PSYCH 7020 A Conditions of Learning 3 Semester Hours, Spring, 2014

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1 PSYCH 7020 A Conditions of Learning 3 Semester Hours, Spring, 2014 Dewar College of Education Valdosta State University Department of Psychology and Counseling Conceptual Framework: Guiding Principles (DEPOSITS) (adapted from the Georgia Systemic Teacher Education Program Accomplished Teacher Framework) Dispositions Principle: Productive dispositions positively affect learners, professional growth, and the learning environment. Equity Principle: All learners deserve high expectations and support. Process Principle: Learning is a lifelong process of development and growth. Ownership Principle: Professionals are committed to and assume responsibility for the future of their disciplines. Support Principle: Successful engagement in the process of learning requires collaboration among multiple partners. Impact Principle: Effective practice yields evidence of learning. Technology Principle: Technology facilitates teaching, learning, community-building, and resource acquisition. Standards Principle: Evidence-based standards systematically guide professional preparation and development. REQUIRED TEXTBOOKS 1) Transformative Classroom Management: Positive Strategies to Engage all Students and Promote a Psychology of Success. John Shindler. Jossey-Bass Teacher: A Wiley Imprint ISBN: COURSE DESCRIPTION Explore key aspects of the conditions of learning, as it applies to counselors in a practical and theoretical application. This will be accomplished through examining your own learning processes and those of others, with the goal of applying your knowledge to enhance counselor s Positively Impacting Learning Through Evidence-Based Practices 1

2 ability to work with students, teachers, administrators, family members, and the community as a whole. The key goal of this class is to tie the principles and theories of learning to practical situations school counselors will likely experience in their careers. Special attention is focused on classroom management and promoting a psychology of success within classroom of all age groups. COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK STANDARDS (CFS) (identify those that apply to the course) I. CONTENT AND CURRICULUM: Educators demonstrate a strong content knowledge of content area(s) that is appropriate for their certification levels. II. KNOWLEDGE OF STUDENTS AND THEIR LEARNING: Educators support the intellectual, social, physical, and personal development of all students. III. LEARNING ENVIRONMENTS: Educators create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation. IV. ASSESSMENT: Educators understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners. V. PLANNING AND INSTRUCTION: Educators design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments, and assessment. VI. PROFESSIONALISM: Educators recognize, participate in, and contribute to teaching and learning as a profession. LEARNING OUTCOMES FOR VSU S CORE CURRICULUM All learning outcomes in the major continue to build upon those in VSU s Core Curriculum listed at COURSE OBJECTIVES (CO): COURSE OBJECTIVES: STATED AS "ESSENTIAL QUESTIONS": 1. What are the key theories of learning and how do I apply them? 2. What is the function of a learning theory and how does it inform research and application? 3. What is classroom management and what are the practical techniques for achieving student success? Positively Impacting Learning Through Evidence-Based Practices 2

3 4. How can I effectively compare and contrast different learning theories and how can I select the correct one to improve specific learning environments, objectives, etc.? 5. What is the role of motivation in the learning process and how do I select the correct theory to inform selecting the correct intervention for unmotivated people? 6. How do I use my understanding of student cognitive and physical development to assist me in different domains, especially directed at specific developmental levels? 7. How do student factors (e.g., motivation, family and cultural background, temperament and learning preferences, prior knowledge and experiences) impact student learning in educational settings? 8. How do teaching practices and instructional structures impact student learning in educational settings? 9. How do other factors in the learning environment impact student learning in educational settings? 10. How may I use this knowledge as a future professional to inform planning and decision-making so as to maximize learning of all types in all students? 11. What is positive psychology and how can it help in creating a transformative classroom? 12. COURSE EVALUATION Course Requirements: Grades are based on total points from the assignments, quiz s, and exams. Grades on the 300 point scale are assigned as follows: A (90-100%) B (80-89%) C (70-79%) D (60-69%) F (0-59%) C. Discussions & presentation of research topic Weekly Discussion Questions (TOTAL OF 50 points): There will be weekly discussions over the readings posted on BlazeVIEW. You will be required to post one discussion posting answering the question and you will need to reply to two of your fellow classmates posting each week (a total of three weekly postings). The reply to your classmates must be more substantial than, I agree, great point, or I like your posting. You need to address specific things you agree with, or appreciate, or have a different perspective on in order to earn the points. You will earn 3 points for the answer to the question and 1 point for each response you make to a fellow student, thus each week you will earn 5 points if you complete the weekly discussion assignments. Positively Impacting Learning Through Evidence-Based Practices 3

