EDF 3214: Human Development and Learning Section 901 Meeting Time: Mondays from 5-9 Room: CPR 256

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1 EDF 3214: Human Development and Learning Section 901 Meeting Time: Mondays from 5-9 Room: CPR 256 Instructor: Amanda Prive, M.A. Office Hours: By appointment only Mailbox: EDU 376 Required Texts and Materials: 1. Slavin, R.E. (2003). Educational psychology: Theory and practice (7 th ed.).needham Heights, MA: Allyn & Bacon. 2. Additional readings will be available on Blackboard or provided by the instructor. Course Purpose and Description: The purpose of this class is to acquaint students with the major theories and research in Educational Psychology, particularly with regards to Adolescent Development. Specifically, this course will cover human development and learning principles and its practical application in education (i.e. related to classroom learning and behavior). The content of this course provides background knowledge in Psychology, which is essential to certain teaching competencies expected of prospective teachers and others who work with children. Through a series of readings, lectures, discussions, and activities, students will gain knowledge and understanding of the behavior and development of children, basics of behavior theory and applied behavior analysis (ABA), behavior management and modification principles, single case experimental methods for measuring behavior change, and practical application of behavior principles applied to educational settings. This course provides foundational knowledge useful for the pre-professional teacher. EDF 3214 meets teacher certification requirements and the teaching competency requirements set by the State of Florida Department of Education. Parts of this course address many of the 12 Florida Accomplished Practices, but the majority of the content focuses on: #7 Human Development and Learning: Drawing upon well-established human development/learning theories and concepts and a variety of information about students, the pre-professional teacher plans instructional activities. #9 Learning Environments: The pre-professional teacher understands the importance of setting up effective learning environments and has techniques and strategies to use to do so, including some that provide opportunities for student input into the processes. The teacher understands that s/he will need a variety of techniques and work to increase his/her knowledge and skills.

2 Expectations: I expect every student to come to class well prepared and ready to learn and discuss new material. This means that you should do the assigned readings and study guides prior to coming to class, you should review notes and prepare any questions that you may have, you should constantly think about how the information relates to your own personal experience or experiences you expect to have when you are a teacher, and you should always be ready to discuss relevant material with the rest of the class. Please be advised that I will call on students to answer questions and provide viewpoint on class topics EVEN WHEN THEY ARE NOT ACTIVELY VOLUNTEERING TO DO SO. Organization of the Course: I am committed to making sure that you have every opportunity to do well in the class. It is important to me that the classes are structured in such a way that you will actually LEARN the material and finish the class with the basic practical knowledge in Educational Psychology. Please let me know when you need help. I have incorporated the following elements into the structure of the class: Guided Notes o These are copies of Power Point slides used in class. These will assist you in preparing you for the quizzes and the final project. They will be posted on Blackboard by Friday before Monday s class. Variety of Class Activities o The class will involve a variety of activities in addition to lectures (i.e. case studies, group activities, debates, games, videos, etc.) to help you grasp the information of the course. Feedback is encouraged as to what particular form of activities help you most prepare and master course material. Course Assignments/ Evaluations 1. Thought Questions: DUE DATES: ONGOING 20 points each = 100 points) o It is expected that students will be prepared to discuss the readings assigned for each week (except for the first day of class). Students will complete thought questions provided by the instructor for each week s readings. Answers to the thought questions should be typed!!! Responses will be turned in on a weekly basis. Thought questions will be provided to students at least one week in advance of their due date. 2. Attendance and Participation: DUE DATES: ONGOING 10 points each = 100 points) o It is expected that students will come to class prepared to be active participants in discussions and activities. Thought questions will be

