Bishop s University Graduate School of Education. GSE 501: Psychology of Teaching and Learning Winter 2014

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1 GSE 501 Winter 2014 C. Haigh 1 Bishop s University Graduate School of Education GSE 501: Psychology of Teaching and Learning Winter CALENDAR DESCRIPTION Reproduced from the Bishop s calendar, the course description is as follows: This course will examine ways to use the theories, principles and research methods of psychology to understand learning and to inform the teaching and curriculum processes. The implications of different theories of learning will be examined. Students will compare and contrast how the theories define knowledge and learning. Students are encouraged to explore in depth topics relevant to their practice. 2. COURSE INFORMATION Instructor: Dr. Corinne Haigh Office and Phone Number: N ext chaigh@ubishops.ca Office Hours: Tuesday 10:00am-12:00pm Time and Location of Lectures: 9am-4pm (with a 1hr lunch break) on Saturday, 11 th, 2014, Saturday, 25 th, 2014, Saturday, 15 th, 2014, Saturday, 25 th, 2014, and Saturday, 29 th, 2014, in N 312 at Bishop s University, or via a pre-approved videoconferencing site. NOTE: This course also has an active Moodle page that students should check regularly 3. TEXTBOOKS REQUIRED Ormrod, J. E. (2011). Human learning (6 th edition). Toronto, ON: Pearson Canada. NOTE: This textbook may be purchased from an online bookseller (e.g., Pearson Education Canada, Amazon) in either print or electronic form. Either format is acceptable.

2 GSE 501 Winter 2014 C. Haigh 2 4. COURSE INTENTIONS To examine research on teaching and learning as it applies to educational practice. To develop understanding of the relevance of fundamental theories in educational psychology. To recognize the complexity of the teaching act by exploring the many dimensions involved in learning. To enhance teaching through a better understanding of unique learning needs. 5. EVALUATION The evaluation of your progress in this course will be based on the following assignments. Further instructions and evaluation criteria will be provided for each as necessary. NOTE: ALL assignments will be submitted electronically via Moodle (NOT via ). Course Assignments Assignment % worth Due date Online participation 20% Weekly participation in Weeks In-class discussion leadership 20% To be determined based on topic selection In-class participation 20% Ongoing Adopt-a-theory assignment 40% Poster presentation (20% of total) Poster: Thursday, 27 th, 2014 Presentation: Saturday, 29 th, 2014 Encyclopaedia of Educational Psychology entry Detailed Descriptions of Assignments (20% of total) Outline: Saturday, 22 nd, 2014 Final: April 12 th, ) Online participation worth 20% of total grade Each week (not just on weeks when we have class), a discussion forum will be started on Moodle related to the readings for that week. Each forum will include a Question of the

3 GSE 501 Winter 2014 C. Haigh 3 week that you will be asked to respond to. The Question of the week will be posted on the Sunday of that week, and you will have until 11:59pm on the following Saturday to make at least one response in the forum. So, for example, I will post the Question of the week for Week 2 on Sunday, 12 th, and you will have until 11:59pm on Saturday, 18 th to respond to it. This will begin in Week 2 of the course and end in Week 10 (see class schedule below). In your response(s), you should make connections to your practice, other texts you have read, the responses of your peers, and the broader world of education. You should take a scholarly approach (e.g., you should be relying on some sort of evidence to support your ideas and opinions), however, there is no right or wrong answer to these questions, so please feel free to make links that are meaningful to you. You should be writing a minimum of 400 words per week (in one post, or across several posts). 2) In-class discussion leadership worth 20% of total grade Each student is required to summarize one of the readings and then to facilitate discussion of this topic. You should read the material carefully, prepare to discuss the main ideas of the text, and raise interesting questions about it. You are strongly encouraged to make links between theory and practice. Students should be prepared to summarize the main ideas of the reading in about 15 minutes, and then to lead about 30 minutes of discussion. You may wish to incorporate a student-centered activity such as a debate, case-study discussion, inclass demonstration into your discussion leadership, but please be sure that you only present for a maximum of 15 minutes at that for the remainder of the time your classmates are engaged in active discussion and learning. Your main goal is to facilitate student understanding of the essential concepts in an engaging, meaningful fashion. Things to avoid: Talking for 45 minutes straight. Trying to cover every small point in the readings. Presenting anything you don t understand or are unable to teach someone about. Presenting the same question that was raised in the online discussion forum (although you are encouraged to build on these ideas/questions). In-class discussion leadership will take place in classes 2 (Jan. 29), 3 (Feb. 15), 4 (Mar. 15), and 5 (Mar. 29) and students should select their top 3 topic choices from the following chapters: 3, 5, 6, 7, 8, 12, 13, 16, 17, 14, and 15. NOTE: Students may not conduct their in-class discussion leadership activity on the same topic that they choose for the Adopt-a-Theory assignment. 3) In-class participation worth 20% of total grade In-class participation is an important element of this course. You are expected keep up with the readings and to think critically about the ideas and issues related to the psychology of

