Class Meeting Time: Wednesdays 9:30-11:30AM; Fridays, 10:30AM-11:30AM, PC 237
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1 PSYCHOLOGY 3TT3: APPLIED EDUCATIONAL PSYCHOLOGY FALL 2014 Course Instructor: Teaching Assistant: Dr. Joe Kim Amy Pachai Office Hours: By appointment Class Meeting Time: Wednesdays 9:30-11:30AM; Fridays, 10:30AM-11:30AM, PC 237 Course Description This seminar course aims to develop students professional skills while exploring contemporary issues in the field of educational psychology. Students will also consider the use of popular technologies to address existing academic challenges and generate viable solutions for the twenty-first century learner. Evaluation Summary Participation 10% Journal Reading Discussion Facilitation 10% Tutorial Preview Project 20% TED-Ed Talk 20% Research Proposal 20% MCQ Synthesis Project 20% Missed Work If you miss a class period, assignment or an exam due to illness, personal circumstances, or late registration, it is your responsibility to notify the instructor and to submit suitable documentation (e.g., note from physician) to the appropriate Faculty/Program office. Academic Integrity As a student, you are expected to behave honestly and ethically in all of your academics. According to McMaster University's Academic Integrity Policy, you are engaging in academic dishonesty if you "knowingly act or fail to act in a way that result or could result in unearned academic credit or advantage" (Academic Integrity Policy, p. 6). This behaviour can result in serious consequences, such as a grade of zero on an assignment, loss of credit with a notation on the transcript that reads Grade of F assigned for academic dishonesty," and/or suspension or expulsion from the university. It is your responsibility to understand what constitutes academic dishonesty. The following are just three forms of academic dishonesty: 1. Plagiarism.
2 2. Improper collaboration. 3. Copying or using unauthorized aids in tests and examinations. For more information on academic integrity, please read the Academic Integrity Policy: Evaluation Breakdown: Participation 10% Your active participation is integral to establishing a dynamic learning environment. The rubric below outlines the expectations for your in-class participation in 3TT3. For the 12 weeks of class, you will be assigned a grade out of 10 for every 3 week period. At the end of the semester, your top 3 out of 4 period grades will be counted to calculate your final Participation grade. You will use the same grading scheme to grade your students participation throughout the semester in Psych 1X03. EVALUATING CONTRIBUTION Excellent Satisfactory Poor Excellent Regularly makes thoughtful contributions ATTENDANCE (3 of 3) Satisfactory (2 of 3) (1 of 3) Poor Occasionally makes valuable contributions Little to no participation Note that for a given period, if you attend 3 out of 3 classes but make little or no contribution to discussion, you cannot receive a grade higher than 4 out of 10 for that period. Major Projects 90% Project Value Journal Reading Discussion 10% Facilitation Discussion Facilitation: 5% Wrap up = 2.5% Notes = 2.5% Tutorial Preview Project 20% Presentation: 15% Written report: 5% Ted-Ed Talk 20%
3 Peer Review: 2.5% Final Slides: 17.5% Grant Proposal 20% Letter of intent: 5% Grant Proposal Write-up: 15% MCQ Synthesis (x2) 20% Questions: 8% Upload with corrections: 2% Course Outline Fall 2014 Week 1: September 10, 2014 Multimedia Presentations: Planning and Delivery (a) The 5-minute presentation (b) Discuss course projects Tutorial Preview Levels of Analysis Read article A, B Sign up for projects Week 2: September 17, 2014 Writing Effective Multiple Choice Questions (a) Questions synthesis in groups (b) Presentation and feedback on questions Tutorial Preview Research Methods 1 & 2 Read article C Week 3: September 24, 2014 Learning to Study and Students' Metacognition (a) Debate regarding the goal of tutorials: review vs. expanding knowledge (b) Motivating students to prepare for tutorials Tutorial Preview Classical Conditioning Read articles D Week 4: October 01, 2014 Mental Health Seminar (a) facilitated by Student Wellness Centre staff Tutorial Preview Instrumental Conditioning 1 & 2 Read article E Week 5: October 8, 2014 Contemporary Challenges to Building and Funding Your Experiments (a) Research Proposal brainstorming session (group) (b) Elevator pitches with Joe
