Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge

Consistency among the objectives, learning activities, and assessment exercises results in aligned courses, which give students direction and clarity and yield increased learning. However, instructors may not check for course alignment. This article describes a concrete way to determine course alignment by plotting the course components on a table using the cognitive process levels from a revised taxonomy of learning objectives. Once instructors realize that courses are misaligned, they can make adjustments. By giving students experience with varied types of knowledge, which is the other part of this taxonomy, they also learn more. The types of knowledge include factual, conceptual, procedural, and meta-cognitive knowledge. Phyllis Blumberg received her A.B. in Psychology from Washington College (MD), her M.A. and Ph.D. both in educational and developmental psychology from the University of Pittsburgh. She is a Professor and Director of the Teaching and Learning Center at the University of the Sciences in Philadelphia. Her research interests include learning-centered teaching, self-directed learning and problem-based learning.     

Modification of Children's Gender-Stereotyped Behavior

2 studies of 8- and 11- year-old children explored factors related to willingness $$. Study I assessed baseline gender prefernces and gender-reiatd cognitive flexibility. While older children were found to have greater congnitive flexibility, and older boys had more stereotyped preferences, such questionnaire measures were not highly predictive of gender-atraditional behavior. Study 2 explored the parameters of vicarious social reinforcement in the symbolic modeling of gender-atraditional behavior. Peer reinforcers were more effective with younger children and on child-oriented tasks, whereas adult reinforcers were more effective with older children and on adult-oriented gender tasks. Both studies found that considerably more atraditional behavior was elicited with male examiners, suggesting more attention needs to be paid to this variable. Possible mechanisms underlying this effect are discussed.     

Neuroscience in the HBSE Sequence: Mandate and Methodology

Important findings from neuroscience research provide valuable knowledge for social work practice, and although these findings are already being incorporated into practice in many other disciplines, social work has been slow to integrate this content into foundation professional education. This article describes how one social work program incorporated this knowledge into Human Behavior in the Social Environment courses, noting both challenges and successes over 8 years. The authors include information on content, pedagogical methods, and useful resources.     

Should student learning journals be assessed?

This article addresses the controversial question of whether student learning journals should be assessed. It draws on a collaborative action research project into the uses of learning journals at the University of Sussex in which assessment was continually debated. The characteristics of learning journals in terms of pedagogic purpose, outcome and student writing identity are explored as a basis for looking at the advantages and disadvantages of summative and formative assessment of this ‘different’ form of writing. In conclusion, ‘compromise’ solutions to the question are proposed.     

The effects of an experimental social development program on children in the middle childhood period

The purpose of the study was to examine the effects of a social development program on role-taking, problem-solving skills, and classroom adjustment in 9- and 10-year-old children. The subjects in the study were 68 children (34 matched pairs); the 34 experimental children were matched on the basis of sex, race, age, and group IQ scores with students in the control group. The results indicated that the children in the experimental group gained in respect for others, ability to generate alternatives to problem situations, creative expression, patience, and self-reliance.