ED 428: Psychological Foundations of Education University of Saint Mary Fall 2011

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1 1 ED 428: Psychological Foundations of Education University of Saint Mary Fall 2011 Instructor Information Instructor: Joe Novak Ed. D, Class: Monday, Wednesday, Friday - 9:30 10:20A.M. DePaul 12 Contact: DePaul Rm.11 MWF:10:30-Noon TR 9:30-11:00 A.M. Phone: Office (913) Cell Phone: (913) jo.novakks@gmail.com or Joseph.Novak@stmary.edu Intentional, Reflective, and Proactive Teaching + Individual Development Plans = Successful Students Course Description: Examination and application of theories of learning and human development through adolescence with implications for intentional and proactive teaching and learning environments addressing individual and diverse needs, testing, and measurement instruments, and assessing strategies. Primary Text: Educational Psychology: Theory and Practice, Robert E. Slavin, Pearson, 2012 MISSION STATEMENT The University of Saint Mary educates students of diverse backgrounds to realize their Godgiven potential and prepares them for value-centered lives and careers that contribute to the well being of our global society. VALUES STATEMENT The University of Saint Mary believes in the dignity of each person s capacity to learn, to relate, and to better our diverse world. These values include community, respect, justice and excellence University of Saint Mary Learning Goals Participation in this course will advance University of Saint Mary goals by enabling students to engage in the following areas of investigation a. the human imagination, expression in literature and the arts, and other artifacts of cultures; b. inductive and deductive reasoning to model the natural, social, and technical world, sciences, information systems and technology; c. the values, histories, and interactions of social and political systems across global cultures, with emphasis on American democracy; d. spirituality, faith, and the wholeness of the human person, understanding interconnections of mind, heart, and hand; e. ethical and moral dimensions of decisions and actions. University Learning Outcomes

2 The student will: 1. Demonstrate ability to investigate and assess information to develop knowledge 2. Demonstrate ability to use, integrate, analyze, and interpret complex information and connect theory and practice to draw new and perceptive conclusions. 3. Demonstrate the ability to evaluate information from disparate sources to transform information into meaningful knowledge to solve or accept complex issues. 4. Demonstrate ability to use English language conventions accurately to construct coherent written and oral arguments. USM Education Undergraduate Conceptual Framework In light of the mission of the University of Saint Mary and the university goals, the department of education is dedicated to liberal professional preparation for teaching, manifested through its critical reflective teacher framework and model. Integrating the components of Knowledge, Ideals, and Praxis, the Critical Reflective Teacher operates by the continual application of the critical reflective methodology of Systematic Inquiry, Warranted Judgments, Informed Actions, and Assessment/Quality Outcomes. Candidates use the critical reflection methodology throughout the teaching/learning cycle to improve their instruction and enhance the learning of P-12 students. As critical reflection permeates all coursework, we see its practical application in the teaching/learning cycle. The education program emphasizes the contextual factors whereby teachers know their students, analyze students needs, design lessons, teach, assess, and continue this teaching/learning cycle through critical reflection. Departmental/Program Learning Goals and Outcomes Goals of the Undergraduate Teacher Education Program: In light of the mission of the University of Saint Mary and the university goals, the department of education is dedicated to liberal professional preparation for teaching, manifested through its critical reflective teacher model. In order to enhance and enrich P-12 student learning, the program seeks to promote the candidates critical deliberation through coursework which: (USM Learning Goals a-e and USM Learning Outcomes 1-4 noted in parentheses.) 1) advocates continual growth in knowledge and renewal of commitment to the wellbeing of others within the context of its Catholic, liberal arts tradition, (d, e) 2) gives emphasis to the significance of diversity in American society and in its key social institutions, (c,e) 3) underscores the political and moral nature of teaching in a pluralistic society, (c,e) 4) integrates the study of education with study in the liberal disciplines and with clinical experiences, (2) 5) engages candidates in critical inquiry into the social, political, philosophical/ideological, and economic context in which schools are embedded,(c, e) 6) emphasizes the interactive nature of theory and practice, (2, 3) 7) considers global perspectives. (a, e) Program Standards and Performance Markers Teacher candidates accomplish the program goals by fulfilling the program standards evidences through the performance markers. The teacher candidates will demonstrate: (USM Learning Goals a-e and USM Learning Outcomes noted in parentheses.) 1. Growth in the ability to consistently apply the critical reflective teacher model in coursework and in teaching practice through (2) 2

