EIS 301, SAMPLE SYLLABUS Educational Psychology Learning and Instruction Spring 2011**

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1 1 EIS 301, SAMPLE SYLLABUS Educational Psychology Learning and Instruction Spring 2011** TPEP VISION STATEMENT: Our graduates will be empowered educational professionals deeply committed to continuous learning and the empowerment of all learners. TPEP LOGO TPEP MISSION STATEMENT: The WIU Teacher and Professional Education Program empowers candidates to become educational practitioners who engage in informed action that is grounded in knowledge and reflection; who are deeply committed to the highest standards of professional practice; who are able to adapt to emerging social, economic, and cultural landscapes; who are skilled in the use of technological tools that promote teaching and learning; and who are committed to empowering all learners. Professor: John Sample, Ph. D. Office: 115 Horrabin Hall Office Hours: M 1:30 3:30; T 10:00 11:00; W 10:00 11:00; or by appointment Phone: Fax : Course website: Class Time & Location: Monday & Wednesday, 11:30 to 12:45, HH 26 REQUIRED READING MATERIAL: Mansfield, E. A. (Ed.). (2008). Educational psychology into the classroom (4 th ed.; customized for Western Illinois University). Boston: Pearson Custom Publishing. Other course readings assigned by the instructor and posted to the course website. COURSE OVERVIEW: EIS 301 Learning and Instruction is a required course for all students in the WIU teacher education preparation sequence. EIS 301 also meets one hour of the six hours required for middle school certification. It is expected that all students entering EIS 301 will have successfully completed EIS 201 or its equivalent with a minimum grade of C. CATALOG DESCRIPTION: An introduction to the state of knowledge in contemporary educational psychology including particular concepts related to middle school. Topics include cognitive processing, human motivation, instructional planning, instructional strategies, assessment and evaluation, standardized testing, and teacher-based

2 2 assessments. A grade of C or above must be achieved in EIS 301 for teacher certification. Prerequisite: A grade of C or above in EIS 201. C OR BETTER STATEMENT: In accordance with Illinois State Board of Education certification rules, all candidates seeking teacher certification are required by Western Illinois University to obtain a grade of C or better in all directed general education courses, all core courses, and all courses in the option. Note: A C- is below a C. COURSE OBJECTIVES (BIG IDEAS): Planning and Assessment Instruction is best carried out using a systematic development process. Assessment is integral to this process. The process essentially involves the following: 1. An understanding of the contextual factors that influence student learning 2. Clearly stated goals and objectives 3. An assessment plan that is matched to lesson goals and objectives and reflects awareness of the critical issues of consistency (reliability), accuracy (validity), and fairness. 4. Instruction that is aligned with goals and objectives and provides students with opportunities to practice using the content and skills that will be assessed 5. An analysis of student learning (both classroom and standardized test based) which may lead to modifications to instruction 6. Reflection and self evaluation for improving instructional practices The instructors of EIS 301 have come to an agreement that by the end of the course students will be able to: Explain the role of prior knowledge and skills and its impact on instructional planning and assessment. Use an analysis of lesson content to develop goals and objectives (e.g. Mager, Gronlund, or an Illinois State format). Match objectives to an appropriate type of assessment format (true-false, matching, multiple choice, fill-inthe-blank, short answer, essay, checklist, rating scale, rubric). Identify lessons that have instructional and assessment activities that are aligned with lesson goals and objectives. Explain how diagnostic, placement, formative, and summative assessment are used to improve student learning. Explain the nature and uses of standardized testing in education and its impact on student learning Conduct a basic analysis of assessment instruments (standardized as well as classroom based) in terms of consistency (reliability), accuracy (validity), and fairness. Learning and Cognition Learning is a product of information processing and school/academic learning consists of declarative, conditional, and procedural knowledge acquired in a novice to expert progression. With this broad principle in mind, by the end the course EIS 301 students will be able to: Recognize the characteristics and functions of each component of the information processing model (sensory register, short term and long term memory). Identify the instructional implications of limited attention and working memory in the learning process. Explain how information processing systems of cognition are used to learn and recall knowledge from memory. Identify and explain the cognitive processes used to construct declarative knowledge (rehearsal, differentiation, elaboration, organization, and visual imagery). Explain the relationship between, elaboration, meaningful learning, conditional knowledge, and deep learning.

