Special issues in counseling, administration and planning, social work, higher education not appropriate to content of existing courses. Prerequisite: Instructor permission. Variable credit.
Dates: May 24 - July 2, 2021. Course meets on Wednesday 5pm - 8:45pm; For more information, please contact instructor Open to both Graduate and Non-Degree students or firstname.lastname@example.org
This course will engage students in examining learning theories from birth through early adulthood. Students will consider how development impacts learning at all stages and implications for effective instruction and counseling for children with exceptionalities. Students will participate by participating in synchronous and asynchronous learning activities online. Activities will include opportunities to engage in group discussions, debate opposing perspectives, and design and provide lessons that are applicable to school counseling. Students will also engage in self-directed learning by selecting a relevant topic to explore and present, to further engage and expand their learning and that of their classmates. All activities throughout the course are designed to provide students with an opportunity to apply course content to current or prospective practice. Students will also be required to write up a reflection and synthesis of their learning throughout the course. Course Objectives This course is designed to help graduate students enrolled in the counseling program: 1. To acquire knowledge and understanding of typical and atypical human development in cognitive (thinking/intelligence), sensory and motor, affective (emotional), behavioral, psychological, and social interactional domains. This includes an understanding of the mechanisms/processes of change which underlie human development in the above domains and how mechanisms/processes of change can be facilitated or delayed. 2. To acquire knowledge and be able to understand and support staff with the facilitation of learning as well as behavior management within the classroom settings utilizing the integrated understanding of development and learning principles described above. 3. To apply course content and individual student research to student generated topics relating to facilitating change in light of individual differences (e.g., creating successful learning environments, using learning style to enhance learning, strengthening intrinsic motivation, etc). 4. To share ideas, experiences, frustrations, and offer encouragement to successfully appreciate and address individual differences to foster effective learning.
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