ED 666 ~ Advanced Educational Psychology ~ Karen L. Macklin

Transcription

1 UAS CTE graduates will be informed, reflective, and responsive teachers within diverse classroom, school, and community contexts ED S631 Advanced Educational Psychology - Course Syllabus Karen L. Macklin, Adjunct Instructor Phone: Office Hours: By appointment klkmacklin@gmail.com Section: J02 Contact Hours: 3+ (3 Credits) Course Subject: Education Department: Secondary MAT College: Center for Teacher Education Program: Secondary MAT UAS Technology Support Help Desk Call either or , or go to UAS Online Class Site: Go to the website at: You can search your classes by entering the class information. Go to the Homesite for ED S631 for specific information regarding this course. Under Resources you will find a variety of documents for your use during this course. Check this site daily for posted assignments, along with homework expectations for each class. Course Context: Designed for students enrolled in the Masters of Arts - Teaching Secondary Program to acquire knowledge in the area of human development and learning to support their successful work with students in the secondary classroom. Course Description (3 credits): This course includes a review of relevant learning theories and theorists, learning styles, differentiation of instruction, and assessment for students. Activities guide students in the practice of integrating learning theories, best-practices-teaching, and field-based applications into classroom environments. Students practice applying instructional strategies to structure the classroom environment for success. They are encouraged to promote optimal learning, by incorporating differentiated curriculum and adaptations for individual differences within educational instruction. Relation to Conceptual Framework: The purposes of this course are consistent with the Center for Teacher Education s Mission, to identify, prepare and strengthen effective teachers for sustained contributions to students and the education profession in rural and urban settings in Alaska and nationally. In addition, this course directly supports the Vision of the Center for Teacher Education that our graduates will be informed, reflective, and responsive teachers within diverse classroom, school, and community contexts. Instructional Methodologies: The instructor will use a variety of instructional methodologies, including but not limited to interactive lectures, discussions, cooperative learning, group presentations, written reflections, and sharing examples of best-practices-teaching from actual classrooms. Page 1

2 Required Text: Sternberg, Robert J. and Williams, Wendy M. (2010). Educational Psychology, Second Edition. New York: Allyn & Bacon. Print ISBN-13: e-text ISBN-13: Articles from educational journals may also be provided for use with this course. Students are encouraged to use the works cited provided to expand their educational knowledge base of readings within the field of educational psychology. Field-based Components/Competencies Expected: Many of the learning activities associated with this course will happen during class time. However, activities conducted during class time will not be meaningful unless you have adequately prepared for the day s events. Preparation includes reading text assignments and all provided articles prior to class, reflecting and discussing your understanding of the content of the articles, completing the various activities as outlined in the Calendar, and completing in a thoughtful and thorough manner all course activities and projects. Technology Components/Competencies Expected: A requirement of your Learning Unit Project is that it is developed using computer technology, and a component of this lesson plan must address in some manner the use of technology to enhance learning. In addition to communicating with your instructor, it is expected that you will seek and respond to guidance from your classmates and/or experts in the field when questions arise. In addition, you should use or word processing to complete written assignments. Diversity Components/Competencies Expected: Respecting cultural and learning preferences of your students is of critical importance. Having a firm understanding of the specific learning needs of your students can assist you in many ways in this area. Several Alaska Cultural Standards for Educators have been identified as relevant to the course content in this class. It is expected that at all times that you will conduct yourself in a manner that respects the cultural heritage of your students. Additionally, your Learning Unit Project must include an aspect that demonstrates cultural sensitivity. Cultural Standards for Educators: Teacher candidates recognize the validity and integrity of the traditional knowledge system Teacher candidates recognize cultural differences as positive attributes around which to build appropriate educational experiences Teacher candidates recognize the need for all people to understand the importance of learning about other cultures and appreciating what each has to offer Page 2