4 Tutorial Preview Problem Solving Read articles F, G Week 6: October 15, 2014 Grant Writing Seminar with Dr. Shore (a) Sample grant appraisal (b) Mock grant writing practice (outlines) Tutorial Preview No Tutorial Preview Thanksgiving! - Language MCQs due Read article I Letter of Intent Week 7: October 22, 2014 Metacognition Learning How to Study (a) Assessment of study strategies and how they can be incorporated into IntroPsych (b) Overview of Research Proposal Project Tutorial Preview Categories & Concepts Read article J Week 8: October 29, 2014 PBL vs Traditional Learning (a) PBL vs Traditional Learning debate (b) Incorporating PBL into traditional classes Tutorial Preview Attention Read article K, L Submit rough research proposal (Optional for feedback) Week 9: November 5, 2014 No Class Fall Break! No Class Fall Break! Tutorial Preview No Class Fall Break! N/A Week 10: November 12, 2014 TED-Ed prep Week (a) Watch TED samples from previous years (b) Discuss parameters of TED presentation + Peer editing Tutorial Preview Memory Final Research Proposal First Draft of Ted-Ed slides (for peer edits) Week 11: November 19, 2014 The Online University and the onset of BLMs
5 Tutorial Preview (a) Discussion: Gow do we incorporate BLM s into other disciplines and levels of education? (b) University 2.0 brainstorm + Presentation and feedback Forming Impressions Hand in Final TED-Ed slides Week 12: November 26, 2014 Wrap-up Lecture Feedback on assignments; and 3TT3 Tutorial Preview Influence of Others I & II Video of your Ted-Ed presentation Week 13: December 03, 2014 Public Ted-Ed Conference List of Readings Week Date Assigned Readings 1 Sep 10 2 Sep 17 3 Sep 24 A) Atkinson, C., & Mayer, R. E. (2004). Five ways to reduce PowerPoint overload. Creative Commons. B) Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational psychologist, 38(1), Optional Reading: Davis, B. The first day of class. C) DiBattista, David (2008). A Manual for Authors of Mutliple-Choice Test Banks. D) Hmelo-Silver, C., & Barrows H. (2006) Goals and strategies for a problembased learning facilitator. Interdisciplinary Journal of Problem-based Learning, 1(1) 4. 4 Oct 1 E) TBA Student Wellness Centre** 5 Oct 8 F) Daniel, D. B. (2012). Promising principles: Translating the science of learning to educational practice. Journal of Applied Research in Memory and Cognition, 1(4), G) Robinson, D. (2013). Presented at the McMaster Symposium on Cognition, Education, and Learning. [Video Lecture] Visit Edcogmcmaster.ca H) Sample Letter of Intent 6 Oct 15 I) Sample grant proposal
6 Oct Oct Nov 19 J) Dunlosky, J. (2013). Strengthening the Student Toolbox. AMERICAN EDUCATOR, 13 Optional Reading: Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Selfregulated learning: Beliefs, techniques, and illusions. Annual review of psychology, 64, K) McParland, M., Noble, L. M., & Livingston, G. (2004). The effectiveness of problem-based learning compared to traditional teaching in undergraduate psychiatry. Medical education, 38(8), L) Colliver, J. A. (2000). Effectiveness of problem-based learning curricula: research and theory. Academic Medicine, 75(3), M) Saj Sana, F., Fenesi, B., & Kim, J. A. (2011). A Case Study of the Introductory Psychology Bleadfnded Learning Model at McMaster University. Canadian Journal for the Schip of Teaching & Learning, 2(1). N) Kim, Joe (2011). University 2.0. Presented at TedxMcMasterU See No Readings for weeks 9, 10, 11.
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