EDUC-P250 Educational Psychology

Transcription

1 EDUC-P250 Syllabus 1 INDIANA UNIVERSITY NORTHWEST School of Education EDUC-P250 Educational Psychology Time: Mon/Wed 11:30-12:45 Place: HH221 Time: Tues/Thurs 11:30-12:45 Place: HH330 Time: Tues/Thurs 2:30-3:45 Place: RH101 Instructor: Jasmine Begeske Office: Hawthorn Hall jbegeske@iun.edu Phone: I. COURSE DESCRIPTION This course involves the study and application of psychological concepts and principles as related to the teaching-learning process. Topics covered include cognitive development; personal, social, and moral development; learning theories; motivation. Learning goals The learning goals for this course include: o Understanding the foundational principles and theories of educational psychology. o Understanding the inter-related nature of students, teaching, and learning. o Recognizing the principles of educational psychology in teaching situations. o Reflecting on how the principles of educational psychology may be applied in teaching situations. Student learning outcomes Learning outcome 1. Explain and recognize main principles of ed-psych theories and models 2. Articulate reflectively about the application of edpsych principles to teaching situations 3. Compare and contrast the four learning theories studied 4. Design teaching activities embodying the principles of ed-psych theories 5. Describe the inter-related nature of concepts of edpsych Assessment method(s) Readings-based assignments Quizzes & reading checks Regular and rubric assignments In-class activities Quizzes Regular and rubric assignments Project In-class activities II. SCHOOL MODEL This course is part of the IUN School of Education's Teacher Education Program. This program is based upon a research-based conceptual framework that incorporates nine themes, all of which are designed to prepare a "Reflective Professional."

2 EDUC-P250 Syllabus 2 Reflective Professional Program Outcomes by Course Objectives Program Outcome Course Objectives 1. Communication Skills* 2. Higher Order Thinking Skills 3. Instructional Media & Technology 4. Learning & Development 3, 4, 5, 6, 7, 8, 9, 10, 13, 14, 15, School Culture & Context 7, 11, Instructional Design & Delivery 7. Classroom Management 8. Assessment & Evaluation 9. Professional Development* 1 * This course provides an opportunity to prepare a portfolio artifact for this program outcome. This course also reflects the principles of the Interstate New Teacher Assessment and Support Consortium (INTASC) and the Developmental Standards of the Indiana Professional Standards Board (IPSB) for Teachers of Early Childhood and Teachers of Middle Childhood. The objectives of this course are keyed to these standards in tables presented at the end of this syllabus. Course Objectives/Competencies The following are specific course objectives, mapped to program outcomes and principles (outcomes and principles are delineated subsequently). 1. Describe the nature of educational psychology its role in teachers professional lives. 2. Describe reflection and the role of reflection in teaching. 3. Identify the main principles of cognitive development as hypothesized by (a) Jean Piaget and (b) Lev Vygotsky. 4. Compare and contrast the theories of Vygotsky and Piaget. 5. Identify implications of cognitive development theories for instruction. 6. Explain the social context for development, including families, peers, and teachers. 7. Analyze the roles of peers in students lives and strategies for teachers in addressing potential peer problems. 8. Identify major principles of social and personal development theories (e.g., Erickson stages of psychosocial development, Kohlberg s stages of moral reasoning) and analyze potential classroom situations in the context of the stages. 9. Articulate your personal understanding of intelligence. 10. Compare and contrast theories of intelligence, and evaluate strengths and weaknesses of the theories. 11. Describe components of and influences on culture and cultural identity. 12. Identify aspects of bias in society and possible implications for the classroom. 13. Compare and contrast the principles of behavioral, cognitive, and constructivist learning theories. 14. Identify and design instructional strategies consistent with specific learning theories. 15. Explain motivation and factors that affect motivation. 16. Discuss the relationship between motivation and teaching/learning.