3 3 Identify teaching and learning tactics and strategies that make used of elaboration, organization, and visual imagery processes. Explain the appropriate role of rehearsal, mnemonics, and rhymes in academic learning. Identify and explain the stages of procedural knowledge acquisition. Explain the importance of automaticity in student learning. Motivation Motivation is best characterized as the time, effort, and persistence that students invest in any given activity. With this in mind at the end of EI 301 students will understand the multiple factors that influence students time and effort in learning activities: Describe the differing beliefs about intelligence and their impact on individual motivation Explain the developmental trend in children s beliefs about intelligence (entity and incremental) Discuss the role of self-efficacy and perceived ability in learning and achievement Describe strategies that help support students self-efficacy and perceived ability Describe the various types of goals students adopt in learning and achievement situations Explain how different goals produce varying levels of motivation and achievement Discuss the role of attributional beliefs in achievement motivation List the attributions that have been found to improve or maintain student motivation Discuss the role of prior experiences and social-cultural factors that influence motivation INSTRUCTIONAL METHODS AND ACTIVITIES: This course will utilize a variety of instructional methods, including lecture, discussion, case studies, small-group activities, videotapes, and expository writing. COURSE REQUIREMENTS AND EVALUATION PROCEDURES: Students in this course will be expected to read, observe, discuss, and write about principles of educational psychology as they relate to this class and to their future careers. Students final grades will be determined by their performance on the following assessments. Additional information about these assessments will be provided. Daily Reading Assessment (DRA) 100 points Over the next several years, you will be developing into a teaching professional. One aspect of professionalism is preparation. To ensure that students come to class prepared to learn, a 4-point assessment on the readings will be given at the beginning of each class period (with some exceptions, see schedule). For each reading, a list of objectives outlining the content to be learned from that reading will be posted to the class Western Online site. A portion of these objectives will serve as the content for the daily assessment. Assessments may consist of multiple-choice, matching, or short answer questions. All assessments will be due no later than 5 minutes after the start of the scheduled class starting time so it is important for students to be in class on time. There will be 25 daily reading assessments over the course of the semester. Students who have a documented excuse will be allowed to make up a DRA. Only under extraordinary, documented circumstances will exceptions be made to this policy. Unit Assessments (UA) 170 points Four unit assessments will be given in this course throughout the semester (see the schedule). These unit assessments, which will be based on the objectives for both the readings and class, will provide students opportunities to use higher order thinking with course material. Unit assessments will contain a combination of selected response (multiple-choice and matching) and supply response (short answer and essay) items. All unit assessments will occur during class time. No make-up assessments will be administered. The sole exception to this rule is if a documented, personal emergency prevents a student from taking an assessment, AND the student has notified the instructor. Teaching Project (TP) 100 points The Teaching Project is designed to help students apply information about the four units of this course objectives &