3 a. Systematic inquiry based on consideration of theoretical and moral principles, b. Problems conceptualized for analysis, c. Consequences of alternative actions examined, and d. Informed practice based on warranted conclusions. 2. Knowledge of subject matter and pedagogical content knowledge through (a, 2) a. Apt use of subject matter concepts and methods of inquiry, b. Identification of organizing themes within methods of inquiry, c. Flexible treatment of content, d. Apt use of examples, illustrations and metaphors, and e. Curriculum integration. 3. Accurately describing the relationship of organizational structures and relevant forces in education (2) a. Understanding of the relationship of governmental and school organizational structures and social, cultural, and educational forces to the educational process through b. Consideration of diversity in instruction, c. Concern for equality of opportunity in instruction, d. Promotion of a democratic learning community, and e. Interactions with parents, students, and colleagues that manifest respect. 4. Understanding of the political and moral nature of the curriculum and teaching informed by social, philosophical, and historical foundations of education through (c) a. Coursework and curricular plans grounded in philosophy of education, b. Consideration of social, political, and moral consequences of instructional activities, and c. Regard for ethical standards of the profession. 5. The theoretical understanding and the ability to foster and maintain a classroom culture conducive to learning through (2) a. Classroom organization that facilitates learning, b. Orderly transitions between activities, c. Implementation of democratic style, d. Student decision-making, e. Promotion of student motivation to learn, f. Allocation of resources to classroom goals, g. Maintenance of records, and h. Prompt and professional communication with parents. 6. Use of pedagogical knowledge and a broad spectrum of educational technology through a. Variation of instructional strategies, (b) b. Use of supplemental materials to enhance instruction, c. Promotion of critical thinking, problem-solving, and meaningful learning through instructional strategies, and d. Use of technology 7. Understanding of the significance of diversity issues, multicultural education, and global perspectives for contemporary schooling and concepts of democracy through (c, 1) a. Accurately describing the aims and purposes of multicultural education and global education, b. Accurately describing the relationship between multicultural education and democratic principles, and c. Instructional plans that reflect diversity and culturally relevant teaching (gender, racial, cultural, and ethnic). 3

4 8. Ability to apply knowledge of learning and the learner (including all students with special needs) in the classroom through (2) a. Instruction that accommodates developmental levels and learning styles, b. Instruction that enhances motivation, positive affect, and self-esteem, c. A variety of formal and informal assessments utilized, d. Accurate and ethical interpretation of assessments, and e. Assessment practices integrated into instructional plans. Teacher Candidate Dispositions Diversity and Multiple Perspectives: The teacher candidate values each individual student. She/he recognizes, believes, models, and teaches that all children can learn. Knowledge content, skills, and dispositions reflect multiple perspectives, respect for difference, and appreciation of various learning modalities (INTASC dispositions 1, 2, 3, 7, 10). Critical Thinking Skills: The teacher candidate practices reflective, critical thinking and fosters this skill and process with her/his students within a flexible and reciprocal learning environment (INTASC dispositions 4, 5, 9). Positive Learning Climate and Community: The teacher candidate is an active participant in creating a positive, democratic learning community. She/he utilizes appropriate communication skills, addresses issues of short term and long term planning, and uses ongoing and varied assessment (self and other) for both teacher candidate and student (INTASC dispositions (3, 5, 6, 7, 8). Course Outcomes: The following course objectives will be accomplished through journal readings, videos, class discussions, lectures, webinars, current online website readings, and other activities. The student will: 1. Evaluate the concepts of physical, psychosocial, socioemotional, and cognitive development and the impact on interdisciplinary instruction, learning, motivation, classroom management, and discipline, accommodation, teaching/learning styles, and assessment; (ULO 1) 2. Experience cooperative learning, role plays, and classroom situations where students will be asked to problem solve and to demonstrate multiple intelligences and multiple teaching modalities (ULO 2) 3. Apply learning theories to develop and evaluate age appropriate activities (ULO #7) 4. Evaluate individual student needs, differences in individual preferences, developing awareness of cultural diversity and how these can affect teaching/learning styles and how classroom decisions are made (ULO 3) 5. Demonstrate skill in designing a lesson plan and presenting a lesson, as well as constructing items for a teacher made test; (ULO 4) 6. Review current educational tests and measurement instruments, their development, uses, and interpretations strategies (ULO 3,4) Professional Education Standards met through this course Standard Artifact Assessment 4

