EDU-301-20, Educational Psychology (FA15)
INSTRUCTOR: Sister Bridget Connor, GNSH, Ed. D.
SCHEDULE/DAY/TIME: Special/Tuesday/6:00-8:15 PM, 09/08/2015-12/01/2015
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 (Pearson Custom Education) New York: Allyn and Bacon
-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. 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 journal is to be used as a self-reflective tool. Planning steps to reach your goal is the first element of the journal. Attempts, success and failures to reach goal are discussed. Summary of experience and personal insights concludes the journal. The entries are to be typed. Consider about 7 sentences per entry as minimum (INTASC 1, 9; SEO 2). Submit Typed Hard Copy.
Philosophy of Education: An initial philosophy of education is required for this course. An educational philosophy informs who one is and how one acts within the classroom, with school personnel, caregivers and community members. It reflects a personal statement but considers required professional standards. It is important to remember that this is a beginning statement that will develop during course studies and the internship. Consider this assignment as an important first step in an interview process for a professional position that you desire (InTASC 9; SEO 3). This artifact is required as part of your e-portfolio. Submit and upload on chalkandwire.
Learning Styles Reflective Paper This is a three page reflective document that identifies two or three learning styles approaches and then, personally identifies the style that is most reflective of self. Include what you have learned about yourself in processing information. Classroom applications are also appropriate. This assignment is meant for the educator to identify personal preferences for learning and realize that the many students they will encounter also have their particular preferences for learning. Knowledge of individual differences supplies necessary background information for lesson planning that addresses various student needs (InTASC 1, 2; SEO 1). One-to-one session and classroom discussion will complement the on-line portion of the work for this topic. The Learning Style on-line required work includes a video clip, 3 articles to read, and optional learning style inventory. This work will replace a face to face class. The 3 page reflective paper is a required e-portfolio artifact. Submit and upload by April 13.
Motivation Interview: A motivational survey will be discussed in class. Various models of motivation will be explained. Small groups will identify questions and create a motivational survey that is related to the various models. While small groups will create content of survey, each student is responsible for his/her completed survey. Survey may need to be revised on the basis of student’s age. After the survey is completed for a particular age, this survey is then distributed to a student to complete. This could be completed in an interview style or individually (InTASC 3; SEO 3). Minimum completion of one student survey is required (Submit hard copy).
Behavioral Analysis Summary: After discussion of behavioral theory, small groups will analyze what comprises a behavioral analysis. Each university student will identify a target behavior of a particular student in their class or someone that they know (This should be the same student that was given the motivational survey). A completed behavioral analysis summary is submitted to professor (InTASC 3; SEO 5). This includes minimally, a one page summary statement of target behavior, effective strategies to change behavior, implementation and outcome (Plan is required by all students, summary is optional for Ed. Psy. 301).
Classroom Activities: completion of all classroom activities and assignments are expected.
One-to-One Session: This is a required meeting. A sign-up sheet will be distributed in class.
Test: There will be five tests (on-line) on material covered. These are all open book tests, but not open peer test. You are required to complete the test in one sitting but have more than 3 hours to do it. There is a force quit application that will take effect if you stray from the test page. Be prepared to take the test when you have sufficient time. You may take each test twice. Tests are required to be completed by the time specified. Tests will not be reopened. A grade will be forfeited if not taken by required time. You can choose to take the test twice (InTASC 1, 2, 3, 4 and 8; EDO 1).
E-Portfolio Requirements: Students are required to upload artifacts on-time. Failing to do so will result in a negative 20 points from overall points. There are two entries (Philosophy Statement and Learning Style Reflective Paper). If you are exempt from e-portfolio, written documentation from your advisor is required.
Presentation and Lead Discussion: Individuals will be assigned to a group. A sign-up sheet for topics and time will be provided. Each student is required to use a minimum of 4 peer- reviewed articles from scholarly journals (one is required to be primary). While each person is required to present minimally 5 to 7 minutes on content, there is evidence of creative overview of and integration of each content area as a whole.
Each student will engage peers (discussion/activity); however, the group creates an overall interactive activity related to the general topic. Lead the class in a discussion on the topic and closing comments. Each member creates a practical guide for teacher’s use from their particular content presentation. This is compiled from the 4 required readings (It is not a cut and paste but a synthesis of important applications). The first primary article and summary will be completed and submitted. An additional one page summary of remaining articles is due on scheduled presentation date. Group is responsible for creating questions that will lead to a productive discussion. Presentations will be assigned throughout the course. Successful group work is required.
Article Summary: Each student is required to read a primary article on the group topic and write a concise one-page summary. Attach the article with the summary when submitting. Further reading, materials and bibliography are due the date of presentation (InTASC 4; SEO 1). The remaining 3 articles required for background information for your presentation are summarized in a one page document.
Class Participation: Learning is an active process. Your active participation in groups, class discussions and/or in cooperative learning settings is an essential component of the course and will be reflected in your grade. Lateness and/or missed classes will impact the final grade. More than one absence could result in a failure. Any absence will negatively impact a half grade point on average (A = B+, B+ = B etc.).
Active participation not only means positive contributions within the class but also being well prepared by task completion of assignments. Classroom activities may be assigned point values. This will be made known at time of activity. An overall score for participation is valued at 45 points. Students will self-score participation efforts at the end of the class.
E-Portfolio Requirements (-20 If not met)
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
Assignments (Point System) Points
Tests 1 point for each question
Motivation Survey 5
Behavioral Analysis Summary (optional, bonus) 5
Primary Article Summary 5
Summary of 3 articles 5
Completions of Classroom Activities 2
Personal Learning Styles Reflective Paper (3 pages) 20
Educational Philosophy Statement 10
Attendance and Participation 45
Grading Scale: A=95-100; B+=90-94; B=85-89; C+=80-84; C=70-79; D=60-69; F=Below 60