4 4 planning, cognition, motivation, and assessment. The project will be broken up into 4 different assignments to be turned in at various points in the semester see the schedule for the due dates. More specific information about the guidelines associated with this project will be handed out in class and posted to the course website. Class Participation 30 points Class participation and interaction is an important part of this course. I strongly believe that a great deal of sustained learning occurs when students and instructors share their knowledge and experiences about the topics being explored. Thus, active participation in class activities and discussions is counted towards students' final grades. ASSIGNMENT TOTAL POINTS Daily Reading Assessments 100 Unit Assessments 170 Teaching Project 100 Class Participation 30 TOTAL 400 GRADING SCALE: GRADE POINT RANGE A 372 to 400 points (93% to 100%) A- 360 to 371 points (90% to 92%) B+ 348 to 359 points (87% to 89%) B 332 to 347 points (83% to 86%) B- 320 to 331 points (80% to 82%) C+ 308 to 319 points (77% to 79%) C 280 to 307 points (70% to 76%) C- 272 to 279 points (68% to 69%) D+ 264 to 271 points (66% to 67%) D 248 to 263 points (62% to 65%) D- 240 to 247 points (60% to 61%) F 239 points and below (59% and below) All written assignments will be graded on: (a) application, (b) grammatical correctness, (c) organization, and (d) completeness. Make sure you proofread all written assignments for these items before handing in work. For typed work, students should use 1-inch margins, double-spacing, and 12 point font. ATTENDANCE: A second aspect of professionalism is regular class attendance. Students are expected to attend all class sessions (keep in mind points are earned for daily reading assessments and participation, and if absent, points cannot be earned). However, I understand that circumstances arise that may prevent an individual from attending class. Students who have excessive absences (which I define as more than four class periods in one semester) will be asked to have a personal meeting with me about student responsibility. In the event that a student misses a class, it is HIS/HER responsibility to obtain class notes from a classmate prior to the next class meeting. DUE DATES: All assignments are due at or before the DATE and TIME listed on the schedule. For each day (including weekend days) that an assignment is late, the total points possible for that assignment will be reduced by ten percent (10%). The maximum that will be deducted for a late assignment is thirty percent (30%) of the total points possible. Only under extraordinary, documented circumstances will exceptions be made to this policy. CANDIDATE DISPOSITIONS: The University Teacher Education Committee at Western Illinois University believes that well prepared teacher candidates understand and can demonstrate knowledge of professional skills and dispositions.

5 5 The following is a list of the 8 professional skills and dispositions we expect of all teacher candidates: 1. Collaboration: Works together with others to achieve a common goal in all academic and professional settings. 2. Honesty/Integrity: Demonstrates truthfulness, professional behavior and trustworthiness. 3. Respect: Honors, values, and demonstrates consideration and regard for oneself and others. 4. Commitment to Learning: Demonstrates a respect for and is serious about knowledge acquisition 5. Emotional Maturity: Demonstrates situationally appropriate behavior. 6. Responsibility: Acts independently and demonstrates accountability, reliability, and sound judgment. 7. Fairness: Demonstrated commitment to meet the education needs of all students in a caring, non-discriminatory, and equitable manner. 8. Belief that All Students Can Learn: Demonstrates behaviors that support a culturally diverse educational environment that provides opportunities for all students to learn. If I have any concerns regarding these skills/dispositions you will be asked to speak with me. In addition, candidates' dispositions are formally assessed three times during their program. ACADEMIC INTEGRITY: All work for this course should be original and the product of your own thinking and writing. Student written assignments containing passages or ideas from other students, or words, sentences or paragraphs that are lifted from the internet, textbooks, or other sources without direct quotes will result in a lower score AND a meeting with the professor. In addition, the discussion of assessment content with other students (both current and former students) will result in disciplinary action, unless such content has been designated as a group activity. It is your responsibility as a student to abstain from cheating as well as to avoid making it possible for others to cheat. Any student who knowingly helps another student cheat is as guilty of cheating as is the student he or she assists. I strongly encourage all students to familiarize themselves with the Policy on Academic Dishonesty for Undergraduate students which can be found at: Any evidence of academic dishonesty will negatively impact your grade, and could potentially impact your status as a student. ADA COMPLIANCE: In accordance with University policy and the Americans with Disabilities Act (ADA), academic accommodations may be made for any student who notifies the instructor of the need for an accommodation. It is imperative that you take the initiative to bring such needs to the instructor s attention, as he/she is not legally permitted to inquire about such particular needs of students. Students who may require special assistance in emergency evacuations (i.e. fire, tornado, etc.) should contact the instructor as to the most appropriate procedures to follow in such an emergency. Contact Disability Resource Center at for additional services. WIU WRITING CENTER: The University Writing Center is available to assist you with general and specific questions on writing assigned in any discipline and at any academic level. The one-on-one assistance available at the Writing Center is valuable for generating ideas, talking about global-level issues such as organization, and even working through grammatical problems. The University Writing Center is located in Simpkins Hall 341. Call for an appointment ( ) and be sure to bring a copy of your assignment. TECHNOLOGY: All students enrolled are required to maintain an active account. The instructor will provide course content and course updates via and the course Western Online site (http://westernonline.wiu.edu). STUDENT RIGHTS AND RESPONSIBILITIES: Students can access information regarding their rights and responsibilities at the following web site: INCOMPLETE GRADES: It is the instructor's policy to not assign a grade of incomplete unless there are extreme circumstances. An incomplete grade will only be assigned if the student is passing the class with a grade of C or better. If an incomplete is assigned, the instructor and student will draft and sign a contract, prior to the end of the course, outlining the remaining course requirements and the timeline to complete those requirements. ELECTRONIC CLASSROOMS: It is the College of Education s policy that no food or beverages, with the exception of water, are allowed in any electronic classroom. Please consume any food or beverage prior to entering the classroom or leave the food or beverage outside of the room.