5 5 2 Self-assessment: Practicing for Licensure 2 Self-assessment: Practicing for Licensure 80% 80% 2 MI theory lesson Rubric plan 2 MI theory lesson Rubric plan 3 Lesson plan Rubric 5 Self-assessment: 80% Practicing for Licensure 6 Lesson Rubric 8 Self-assessment: 80% Practicing for Licensure 6 Power point checklist Standard 2: The educator demonstrates an understanding of how individuals learn and develop intellectually, socially, and personally, and provide learning opportunities that support this development Standard 3: The educator demonstrates the ability to provide different approaches to learning and create instructional opportunities that are equitable, based on developmental levels and adapted to diverse learners, including those with exceptionalities. Standard 5: The educator used an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interactions, active engagement in learning and self-motivation. Standard 6: The educator uses a variety of effective verbal and non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Standard 8: The educator understands and uses formal and informal assessment strategies to evaluate and ensure the continual intellectual, social, and other aspects of personal development of all the learners. ACADEMIC HONESTY- Academic honesty is expected of all members of the University of Saint Mary community. It is an essential component of higher education and is necessary for true academic growth. Christian tradition and professional excellence demand that truth be valued in all of our interaction. Justice requires that we possess the skills and learning that we

6 6 profess to have. Academic honesty prohibits any form of cheating whether in or out of the classroom; the presenting of purchased or stolen papers, computer programs, reports, etc., as one s original work; failure to acknowledge the source quotations, unique ideas, figures, tables, charts, and diagrams when these are used in papers, reports, or formal presentation; and falsification of information. Any form of cheating or plagiarism (misrepresenting material written or prepared by someone else as one s own work) is clearly understood to be grounds for disciplinary action. The student may receive a failing grade on the project in question and may even fail the course. The individual instructor will ordinarily handle the situation. If an instructor fails a student in a course or significantly lowers the final grade because of academic dishonesty, he/she will file a written report with the Academic Vice President. A student who has serious reasons to challenge a judgment of cheating or plagiarism may use the standard appeal process. (This statement is taken directly from the USM Catalog) Accommodations Please contact the professor at the beginning of the semester or when special needs are identified if accommodations are required for your participation in the learning environment. Disability Policy USM supports the Americans with Disabilities Act and makes reasonable accommodations for students with disabilities. If students have special needs that prevent full expression of their abilities, they should contact the course instructor during the first week of class to discuss resources and accommodations. Reasonable Accommodation Any student may request a reasonable accommodation from his or her supervisor or instructor. All requests for reasonable accommodation will be shared only with individuals conducting official USM business or with members of the USM community who have a need to know in order to act in the student s educational interest. Attendance Prompt and consistent attendance at academic appointments, (classes, lectures, or conferences) is an essential part of academic work. It is expected that students will keep all academic appointments. The responsibility for work missed because of absence, regardless of the reason, rests upon the student. Excessive absences may result in grade adjustment or recommended withdrawal from the course. Course Requirements: 1. Class Attendance and Participation (10 points each class) (ULO # 1) Attend each class and actively participate in class aspects. Read the assigned chapters and/or information prior to class time. Your presence and active participation are crucial to your learning. The text assignments will be the focus for the activities in class. Active involvement in class reflects your thinking and understanding of topics presented. More than one tardy will result in point deduction(s). 2. Formative and Summative Assessments points to be determined (ULO # 1, 4) Students will periodically apply learning to practical activities to assess transfer of learning.