4 FINAL PRESENTATION (25 points): You will select a topic that is covered in the textbook (e.g. neuroscience of learning, motivation, behaviorism, information processing, transfer, etc.) and find five to seven (5-7) empirical, peer-reviewed, research articles on the topic. You will present your findings on this topic to the class in the form of a PowerPoint presentation that must be at least 15 minutes in length. You will be graded on your clarity of slides (5 points), understanding of the material (5 points), visual interest of the PowerPoint presentation (5 points), quality of research and conclusions (10 points). PowerPoint Presentation is Due: 4/24, No Late Submissions will be accepted, so please turn it in early. E. Exams (200 points) There are four exams scheduled during the semester, including a cumulative take home final. The three in-class exams will consist of 50 multiple choice questions over the material from the text and class discussions. The Take home final will be discussed at the end of the semester. Each test will be worth 50 points, for a total of 200 points. F. Quizzes (25 points) There are five quizzes worth 5 points each. These will be presented to assist you in preparing for the exams. Course points: Weekly Online Discussions (10 X 5 ) 50 Final Research Presentation 25 Exams (4 X 50) 200 Quizzes (5 X 5) 25 TOTAL 300 points Evaluation: Grades are based on total points from the assignments and activities above. Grades on the 300 point scale are assigned as follows: A (90-100%) B (80-89%) C (70-79%) D (60-69%) F (0-59%) Positively Impacting Learning Through Evidence-Based Practices 4

5 Reading Assignments and Tentative Course Dates: Week of Chapter Topics Course Outline: Date Unit Title Reading Assignment Week 1 1/16 Course Introduction Syllabus Week 1 1/16 Part 1 Making Sense of the inner workings of the classroom. Week 2 1/23 Week 3 1/30 Transformative Management Classifying Approaches to Classroom Management Part 2 Exploring Classroom Dynamics and Student Motivation. Chapter 1 Chapter 2 Week 4 2/6 Week 5 2/13 Week 6 2/20 Classroom Environment Chapter 3 Promoting clear classroom Chapter 4 expectations & the Cornerstone of Effective Classrooms Effective Technical Chapter 5 Management: A Culture of Listening, Respect, and Efficiency Motivational Strategies: Chapter 6 What Makes People Care? Week 7 2/27 EXAM 1 Week 8 3/6 Promoting a Success Psychology Exam #1 (Covers Chapters 1-7) Part 3Developing a Democratic Classroom Social Cognitive Chapter 7 Positively Impacting Learning Through Evidence-Based Practices 5

6 Creative Collective Classroom Bonds with a Social Contract Developing Logical Related Consequences Within the Social Contract Implementing the Social Contract to Promote Responsibility Chapter 8 Chapter 9 Chapter 10 Week 9 3/13 Part 4 Good Teaching Leads to Good Management Week 11 3/20 Week 10 3/27 Exam 2 Week 13 4/3 Week 14 4/10 Transformative Classroom Instruction Effectively Managing the Cooperative Classroom Spring Break Exam 2 Exam #2 (covers chapters 8-12) Changing Negative Identity Patterns and How to Cope with Challenging Behavior Part 6 Adopting a Transformative Mindset The Transformative Classroom The Transformative Mind- Set Chapter 11 Chapter 12 Chapter 13 Chapter 14 Chapter 15 Chapter 16 Positively Impacting Learning Through Evidence-Based Practices 6

7 Week 15 4/17 Exam #3 Week 16 4/24 Exam #3 (covers chapters 13-16) Take Home Final Exam DUE Normal Class Time Presentations Due Quick Guide for Due Dates and Exam Schedule: Quiz 1: 2/6 (Chapters 1-4) Quiz 2: 2/20 (Chapters 5-7) Exam 1: 2/27 Quiz 3: 3/13(Chapters 8-12) Exam 2: 3/27 Quiz 4: 4/3 (Chapters 13 &14) Quiz 5: 4/11 (In Class Review 15 & 16) Exam 3: 4/17 PowerPoint Presentation: 4/24 FINAL EXAM DUE April 24 Normal Class Time I reserve the right to modify or change the assignments, due dates, etc. as necessary. ATTENDANCE POLICY The college 20% absence policy will be utilized. Allowable absences equal (# of class meetings) x 20%. You may use your allowable absences in any manner you choose. A physician's excuse in not necessary (except for scheduled exams) and no absences beyond the 20% will be excused. PROFESSIONALISM Notes on my Teaching Philosophy I want you to know I believe firmly in a positive dialogue between teacher and student and am committed to advancing the knowledge and understanding of all my students. If you are confused, frustrated, have suggestions to improve your learning experience, or questions of any kind: please make an appointment to come and see me. My door (and inbox) are always open to my students. Positively Impacting Learning Through Evidence-Based Practices 7