3 EDUC-P250 Syllabus Demonstrate initial program dispositions. Initial Program Dispositions The SOE is committed to the values of academic integrity in teacher preparation. You are expected to consign yourself to each of the following dispositions throughout this semester in your IUN classroom participation and in your school-based field activities: 1. Attendance, punctuality & professionalism (i.e., actions, appearance) 2. Connect subject to students world 3. Align teaching with state & professional standards 4. Prepare and promote active learning 5. Communicate ideas clearly in speech and writing 6. Use of multiple approaches & technology to teach 7. Student-centered management of class time & student behavior 8. Respects students from diverse backgrounds 9. Promote cooperation in class, school, and community 10. Track student progress & adjust teaching to meet needs 11. Willing to receive constructive criticism & suggestions 12. Committed to becoming an effective teacher III. MATERIALS Required text Woolfolk, A. (2010). Educational Psychology, 11 th edition. Upper Saddle River, NJ: Allyn & Bacon. *Bring your text to class, as we may refer to it during class activities and discussions. IV. ASSIGNMENTS AND COURSE ACTIVITIES Class will involve lecture, discussion, and activities. The goal of class meetings is to explore the topic at hand, so the emphasis will be on discussion and activities. To facilitate your focused and motivated reading of the text before class, there will be unannounced pop quizzes throughout the semester. Class sessions may also involve credit-bearing in-class activities designed to help you explore the application of principles discussed in the text. It is not possible to make up activities missed in class. Late work will not be accepted. There will be no make-up quizzes or tests. Assignments Points Attendance and Class Participation 100 Pop Quizzes 100 Multiple-choice Test Multiple-choice Test Developmental Theories Interview & Analysis 100 Diverse Needs in Teaching Activity Plan 100 Learning theories: group lesson, lesson plan and reflection 200 Total 800 Standard English, appropriate technology, and higher order thinking is expected in all products

4 EDUC-P250 Syllabus 4 and performances in this course. If you are a student with a verified disability, a Disability Services Coordinator at IU Northwest can help arrange accommodations for you. Students who have a disability, or think they have a disability (e.g., psychiatric, attention, learning, vision, hearing, physical, or systemic), are invited to contact a Disability Services Coordinator for a confidential discussion. Undergraduates call Graduates call % - A 90-93% - A % - B 80-82% - B % - C 70-72% - C % - D 60-62% - D- below 60% - F V. GRADING AND EVALUATION VI. BIBLIOGRAPHY The class discussion and activities draw from sources additional to the course text. These sources are not required reading. They are provided here for your information. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: Heath Eggen, P., & Kauchak, D. P. (2010). Educational psychology: Windows on classrooms. Upper Saddle River, NJ: Merrill-Prentice Hall. Kamii, C. (2004). Young Children Continue to Reinvent Arithmetic, 2nd Grade: Implications of Piaget s Theory. New York: Teachers College Press. Ormrod, J. E. (2007). Educational psychology: Developing learners. Upper Saddle River, NJ: Merrill-Prentice Hall. Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. Vygotsky, L. (1978). Mind in society: Development of higher psychological processes. Cambridge, MA: Harvard University Press.

5 EDUC-P250 Syllabus 5 VII. INTASC PRINCIPLES Principles of the Interstate New Teacher Assessment and Support Consortium Principle Course Objectives 1) Knowledge of Subject Matter 2) Knowledge of Human Development and Learning 3, 4, 5, 6, 8, 9, 10, 13, 14 3) Adapting Instruction for Individual Needs 6, 9, 10, 12, 14 4) Multiple Instructional Strategies 5, 6, 14 5) Classroom Motivation and Management Skills 5, 15, 16 6) Communication Skills 7) Instructional Planning Skills 2, 3, 4 8) Assessment of Student Learning 9) Professional Commitment and Responsibility 2, 9 10) School and Community Partnerships VIII. DPS DEVELOPMENTAL STANDARDS Early childhood (EC) Course Ob. Middle childhood (MC) Course Ob. 1. Core Knowledge 1. Development 5, 6, 7, 8, 9, Child Growth & Dev. 5, 6, 7, 8, 9, Curriculum 3. Found of Educ. & Learn 1, 2, 3, 4 3. Instruction 13, 14, 15, Curr. & Inst. 13, 14, 15, Assessment 5. Fam. Culture & Comm 11, Prof. Role 6. Observation & Assess 6. Student Learning 7. Professionalism 7. Fam/Comm. 11, Learn Environ 8. Prof. Dev 1, 2, Early Adolescence Course Ob. Adoles. & Young Adult Course Ob. 1. Young Adol.Dev. 5, 6, 7, 8, 9, Dev. Adol. & YA 5, 6, 7, 8, 9, Healthy Dev. 2. Decision Making 3. Mid. Sch. Phil. & Org.. 3. Hi. Sch. Ln. Com. 4. Mid. Sch. Cur. 4. Curriculum 5. Mid. Sch. Inst. 13, 14, 15, Inst. Strategies 13, 14, 15, Fam. Involvement 11, The Home/Sch. Connect 11, Com. Involvement 11, Comm & Trans/Future 8. Teacher Roles 9. Collab. Beh.