7 3. Digital Classroom Activity Journaling (10 points each journal submission) (ULO #2) The class is a heads-in and hands-on experience. Each class experience will include an individual or cooperative learning experience to put theory into practice. Students will submit the journal digitally. 3. Answer the Self-Assessment: Practicing for Licensure (20 points each) (ULO #2) at the end of the chapter and submit when we discuss the chapter. 4. Multiple intelligence activity (180 pt) (ULO #2) Design 9 activities, one activity that represents each of the intelligences to learn one concept in your area of concentration. For example, History teachers will examine one historical concept and formulate 9 different activities incorporating each of the multiple intelligences. Elementary teachers will have a range of topics due to the scope of their curriculum. The instructor will provide more guidance. 5. Chapter lesson plan (54 pt. for lesson plan+90 pt. for presentation) (ULO # 1, 2) Present 20 minutes of one chapter to the class. Refer to the University of Saint Mary lesson plan format. Instructor will give guidance for the appropriate section to teach Content lesson plans (65 pt. each) (ULO #2) Proving your skill at writing lesson plans using the University of Saint Mary lesson plan format, you will write 2 lessons that you could teach to your future students. 7. Topic due (5 points) Please submit in writing your educational issue or problem you plan to research which will result in the writing of your two abstracts as well as your power point presentation. 8. Two abstracts (40 points): (ULO # 1, 4) Two abstracts from 2 different, current educational journals will be submitted that should relate to a current problem in educational psychology. Please follow the APA guidelines for citing articles: O Neil, J. (1990). Making sense of style. Educational Leadership, 48 (2), 4-9. Provide a summary of the article. Evaluate the article: Base it in credibility, relevance, importance, and findings. Application: Describe how the research or information can be applied in your work in the schools or education in general (your opinion). 9. Power Point (100 points) (ULO # 1, 4) You will present the information on an educational psychology issue in a power point presentation. The information will be taken from the abstracts. You will need at least five slides: The issue you selected Describe the problem, how it impacts education An expert opinion on this theory/problem (From abstract #1) Another expert opinion on this problem (From abstract #2) Your final expert s opinion Possible solution(s) to this problem References of the three experts in APA style 7

8 8 Please limit your presentation time to 20 minutes. Course Evaluation The following grading scale will be used Textbook A: % B: 85-92% C: 77-84% D: 70-76% F: Below 70% Slavin, Robert E. (2012). Educational Psychology: Theory and Practice. 10 th Edition Boston, MA: Pearson. Bibliography and Suggested Reading List Armstrong, T. (1994). Multiple Intelligences in the Classroom. Alexandria, VA: ASCD. Gardner, H. (1993). Frames of Mind. New York City, NY: Basic Books Gibbs, J. (2001). Tribes. Santa Rosa, CA: Publisher s Press. Kovalik, S. and K. Olsen (1993). ITI: The Model. Alexandria, VA: ASCD. Psychological Foundations of Education - Tentative Schedule for Fall 2011 Week of August 22 --Introductions, Procedures, Expectations, Assignments, Chapter 1: "What Makes a Good Teacher?" Week of August 29 --Chapter 1: "How Can I Become An Intentional Teacher?" *p.26 Due Journal Entries submitted by Friday September 2 Week of September 6 Information Processing and Theories of Learning September 12 - page 180 due, September 14 Journal entries due from Chapter 6 September 16 Formative Assessment on Chapters 1 and 6 Week of September 19 - Chapter 7: "The Effective Lesson" September 23 Page due, Journal entries due from Chapter 7 Week of September 26 --Chapter 2: "Theories of Development" September 30 - Chapter 2: "Theories of Development" *p.60 Due

9 9 Journal entries submitted by September 30 Week of October 3--Chapter 3: "Development During Childhood and Adolescence" *p.89 and Chapter 3 journal entries due Friday October 7 Week of October 10--Chapter 4: "Student Diversity" *p. 124 and Chapter 4 journal entries due Friday October 14 Week of October 17 -Chapter 5: "Behavioral Theories of Learning" *p. 154 and Chapter 5 journal entries due Monday October 24 October 24 Formative assessment on Chapters 2,3,4, and 5 October Chapter 8 "Student-Centered and Constructivist Approaches to Instruction" October 28--*p.259; Topic for Abstracts/Power Point; Journal entries from chapter Due 1st Content Lesson Plan Due Week of October 31 - Chapter 9: "Accommodating Instruction to Meet Individual Needs" *p.293 and Journal Entries due on Friday November 4 Week of November 7 - Chapter 10: Motivating Students to Learn" Chapter 11: "Effective Learning Environments" November 11 - Chapter 11: *p. 324; *p. 361; Journal Entries for Chapter 10,11 Due November 14 - Multiple Intelligence Activities Presentations November 16 - Chapter 12: "Learners with Exceptionalities" *p.402; Journal entries for Chapter 12 due November 18 November 18 - Multiple Intelligence Activities Presentations Abstracts Due November 21 - Chapter 13: "Assessing Student Learning" 2nd Content Lesson Plan Due November 28 - Chapter 13: "Assessment Concerns" *p. 452; Journal entries for Chapter 13 due Friday December 2

10 10 December 5 - Chapter 14: "Standardized Tests and Accountability *p. 490; Journal entries for Chapter 14 due Friday December 9 November 30--Power Point Presentations December 7--Power Point Presentations December 7--Multiple Intelligence Activities/ Power Point Presentations December 9--Review December Final 8:00 A.M.