3 provided in advance to guide students as they read and think about each week s topic. Absences will result in the loss of attendance and participation points for the days missed. Thus, multiple absences will result in a lowered final course grade. 3. Quizzes: DUE DATES: June 6, June 13, June 20, and July points each = 200 points) o There will be 4 quizzes throughout the semester on the assigned readings for that particular week. Quizzes will also cover lecture and any videos from the prior week. Quizzes will be taken at the beginning of each class. They will be multiple choice, true/false, and short answer questions. 3. Final Project and Presentation: DUE DATES: JULY 18, 2005 (Last day of class) (200 points) o Students will be asked to form groups, and then be assigned an intervention project. In general, each group will be provided with a classroom scenario and asked to work together to develop an intervention plan and then present that plan to the class at the end of the semester. This project is designed to guide you through the design of a management plan for a group instructional setting. It includes the development of measurable objectives for management of a classroom. Provisions for student motivation and individual behavior management are also included. This project will be a group assignment (groups will be assigned randomly) and should demonstrate knowledge from the entire semester. Additional details of this project will be provided in class. 4. Evaluation by College of Education DUE DATE: JUNE 20, 2005 (100 points) o Accomplished Practice 6 (Ethics)/ COE Conceptual Framework 5 (Ethics and Diversity) Students will complete the National Institute of Health s Human Participant Protections Education for Research Teams module. This free, web-based course presents information about the rights and welfare of human participants in research (NIH). At the end of participation the student will receive a certificate of completion indicating their participation in this module. The student is responsible for printing two copies of the certificate. One copy will be given to the course instructor and the second copy is retained by the student for documentation that they have completed the assignment. To complete this module please follow the following link

4 Rubric for Assessing the Above Task: Level 5: (100 points) Student completes the National Institute of Health s Human Participant Protections Education for Research Teams module. The completion certificate is printed, the student keeps the original, and turns in a copy to the instructor. Level 1: (o points) Student does not complete the National Institute of Health s Human Participant Protections Education for Research Teams module and/ or does not turn in a copy of the completion certificate to the instructor. 5. Evaluation by College of Education DUE DATE JULY 11, 2005 (100 Points) o Accomplished Practice 7 (Human Development and Learning)/ COE Conceptual Framework 6 (Student Learning and Development) 1. The student will view a videotape of a school and will answer a series of questions that help the student to interpret teaching strategies and practices from different theoretical perspectives. The student will discuss possible ways the teachers can improve the instructional strategies for the children they are teaching. Rubric for Assessing the Above Tasks (Used in All Sections): Level 5: An excellent job in drawing upon well established human development/learning theories and concepts in designing instructional strategies for individual students. The student uses different instructional strategies taking into account children s individual learning needs, developmental levels, and other applicable differences and explains the rationale for choosing different methods. Level 4: A good job of drawing upon well established human development/learning theories and concepts in designing instructional strategies for individual students. The student uses more than one instructional strategy taking into account children s individual learning needs, developmental levels, and other applicable differences and notes the rationale for choosing different methods. Level 3: A fair job of drawing upon a human development/learning theory in designing instruction. The student uses one instructional strategy taking into account either

5 children s learning needs, developmental levels, or some other aspect of the group of children for making a decision and gives some rationale for choosing that method. Level 2: Does not do an adequate job of drawing upon knowledge of human development/learning theory when designing instruction. The student does not take into account children s learning needs, developmental levels, or some other aspect of the group of children for making a decision and gives little rationale for choosing that method. Level 1: Fails to draw upon any knowledge of human development/learning theory when designing instruction. The student chooses an inappropriate instructional strategy for that group of children. Grading: Below is a breakdown of how your grade will be calculated: 5 Thought 20 points each = 100 points 10 Attendance and 10 points each = 100 points 4 50 points each = 200 points Final Project and 200 Points = 200 points Completion of Accomplished Practice 100 Points = 100 points Completion of Accomplished Practice 100 Points = 100 points Total Possible Points 800 points Grade Scale: = A = B = C = D Below 480 = F COURSE POLICIES 1. PLEASE BE ON TIME TO CLASS. IT IS VERY DISRUPTIVE IF YOU ARE LATE, and YOU WILL MISS THE QUIZ. 2. Notes about Grading: All thought questions are due at the beginning of class on the assigned dates. It is VERY important that assignments be completed on time. The semester is very short. Credit for late work will be awarded on the following basis: 10% of the possible points will be deducted for assignments submitted late for EACH day after the due date (e.g. an assignment that is 3 days late would result in a deduction of 30% of the possible points for the assignment). Assignments will no longer be accepted one week after the due date.