8 General Information about Classroom Procedures: The theoretical and research knowledge base will be presented through educational case studies, lecture, group discussion, individual/group activities, videos, and demonstrations. All chapters should be read and prepared for discussion prior to class. Faculty teaching this course will deliberately and explicitly model instruction derived from the learning principles they are teaching, by engaging students in a variety of contextualized, active learning opportunities designed to address the needs of diverse students within the class, such as case-based activities, small- and whole-group on-line or face-to-face discussions, paired learning, and projectbased learning. 1. Student learning of core course content will be assessed through multiple means in diverse contexts. DEWAR COLLEGE OF EDUCATION POLICY STATEMENT ON PLAGIARISM Below is information directly quoted from the Academic Honesty Policies and Procedures: Academic integrity is the responsibility of all VSU faculty and students. Faculty members should promote academic integrity by including clear instruction on the components of academic integrity and clearly defining the penalties for cheating and plagiarism in their course syllabi. Students are responsible for knowing and abiding by the Academic Integrity Policy as set forth in the Student Code of Conduct and the faculty members syllabi. All students are expected to do their own work and to uphold a high standard of academic ethics. The full text of Academic Honesty Policies and Procedures is available on the Academic Affairs website (http://www.valdosta.edu/academic/academichonestyatvsu.shtml). The consequences for acts of academic dishonesty in the Dewar College of Education are: FIRST OFFENSE: 1. The faculty member will administer an academic response (e.g. resubmit / retake assignment, failure of the assignment, failure of the course). 2. The faculty member will complete a Dewar College of Education Concern Form (http://www.valdosta.edu/coe/studentsinfo.shtml). 3. The faculty member will complete a Valdosta State University Report of Academic Dishonesty (http://www.valdosta.edu/academic/academichonestyatvsu.shtml). SECOND OFFENSE: 1. The faculty member will administer an academic response (e.g. resubmit / retake assignment, failure of the assignment, failure of the course). Positively Impacting Learning Through Evidence-Based Practices 8

9 2. The faculty member will complete a Dewar College of Education Concern form (http://www.valdosta.edu/coe/studentsinfo.shtml). The Dewar College of Education Concern Form Policy will be followed. 3. The faculty member will complete a Valdosta State University Report of Academic Dishonesty (http://www.valdosta.edu/academic/academichonestyatvsu.shtml). According to the Academic Honesty Policies and Procedures document, after a second (or subsequent) Report of Academic Dishonesty has been submitted to the Student Conduct Office in the Dean of Students Office, official charges will be drawn up and the disciplinary matter will be referred to the Valdosta State University Judicial Committee. ACCESSIBILITY STATEMENT Valdosta State University is an equal opportunity educational institution. It is not the intent of the institution to discriminate against any applicant for admission or any student or employee of the institution based on the age, sex, race, religion, color, national origin, disability, or sexual orientation of the individual. It is the intent of the institution to comply with the Civil Rights Act of 1964 and subsequent Executive Orders as well as Title IX, Equal Pay Act of 1963, Vietnam Era Veterans Readjustment Assistance Act of 1974, Age Discrimination in Employment Act of 1967, and the Rehabilitation Act of Students with disabilities who are experiencing barriers in this course may contact the Access Office for assistance in determining and implementing reasonable accommodations. The Access Office is located in Farber Hall. The phone numbers are (V), (VP) and (TTY). For more information, please visit or STUDENT OPINION OF INSTRUCTION At the end of the term, all students will be expected to complete an online Student Opinion of Instruction survey (SOI) that will be available on BANNER. Students will receive an notification through their VSU address when the SOI is available (generally at least one week before the end of the term). SOI responses are anonymous, and instructors will be able to view only a summary of all responses two weeks after they have submitted final grades. While instructors will not be able to view individual responses or to access any of the responses until after final grade submission, they will be able to see which students have or have not completed their SOIs, and student compliance may be considered in the determination of the final course grade. These compliance and non-compliance reports will not be available once instructors are able to access the results. Complete information about the SOIs, including how to access the survey and a timetable for this term is available at INSTRUCTOR Name: Dr. Jules A. Troyer Ph.D. Positively Impacting Learning Through Evidence-Based Practices 9

10 Office Number: Psychology Building, Second Floor, Room Number: 2118 Telephone Number: Address: Office Hours: M T W R 1:00-2:00 and 3:15-4:30 R 3:15-5:00 Website: Or Positively Impacting Learning Through Evidence-Based Practices 10

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