"A teacher who has experienced this
course ought to come away with the notion that there are some fundamental
principles that we understand about how people learn, and how they
develop, and that a good teacher can, by watching, looking, and
listening for those clues about what the learner is experiencing,
can develop a curriculum and a set of lessons that are more responsive
and more effective." -
Components of the course
The print guide
is a complete handbook for learners participating in the course
and faculty or group leaders conducting it. The guide contains the
objectives for each session along with an overview essay, discussion
questions, other activities that may be completed within a group
meeting or outside it as homework assignments, and references and
other recommended readings.
The 30-minute video programs present teachers actively
using learning theory in their own practice. Each program generally
includes one vignette taped in a K-5 class and one taped in a middle
or high school classroom that help illustrate the main ideas of
the session. Experts put perspective on the segments with additional
comments. The programs contain "video pauses" identified
with an icon on the screen. These are places keyed to discussion
questions in the print guide that highlight main ideas and teaching
practices portrayed in the video. You may watch the videos via Video on Demand. You may also purchase videocassettes
of the course either online
or by calling 1-800-LEARNER.
This Web site contains overview
descriptions of each of the sessions in the course, transcripts
of the videos, copies of the print guide in PDF format and other
learning activities in the learning
challenges section, and a site
The site also contains a link to Teacher-Talk
- an online discussion group.
For faculty members or inservice course facilitators
If you are a faculty member or professional development
facilitator who is conducting this course, you will find it is designed
to be flexible for teaching in different contexts.
For faculty who meet in a group with their students,
the components are designed to help you -
- prepare learners for each of 13 sessions
by giving them reading assignments and questions to think about
- begin the session with "getting started"
activities that relate to the session
- watch and discuss the video program
- continue with other activities and assessments
that can be incorporated into the session time, or discussed in
class and completed as homework
- finish in approximately two to two-and-one-half
The course can also be easily adapted for teaching
at a distance, where students may view the programs via cassette,
or Video on Demand.
To prepare for conducting
the course, go to the print guide
(PDF) and find detailed suggestions for using the print, video,
and Web components.
Sign up for Teacher-Talk
to engage in discussion with others participating in the course
across the country.
For students in schools of education and inservice
If you are a student or inservice teacher who will
be taking this course, go to the Session
Overview link on the left-side navigation bar to find an
index of the sessions and links to each session home page.
Download and review the print About
This Course (PDF).
If you are taking the course on your own and not with
a group, be sure to sign up for Teacher-Talk
to participate in discussions with other learners across the country.
Go to www.learner.org/4gradcredit
for details on receiving graduate credit for the course.
Before your first session download the print guide
for How People
Learn: Introduction to Learning Theory (PDF), review and
reflect on Getting Started activities (Section IV-A), and read the
Session Overview and other session reading listed in the guide.
Return to home page.
Begin exploring the Session
the course online or by calling 1-800-LEARNER.