6 3. Electronic mail, or , will be used as a primary source of communication between the instructor and students. It is important that students check their USF often. USF is the preferred method of communication for individual student questions or concerns. However, No assignments are to be turned in via Class Environment: The class environment is a community of learners. We can learn from each other s experiences and ideas. Participation in class will facilitate each individual s learning. Additionally, it is possible that individuals will contribute personal experiences and feelings during class discussions and small groups. Each student must agree to keep confidential all classroom exchanges of a personal nature to ensure respect and privacy. Please be respectful of differences in each other s ideas, opinions, thoughts, and experiences so we can all have an enjoyable learning experience. Also, constructive feedback about class presentations, assignments, and readings to the instructor is welcomed, in order to make this course a positive experience for everyone. 5. Electronic Equipment: All beepers, cell phones, or any other device that makes an audible noise should be TURNED OFF prior to coming to class. If you wish to use a laptop during class time, please discuss this with the course instructor by the second class meeting. 6. Religious Observances: Students who anticipate the necessity of being absent from class due to the observation of a religious observance must provide advance notice of the date(s) to the instructor, in writing. 7. Accommodation for a Disability: Please notify the instructor within the first week of classes if a reasonable accommodation for a disability is needed for this course. A letter from the Student Disability Office must accompany the request. Additional resource information if available through the College of Education Guide for Undergraduate Students. 8. Academic Misconduct: Plagiarism is defined as literary theft and consists of the unattributed quotation of the exact words of a published text, or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally know to the public at large must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one s own, segments or the total of another person s work. If it is determined that a student has participated in academic misconduct such as cheating, plagiarism, or falsifying assignments or other information, he or she will receive an F in this course and be referred to the Dean of the College of Education.

7 Course Calendar: Topics, Readings, and Class Activities Date Topics Readings Class Activity Week 1 May 16 th Week 2 May 23rd Week 3 May 30 th : No Class Memorial Day Week 4 June 6 th Week 5 June 13th 1. Course Introduction 2. Review of Syllabus 1. Theories of Development 2. Development During Childhood and Adolescence 1. Adolescence and Pregnancy 2. Adolescence and Alcohol 3. Adolescence and Drugs 4. Adolescence and Depression 1. Behavioral Theories of Learning 2. Information Processing and Cognitive Theories of Learning None Chapters 2 and 3 (Slavin) 6 articles on adolescence. I will give you the sites to retrieve them. Chapters 5 and 6 (Slavin) -Ice Breakers -Review Syllabus -Brief Lecture on Chapter 1 -Project Check #1 -Thought Questions #1 Due -Lecture -Video on Adolescent Development -Discussion : Teenagers -Thought Questions #2 due -Quiz #1 -Discussion on the stress of adolescence -Video on the stress of adolescence -Thought Questions #3 due -Quiz #2 -Lecture -Discussion: Explanations of Behavior Week 6 June 20th Week 7 June 27 th : No Class I have Exams Week 8 1. Direct Instruction 2. Student Centered and Constructivist Approaches to Instruction 3. Accommodating Instruction ***Work on Projects**** ***Work on Presentations*** Chapters 7, 8, and 9 (Slavin) None -Project Check #2 -Thought Questions #4 due -Accomplished Practice 6 due (IRB certification) -Quiz #3 -Lecture -Class Activities -Video on Pike Elementary - Contact Group and Work on Projects

8 July 4 th : No Class Independence Day Week 9 July 11th 1. Motivating Students to Learn 2. Effective Learning Environments Chapters 10, and 11 (Slavin) -Thought Questions #5 due -Accomplished Practice 7 due (answers to questions) -Quiz #4 -Lecture -Video on Motivation -Discussion: Motivation and Safety for Adolescents Week 10 July 18 Presentations None -Projects Due -Presentations

9 Appendix A Intervention Project DUE 7/18/05 Purpose: This project is designed to guide you through the design of a management plan for a group instructional setting. Group Composition: Each group will consist of 4-5 people. Each student will be responsible for assigning themselves to a group. I advise you to assign roles and tasks for each member in your group. This will ensure that everyone participates and that the project will be completed in a timely manner. Assignment: I will provide a target behavior to each group. Each group will design and present an intervention plan that will include the following: Evaluation: Operational definition of the target behavior Behavioral objectives Selection of appropriate dimensions of behavior to be measured (e.g. latency, duration, frequency). Selection of Data Collection Method How data will be analyzed (What type of graph) Description of the intervention Mock Data to show effectiveness Each group project will be evaluated using the attached grading rubric. In addition, each group member will evaluate his/her group members. Your group member s evaluation will be 50 points of your grade. Individual evaluation sheets will be handed out in class the day of presentations. Deadlines: Progress Check #1- May 23 rd, List of members on your group Progress Check #2- June 20 th, Target behavior is defined and a behavioral objective is written. Also, types of behavior dimensions and data collection method are chosen. Procedures for data collection are written. Can be ed. Due by 5 PM on June 20 th. Final Project and Presentation Due- July 18 th, Final project is completed and turned in. Each group completes a minute presentation.

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