4 GSE 501 Winter 2014 C. Haigh 4 teaching and learning. Students are expected to actively participate in discussions during each class session by asking relevant questions about the readings, making links to their own practice, formulating their own answers to problems and issues raised, and by generally demonstrating an understanding of the key concepts covered in this course. You may find it useful to keep an informal journal while doing the readings where you can jot down key quotes, ideas, reflections, or questions you have. This will make it easier to engage in the in-class discussion. Also, in addition to the in-class discussion facilitated by your peers, I will also introduce additional activities such as case studies, journal club sessions, and debates that you will be expected to actively participate in. 4) Adopt-a Theory assignment worth 40% of total grade NOTE: Students may not conduct their Adopt-a-Theory assignment on the same topic that they choose for the in-class discussion leadership activity. a) Encyclopaedia of Educational Psychology entry: 20% You will choose a theory/concept from the educational psychology literature (e.g., Piaget s theory of cognitive development, Maslow s hierarchy of needs, Dual-store model of memory, etc. see your text for further ideas). Each student will select their top 3 topic choices and the instructor will then generate a list of topic assignments to ensure the broadest distribution of topics. Please note that you are not selected a chapter from the text you are selecting a theory/idea from Educational Psychology. You will then write a 1,500 to 1,800 word (about 5-6 pages, double-spaced), encyclopaedia entry describing this theory. The target audience for this entry will be in-service teachers and administrators. Your entry should consist of a brief introduction to the theory, some key research findings about this theory, and some concrete examples/strategies/skills related to this theory for use in the classroom. It must also include a reference page (in APA format, not part of the 5-6 page entry) with no fewer than eight relevant research references. You must submit an outline of the assignment, along with at least three relevant research references (in APA format) no later than 22 nd, The encyclopaedia entry is due on April 12 th, b) Poster presentation of your theory: 20% You will create a poster (electronically in PowerPoint) about the theory you have chosen for your encyclopaedia entry. This poster should highlight the main components of the theory, some key research findings about this theory, and some concrete examples/strategies/skills related to this theory for use in the classroom. Visuals will be important for this model of presentation. A PowerPoint template will be provided, along with some examples of posters in this format. The final electronic poster is due on Thursday, 27 th, You should also prepare a brief (approximately 10 minute) oral summary of your poster to be presented in