3 UAS GRADUATE COMPETENCIES The UAS Graduate Competencies are holistic in nature and have a broad scope. Each of the courses and the field experience in the Middle Grades and Secondary MAT program address these competencies and provide opportunities for the MAT interns to demonstrate their understanding and mastery of the particular skill or behavior. Communication 1.1 Candidates possess effective professional writing skills appropriate in their fields 1.2 Candidates are effective in presentations and professional discourse 1.3 Candidates use substantial comprehension skills in reading and listening 1.4 Candidates understand the role of technology and effectively use it for professional communication Professional Behavior 2.1 Candidates recognize ethical and professional responsibilities 2.2 Candidates can work effectively in various roles with diverse individuals & groups to achieve common goals 2.3 Candidates can assume a leadership role, when necessary Critical Thinking and Problem Solving 3.1 Candidates identify, analyze and conceptualize problems in their field 3.2 Candidates evaluate and synthesize data, considering multiple perspectives 3.3 Candidates understand the holistic and systemic nature of issues in relation to various environments 3.4 Candidates understand the role of technology in analysis and decision-making 3.5 Candidates exercise judgment in decision-making Page 3

4 Knowledge, Dispositions and Performances Assessed: In this course, you will be exploring various aspects of the Knowledge, Dispositions, and Performances listed in the Conceptual Framework. The specific Conceptual Framework outcomes that will be dealt with in this course are: Knowledge of Content 1c 2c 3d 4c 5c 6c 7c 8d 9c 9c Abide by a philosophy of education and remain flexible to revising it based on new research and teaching experience (D) Appreciate unique thinking processes of learners at different stages of development (D) Appreciate multiple perspectives and value individual differences (D) Commit to professional discourse about content knowledge and student learning of content (D) Value assessment and instruction as integrated processes (D) Commit to ensuring student well being and development of self-regulation and group interaction skills (D) Recognize the school as an integral part of the community and value parents as partners in promoting student learning (D) Value professional ethics, democratic principles, and collaborative learning communities (D) Integrate technology in planning, instruction, and assessment to support student learning (D) Value technology as a tool for student and teacher lifelong learning (D) Professional and Pedagogical Knowledge 2a 2b 3a Identify ways students developmental levels affect their thinking processes and learning (K) Accommodate differences in how students learn based on knowledge of individual s social, emotional, and intellectual maturation (P) Identify strategies for differentiating instruction based on student differences (K) 5a. Understand how to plan for instruction that is based on student needs and curriculum goals (K) 5b Plan, teach, and assess for optimal student learning (P) Pedagogical Content Knowledge 4c Commit to professional discourse about content knowledge & student learning of content (D) Requirements and Evaluation Criteria: Page 4

5 Habits of Mind Participation counts! Within the small circle of the teaching profession in Alaska, your reputation is your most valuable asset far more valuable; it could be argued, than your classroom grades. Your "can-do" attitude, attention to detail in your own work, and attention to the merits of your classmates' ideas will be noticed. Since learning is a fundamentally social process, your contributions to discussions are valued. If you fall asleep in class, arrive late, leave early, or do not attend, your grade will reflect these actions. Team Participation If you have always been shy about participating in classes, meetings, and the like, then use this course as a laboratory to experiment with ways of becoming more involved and assertive. On the other hand, if you tend to be the type of person who always needs be recognized for your insights and who likes to hammer points home, this course could be an opportunity for you to practice diplomacy and tact. Thoughtful skeptics, maverick idealists, and the mildly cynical tend to receive high scores as long as they are saying something that's on target and interesting. People, who ask useful clarifying questions, offer to explain things to classmates, and make constructive suggestions about ways to improve anything also tend to do well. Attendance On-time attendance at each class is crucial. Consider this requirement practice for the teaching profession, where it is usually more work to miss class than it is to attend. You are expected to be in class on time, to return in a timely fashion from breaks, and to stay for the entire class session. Excessive tardies and/or more than one absence may result in an incomplete or non-passing grade. Late Assignments, Whining, & Other Less Savory Aspects of the Education Process Before you ask for an extension, offer an explanation for late or sub-standard work, or attempt to excuse your own lack of inspiration in completing an assignment, imagine yourself as the teacher in the process, not the student, and ask yourself how you would respond to a student telling you what you want to tell the instructor. The development of classroom management techniques for dealing with these real-life classroom situations is an important skill, and so is getting your work in on time. Late work is not accepted without prior arrangement. Students with Disabilities UAS is an affirmative action, equal opportunity institution. Students should contact Disability Support Services (DDS) for academic or programmatic accommodations. Students with documented disabilities who may need special instructional accommodations or who may need special arrangements in the event of an evacuation should also notify the instructor as soon as possible, no later than the second session of the course. Assessments and Grading Scale: A = % ( points) B = 80-89% ( points) Page 5