6 IX. SCHEDULE EDUC P250: Educational Psychology EDUC-P250 Syllabus 6

7 Monday JANUARY 10 Introduction Overview of educational psychology Chapter 1 JANUARY 17 NO CLASS Martin Luther King, Jr. Day JANUARY 24 Cognitive development & language Chapter 2 Self, social, and moral development Chapter 3 JANUARY 31 Learner differences & learner needs Chapter 4 FEBRUARY 7 Learner differences & learner needs Chapter 4 FEBRUARY 14 Culture & diversity Chapter 5 Review for Test FEBRUARY 21 Behavioral views of learning Chapter 6 FEBRUARY 28 Cognitive views of learning Chapter 7 MARCH 7 Cognitive views of learning Chapter 7 Complex cognitive processes Chapter 8 MARCH 14 SPRING BREAK MARCH 21 Complex cognitive processes Chapter 8 MARCH 28 Learning sciences & Constructivism Chapter 9 Wednesday JANUARY 12 Cognitive development EDUC-P250 & language Syllabus 7 Chapter 2 JANUARY 19 Cognitive development & language Chapter 2 Assign Developmental Theories Interview & Analysis JANUARY 26 Self, social, and moral development Chapter 3 FEBRUARY 2 Learner differences & learner needs Chapter 4 FEBRUARY 9 Culture & diversity Chapter 5 Developmental Theories Interview & Analysis DUE Assign Diverse Needs in Teaching Activity Plan FEBRUARY 16 (MIDTERM) Test 1 (Chapters 1-5) FEBRUARY 23 Behavioral views of learning Chapter 6 MARCH 2 POSTER DAY! Diverse Needs in Teaching Activity Plan DUE Assign learning theories group presentations MARCH 9 NO CLASS MARCH 16 SPRING BREAK MARCH 23 Learning sciences & Constructivism Chapter 9 MARCH 30 Social Cognitive Learning Chapter 10 APRIL 4 APRIL 6

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9 EDUC-P250 Syllabus 9 X. OTHER Artifact Score Sheet - -- Initial Program Class: P250 Student: LEARNING AND DEVELOPMENT 4 P250, S510 4 = Excellent (clear, convincing, and consistent evidence) 3 = Quite Satisfactory (clear and convincing evidence) 2 = Needs Revision (limited evidence) 1 = Unacceptable (little or no evidence) Learning Theories: 1. Identifies learning theories (e.g., Cognitive-Field, Humanist, Social- Cognitive/Eclectic) in instructional strategies and educational materials 2. Classifies learning theories in instructional strategies and educational materials Developmental Theories: 1. Demonstrates an understanding that development is generally sequential (builds on earlier stages) 2. Demonstrates an understanding that development is similar but individual 3. Demonstrates an understanding that development is interrelated (social, emotional, physical, and intellectual) 4. Demonstrates an understanding that development is continuous Diverse Needs: 1. Identifies characteristics of students with diverse needs 2. Gives a strong rationale for accommodations in the school environment 3. Plans accommodations for diverse needs Score Artifacts must also pass IU Northwest Writing Competency standards. See Web: ARTIFACT: Developmental Theories Interview & Analysis, Diverse Needs in Teaching Activity Plan, & Learning theories lesson plan and reflection SCORE: Reviewer's Signature: DATE: 4/27/2011

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