5 GSE 501 Winter 2014 C. Haigh 5 class on Saturday, 29 th, Each presentation will be followed by a 5 minute question period. Please note: Late assignments of any kind will be penalized 3% (out of 100%) per day. Assignments will be accepted without late penalty up until 11:59pm on the due date. Please note that weekends count as two days. The only exceptions will be in cases of in which there are valid (i.e., documented) medical or compassionate grounds for an extension. 6. SCHEDULE Week Week 1: 5 th 11 th Week 2: 12 th 18 th Week 3: 19 th 25 th Readings and Assignments CLASS #1: JANUARY 11 TH, 2014 Introduction to the course and assignments; What is Educational Psychology? What is learning? READINGS for WEEK 2: Perspectives on Learning (Chapter 1); Learning in the Brain (Chapter 2) 18 th, 2014 at 11:59pm CLASS #2: JANUARY 25 TH, 2014 Focus on Chapters 2, 3, and 5 READINGS for WEEK 3: Behaviourism and Classical Conditioning (Chapter 3); Applications of Instrumental Conditioning (Chapter 5) 25 th, 2014 at 11:59pm Week 4: 26 th 1 st Week 5: 2 nd 8 th Week 6: 9 th 15 th READINGS for WEEK 4: Social-Cognitive Theory (Chapter 6) 1 st, 2014 at 11:59pm READINGS for WEEK 5: Introduction to Cognitivism (Chapter 7); Basic Components of Memory (Chapter 8) 8 th, 2014 at 11:59pm CLASS #3: FEBRUARY 15 TH, 2014 Focus on Chapters 6, 7, 8, and 12 READINGS for WEEK 6: Cognitive-Developmental Perspectives (Chapter 12) 15 th, 2014 at 11:59pm

6 GSE 501 Winter 2014 C. Haigh 6 Week 7: 16 th 22 nd Week 8: 23 rd 1 st Week 9: 9 th 15 th Week 10: 16 th 22 nd Week 11: 23 rd 29 th Week 12: 30 th April 5 th Week 13: April 6 th April 12 th READINGS for WEEK 7: Sociocultural Theory and Other Contextual Perspectives (Chapter 13) ASSIGNMENT DUE: Outline for Encyclopedia of Educational Psychology entry due Saturday, 22 nd, nd, 2014 at 11:59pm READINGS for WEEK 8: Motivation and Affect (Chapter 16); Cognitive Factors in Motivation (Chapter 17) 1 st, 2014 at 11:59pm READING WEEK: 2 nd 8 th CLASS #4: MARCH 15 TH, 2014 Focus on Chapters 13, 16, 17, and 14 READINGS for WEEK 9: Metacognition, Self-Regulated Learning and Study Strategies (Chapter 14) 15 th, 2014 at 11:59pm READINGS for WEEK 10: Transfer, Problem Solving and Critical Thinking (Chapter 15) 22 nd, 2014 at 11:59pm CLASS #5: MARCH 29 TH, 2014 Focus on Chapter 15; Adopt-a-Theory Poster Presentations ASSIGNMENT DUE: Final electronic Adopt-a Theory poster due Thursday, 27 th, 2014 ASSIGNMENT DUE: Adopt-a Theory poster presentation on Saturday, 29 th, 2014 ASSIGNMENT DUE: Encyclopedia of Educational Psychology entry due Saturday, April 12 th, 2014

7 GSE 501 Winter 2014 C. Haigh OTHER INFORMATION Important Course Requirements Attendance Attendance in this course is compulsory. In the event of an anticipated absence, please contact the professor in advance. If you miss a class unexpectedly due to illness, please contact the professor as soon as possible after the absence. Submission of assignments Assignments must be submitted on time. Late assignments of any kind will be penalized 3% (out of 100%) per day. The only exceptions will be in cases in which there are valid (i.e., documented) medical or compassionate grounds for an extension. All work must be typewritten unless otherwise indicated. According to the policy of the School of Education, no extra work to increase grades may be submitted. Academic integrity Work submitted or presented must be your own. Any material taken from other sources for the completion of assignments must be documented accordingly, using APA style. Bishop's University has a strict policy on plagiarism, a form of academic dishonesty. Students are advised to read closely the definition of plagiarism in the Academic Calendar and are warned to be careful to acknowledge any use of another author s work or ideas or face consequences as described in the Academic Calendar.