6 6 TENATIVE SEMESTER SCHEDULE: DATE TOPIC READINGS DUE 01/19/11 Introduction to course Syllabus, Chapter /24/11 Instructional Planning See Western Online UN 01 RO DRA1 01/26/11 Instructional Planning See Western Online UN 01 RO DRA2 01/31/11 Instructional Planning See Western Online UN 01 RO DRA3 02/02/11 Instructional Planning See Western Online UN 01 RO DRA4 02/07/11 Unit Assessment UA1 02/09/11 Information Processing Theory See Western Online UN 02 RO DRA5 02/14/11 Information Processing Theory See Western Online UN 02 RO DRA6 02/16/11 Information Processing Theory See Western Online UN 02 RO DRA7 02/21/11 Information Processing Theory See Western Online UN 02 RO DRA8 02/23/11 Information Processing Theory See Western Online UN 02 RO DRA9 02/28/11 Information Processing Theory See Western Online UN 02 RO DRA10 03/02/11 Information Processing Theory See Western Online UN 02 RO DRA11 03/07/11 Information Processing Theory See Western Online UN 02 RO DRA12 03/09/11 Unit Assessment UA2 03/14-03/18/11 SPRING BREAK WEEK /21/11 Motivation See Western Online UN 03 RO DRA13 03/23/11 Motivation See Western Online UN 03 RO DRA14 03/28/11 Motivation See Western Online UN 03 RO DRA15 03/30/11 Motivation See Western Online UN 03 RO DRA16 04/04/11 Motivation See Western Online UN 03 RO DRA17 04/06/11 Motivation See Western Online UN 03 RO DRA18 04/11/11 Motivation See Western Online UN 03 RO DRA19 04/13/11 Unit Assessment UA3 04/18/11 Classroom Assessment See Western Online UN 04 RO DRA20 04/20/11 Classroom Assessment See Western Online UN 04 RO DRA21 04/25/11 Classroom Assessment See Western Online UN 04 RO DRA22 04/27/11 Standardized Testing See Western Online UN 04 RO DRA23 05/02/11 Standardized Testing See Western Online UN 04 RO DRA24 05/04/11 Standardized Testing See Western Online UN 04 RO DRA25 05/09/11 Unit Assessment 1:00 PM UA4 Notes for Schedule Above: The Due Dates for the Teaching Project Components are as follows: Objectives/Planning Friday, February 18 by 4:00 PM Cognition Friday, March 25 by 4:00 PM Motivation Friday, April 22 by 4:00 PM Assessment Monday, May 2 by 4:00 PM

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