)

Medication and Learning

commonly prescribed meds

expected outcomes of med

misconceptions/myths of med

meds and specific disorders

R#5,6,7

Panel Video

Session 6

Week 8

3/16 – 3/22/15

(one week)

WORK WEEK

PIPP PT 2 - due for

review 3/23

NL#2 - due 3/23

Session 7

Weeks 9,10

3/23 – 4/5/15

(two weeks)

Emotion and Behavior

functions of the limbic region

distinction of emotional and

behavioral disorders

manifestation of behavior in

school and other social settings

cycles of verbal/physical

aggression

theorists Redl, Wattenburg,

Skinner, Glasser, etc.

A&W, ch

17,18,20,26

J-B, sel

12,13,14

PPT 8

Charlie Rose

videos


due - 3/29; post to

peer due - 4/5

Session 8

Week 11

4/6 – 4/12/15

(one week)

Accidents Will Happen

types of traumatic brain injury

degrees of severity

educational management of

TBI

behavioral management of TBI

medical management of TBI

R#7,8

PPT9

Carney video


due – 4/9; post to peer

due 4/12

Session 9

Week 12

4/13 - 4/19/15

(one week)

The Brain in the Classroom and in

the World

collaboration and capacity

current issues in assessment

adult competencies

ideal assessment design

impact of standards-based

curriculum

UDL and BTT

Pro and Con

videos

PPT

10,11,12,13

Synch session

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Session 10

Week 13

4/20 to 4/26/15

(one week)

WORK WEEK

PIPP - PT3 & graphic

due for review 4/27

NL#3 due - 4/27

Session 11

Week 14

4/27 to 5/3

(one week)

Diversity and Learning Differences

cultures and neuroscience

learning differences as we age

PPT14 Critical Anal – 5/4

New Lit 4 – 5/4

Session 12

Week 15

5/4 to 5/9

(one week)

Hitting the Target

learning differences and the

BTT model

Hardiman on

BTT video

PPT15

PIPP & graphic –

5/9

Policy Statements

Participation Active engagement is an essential component of the learning process. Participation in online courses includes active reading and discussion within online forums and activities during the week in which the class is engaged with the same content. Students are expected to log into the course, monitor course discussions, and engage as appropriate for the course several times a session (e.g., typically a session lasts one week). It is unlikely that students can fully engage with the knowledge construction within the online context if they log in only once or twice a week (e.g., only on weekends). Please notify the instructor in the case that you are not able to participate in a session at the designated time. See the Evaluation and Grading section of this syllabus for the weighting assigned to course participation when determining the course grade. Academic Conduct The School of Education defines academic misconduct as any intentional or unintentional act that provides an unfair or improper advantage beyond a student’s own work, intellect, or effort, including but not limited to cheating, fabrication, plagiarism, unapproved multiple submissions, or helping others engage in misconduct. This includes the misuse of electronic media, text, print, images, speeches and ideas. Any act that violates the spirit of authorship or gives undue advantage is a violation. Students are responsible for understanding what constitutes academic misconduct. (Please refer to the School of Education’s Academic Catalog for the current academic year for more information on the School’s policies and procedures relating to academic conduct--http://www.students.education.jhu.edu/catalog/, see Academic and Student Conduct Policies under the Academic Policies section.) Please note that student work may be submitted to an online plagiarism detection tool at the discretion of the course instructor. If student work is deemed plagiarized, the course

http://www.students.education.jhu.edu/catalog/

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instructor shall follow the policy and procedures governing academic misconduct as laid out in the School of Education’s Academic Catalog. Policy on Academic Integrity The School of Education has adopted a policy regarding academic integrity that reads in part:

The University reserves the right to dismiss at any time a student whose academic standing or general conduct is considered unsatisfactory…School of Education students assume an obligation to conduct themselves in a manner appropriate to the Johns Hopkins University’s mission as an institution of higher education and with accepted standards of ethical and professional conduct. Students must demonstrate personal integrity and honesty at all times in completing classroom assignments and examinations, in carrying out their fieldwork or other applied learning activities, and in their interactions with others. Students are obligated to refrain from acts they know or, under the circumstances, have reason to know will impair their integrity or the integrity of the University. Violations of academic integrity and ethical conduct include, but are not limited to cheating, plagiarism, unapproved multiple submissions, knowingly furnishing false or incomplete information to any agent of the University for inclusion in academic records, violation of the rights of human and animal subjects in research, and falsification, forgery, alteration, destruction, or misuse of the University seal and official documents. (For further information on what constitutes cheating, plagiarism, etc., please see Appendix B, Fostering an Academic Community Based on Integrity. For violations related to non-academic conduct matters, see Policies Governing Student Conduct.)

(Johns Hopkins University School of Education, 2010) For more information regarding Johns Hopkins University School of Education’s academic policy, view the Johns Hopkins University School of Education Academic Policy Manual: Academic Year 2010-2011 at http://education.jhu.edu/bin/c/y/academicpolicymanual2010-11.pdf Plagiarism It is important to distinguish between plagiarism and the legitimate presentation of the work of other through quotations or paraphrasing. The Publication Manual of the American Psychological Association (2010) gives the following guidance: Plagiarism (Principle 1.10). Researchers do not claim the words and ideas of another as their own; they give credit where credit is due (APA Ethics Code Standard 8.11, Plagiarism).Quotation marks should be used to indicate the exact words of another. Each time your paraphrase another author (i.e., summarize a passage or rearrange the order of a sentence and change some of the words), you need to credit the source in the text. The

http://education.jhu.edu/bin/c/y/academicpolicymanual2010-11.pdf

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following paragraph is an example of how one might appropriately paraphrase some of the foregoing material this section:

As stated in the sixth edition of the Publication Manual of the American Psychological Association (APA, 2010), the ethical principles of scientific publication are designed to ensure the integrity of scientific knowledge and to protect the intellectual property rights of others. As the Publication Manual explains, authors are expected to correct the record if they discover errors in their publications; they are also expected to give credit to others for their work when it is quoted or paraphrased.

The key element of this principle is that an author does not present the work of another as if it were his or her own work. This can extend to ideas as well as written words. (p. 349)

You should review the rules for quoting and paraphrasing the work of other that are given in sections 3.34-3.41of the sixth edition of the APA Publication Manual. Religious Observance Accommodation Policy Religious holidays are valid reasons to be excused from participating in an online course on a particular day or days during a session. Students who are not able to participate on a particular day typically do not need to inform the instructor unless a specific assignment is due on that day. Please make alternative arrangements to submit an assignment on another day during the session. It is expected that students will complete all work within every session of the course. Statement of Academic Continuity Please note that in the event of serious consequences arising from extreme weather conditions, communicable health problems, or 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. Accommodations for Students with Disabilities If you are a student with a documented disability who requires an academic adjustment, auxiliary aid or other similar accommodations, please contact Jennifer Eddinger in the Disability Services Office at 410-516-9734 or via email at [email protected]. Statement of Diversity and Inclusion

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


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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 School 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. IDEA Course Evaluation 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 Liesl McNeal (410-516-9759; [email protected] or

[email protected]).



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