EDU-301-20, Educational Psychology (FA14)
INSTRUCTOR: Sister Bridget Connor, GNSH, Ed. D.
SCHEDULE/DAY/TIME: Special/Tuesday/6:00-8:45 PM, 09/09/2014-11/11/2014
This course is designed to provide basic theories of learning and teaching and application to classroom situations. Topics include: models of teaching, developmental stages of the cognitive, affective, and physical domains, individual differences, principles of motivation, interaction, and classroom management.
Woolfolk, A. (2013). Educational Psychology (12th edition) New York: Allyn and Bacon. (This book can be rented from the NDMU’s bookstore)
-Compare and contrast various teaching models and theories of learning and teaching, and make applications of these to the classroom teaching (INTASC 1;EDO 1,2).
-Describe motivation strategies and steps in a lesson design (Intasc 5; EDO 3).
-Describe stages in cognitive, affective, social, moral, and cultural development, and explain the implication for teachers (INTASC 2, 3; EDO 2,4,5).
-Discuss and evaluate strategies in teaching and assessment (INTASC 4, 8; EDO 3)
Journal in reflective manner on personal behavioral change (INTASC 9; EDO 4)
-Discuss and evaluate strategies in classroom organization and behavior management (INTASC 5; EDO 5).
-Prepare professional presentation (INTASC 1, 6; EDO 1).
METHODS OF INSTRUCTION:
Large and small groups format; Lectures; Student Presentations; Reflections/Discussions/Debate/Critiques on readings
REQUIREMENTS AND ASSIGNMENTS:
JOURNAL: Each student is to enter a minimum of seven entries (one a week). The journal entry will track attempts to reach a particular goal that you have set for yourself. Seven entries will address the same topic. The area of improvement can relate to: academic (e.g. procrastination, managing time, study habits); social (e.g. speaking in front of a group); or personal behavior (e.g. health related, drinking more water, quit smoking). The entries are to be typed (Intasc 9; EDO 3). This assignment is due the night of the eighth session
PHILOSOPHY OF EDUCATION: An initial philosophy of education is required for this course. It is to be entered into your e-portfolio. It is important to remember that this is a beginning statement that will develop over your course work and internship. This is a required e-portfolio artifact.
LEARNING PREFERENCE REFLECTIVE PAPER: This is a three page reflective document that identifies three theory-based learning preferences and personally identifies the style that is most reflective of self. Personality type, Multiple Intelligence, Learning Styles, Learning Differences are all topics that can be included. This is a required e-portfolio artifact.
MOTIVATION INTERVIEW: A motivational survey will be discussed in class. Small groups will create content of survey. Each student is responsible for completing survey and interviewing a young child or young adult.
BEHAVORIAL ANALYSIS PROJECT: Target behavior will be discussed in class. Students are to identify a particular child and implement a behavioral plan. An optional one page paper that includes successes and failures of student implementation of behavioral plan may be submitted for extra credit.
ARTICLE/SUMMARY/PRESENTATION: Each student will find an article on a topic related to educational psychology. This task will be completed twice throughout the sessions. Due dates will be noted during class (Intasc 1, 6, EDO 1).
CLASSROOM ACTIVITIES: completion of all classroom activities and assignments are expected.
DEBATES: Students will select a topic that they are interested in for presentation (pro/con/comments). Preparation for debate is required. Requirements will be presented in class.
PRESENTATION: A Five minute classroom presentation is required. The presentation is based on three primary articles. Students will prepare a one page paper that highlights the best of the articles and ways teachers can use the information in the classroom.
TEST: (0n-line) open book test/s will be given on material covered (INTASC 1; EDO 1).
ATTENDANCE AND PARTICIPATION: This is an extremely important part of the class and will reflect in the grading process.
Students are expected to complete assignments according to the specified criteria and format and submit them on time. Assignments are to be typed, doubled spaced. Assignments will be graded on fulfilling the objective(s), content, appearance, and correct use of the written language, completeness, and timeliness. Late assignments, if accepted, are graded an 85 at most. Absences and requests for assignment extensions must be addressed in writing. If a student is absent, they are responsible to arrange with a classmate to gather notes and other class material beforehand. Missing Assignments equal zero and will be added into grade average. Lateness to the class will be factored into the attendance grade. Plagiarism results in an F.
Learning is an active process. Your active participation in group and class discussions is an essential component of the course and will be reflected in your grade.
Use APA for mat.
Litter, D.A. & Cocran, G.M. (2005). A dynamic way to teach cognitive strategies. Educational Leadership, 39, 6-13
Assignments (Point System)- Points
Tests (1 point for each question); Motivation survey (5 points); Article summary (5 points); Group Presentations (40 each); Personal Learning Preference Reflective Paper (20 points); Educational Philosophy Statement (10 points); Journal (10 points); Behavioral Analysis Summary (5 points); Debate and Preparation (10 points); Calssroom presentation (10 points) Other classroom activities (5 points); Attendance and Participation (40points).
Grading Scale: A=95-100; B+=90-94; B=85-89; C+=80-84; C=70-79; D=60-69; F=Below 60