6 If you want to earn less than a B, please see the instructor UAS does not mail final grades to students; go to UAS Online for your grades. Students can check on their progress during class with the instructor Scoring Rubrics and Guidelines, assessing the Knowledge & Performances per Conceptual Framework, will be provided or created for each work product. 1. Analysis and rewrite of current Personal Educational Philosophy: Rewrite Current Philosophy for 58 points Knowledge, Dispositions, and Performances Assessed: 1c, 2a, 2b, 3a, 4c, 7c Project Description of Educational Philosophy Suggestions for Writing an Educational Philosophy Statement Self Evaluation & Instructor Evaluation Rubric Outcome #1 Portfolio Scoring Guide for Educational Philosophy 2. Class activities/discussions: 10 interactive sessions 5 points each for 50 points total Knowledge, Dispositions, and Performances Assessed: 1c, 4c, 3d Rubric for In-class Participation and Discussion 3. Fast Writes (6): 5 points each for 30 points total Knowledge, Dispositions, and Performances Assessed: 1c, 4c, 9c Journal and Fast Write Rubric 4. Researched Journal Response Completion, Sharing, & Comments: 50 points Knowledge, Dispositions, and Performances Assessed: 4c, 9c, 3d Review of Journal Articles Assignment Sheet Template: Review of Journal Articles 5. Psychologist / Learning Theorist Project: Participation at Psychologist Mixer & Reading of BioPoem: 50 points Knowledge, Dispositions, and Performances Assessed: 1c, 4c, 9c, 8d Educational Psychologists / Learning Theorists Project Assignment Sheet How to Write a Biopoem Rubric for Historical Role Play: Educational Psychologist 6. Learning Unit Project: Individual & Collaborative Project: 100 points Knowledge, Dispositions, and Performances Assessed: 2a, 2b, 2c, 3a, 5a, 5b, 5c, 6c, 8d, 9b, 9c Collaborative Lesson Plan Project Description Collaborative Self-Evaluation & Letter of Recommendation Rubric Collaborative Lesson Plan Self-Evaluation and Teacher Rubric Presentation Rubric Scenarios of students with diverse needs and/or disabilities Page 6

7 Tentative Schedule of Topics Specific Assignments & Due Dates to be Handed Out in Class Students Should Check the Web Site for ED 631 for specifics 7-Jun 8:00 AM 12:00 PM Chapter 1 Expert Teachers & Learners 1:00 PM - 4:00 PM Chapter 2 Cognitive, Learning & Language Skills 8-Jun 8:00 AM 12:00 PM Chapter 3 Personal, Gender, Social & Moral Development 1:00 PM - 4:00 PM Chapter 4 Individual Differences 9-Jun 8:00 AM 12:00 PM Chapter 5 Exceptional Children 1:00 PM - 4:00 PM Chapter 6 Group Differences 10-Jun 8:00 AM 12:00 PM Chapter 7 Thinking, Learning & Memory 1:00 PM - 4:00 PM Collaborative Group Work 11-Jun 1:00 PM - 4:00 PM Chapter 8 Cognitive Approaches to Learning 14-Jun 15-Jun 16-Jun 1:00 PM - 4:00 PM Chapter 9 Thinking: Concept Formation, Reasoning & PS 17-Jun 1:00 PM - 4:00 PM Chapters Motivation & Classroom Management 18-Jun 1:00 PM - 4:00 PM Psychologist Mixer 21-Feb 1:00 PM - 4:00 PM Collaborative Group Work 22-Jun 1:00 PM - 4:00 PM Chapter 12 Classroom Teaching 23-Jun 1:00 PM - 4:00 PM Collaborative Presentations 24-Jun 25-Jun Page 7