Introduction to Educational Psychology AEDP235. Spring A. AEDP 235 Introduction to Educational Psychology (3)

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1 Introduction to Educational Psychology AEDP235 Spring 2012 Instructor: David Lewis, MA, NCSP, LPES Telephone Home Office Office Hours by appointment 1. Descriptive Information A. AEDP 235 Introduction to Educational Psychology (3) B. Catalog Description Application of those psychological principles, theories, and data upon which effective classroom practices are based, including general methods and techniques. A variety of teaching models for classroom management will be considered with the focus on the teacher as a decision maker in planning, evaluations, and control. Emphasis on motivation, learning problems, individual differences and measurement. C. Intended Audience Undergraduate pre-professional education course required for early childhood and elementary education majors seeking teacher certification. D. Text Woolfolk, A. (2010). Educational Psychology (11 th Ed.). Boston: Allyn and Bacon. II. Course Goals and Objectives A. General Goals The USCA preprofessional teacher Education Major will develop professionally by acquiring initial competencies in the objectives listed by demonstrating such acquisitions through examinations, participation in discussion and experiential activities and projects.

2 B. Instructional Goals At the end of the course the student will be able to: 1. identify the major theoretical framework and to formulate an eclectic appreciation for each as aids to understanding the nature of the learner and the critical periods of learning, the learning process and the teaching process. 2. develop a scientific frame of reference for understanding the learning needs and abilities of all y0oung school age children and the various roles of the family, teacher, and school in meeting those needs in order to promote academic achievement and student motivation 3. Gain mastery of basic terms and key research of general methods and techniques of effective classroom practices. 4. Apply selected learning theory to the learner and learning process by focusing on developmentally appropriate practice for the early childhood, elementary and early adolescent years. 5. Gain initial information and skills with formal and informal evaluation and holistic assessment of achievement and intelligence including the purpose of testing, types of tests, validity, reliability, and interpretation of norm-referenced and criterion referenced standardized test results with emphasis on mandated South Carolina assessments and procedures. 6. Gain insight into the teacher s own interpersonal needs, professional ethics, and collegial relationships through the study of effective teacher characteristics, teaching models and case studies. 7. utilize individual differences information (including a review of IDEA, Part H, and ADA) to provide a vehicle for adapting instruction to individual characteristics and needs of children, including cultural diversity, family structures, at risk, disabilities, gifted, and socioeconomic backgrounds. 8. Gain information and strategies for providing effective group and cooperative learning opportunities in the classroom. 9. Study and analyze method for implementing and maintaining effective classroom management and control taking into account organization, scheduling, routines, procedures and transitions and begin to formulate a code of professional ethics regarding disciplinary methods.

3 10. Integrate learning theory and lifelong learning approach into the basic value system of the pre-service teacher. III. Course Requirements A. Administrative Requirement 2. Attendance and participation in class are essential for this course. You are expected to attend and participate in all scheduled class sessions. You are responsible for all assignments and must make up missed work by the next class session. Absences of more than 10% may result in a grade penalty. 3. Disabled Student Statement: Any student who has a physical, psychological, and / or learning disability which might affect your performance in this class, needs to contact the Office of Disability Services. If you are registered with the Disability Services and have an accommodation sheet, please see me as soon as possible. 4. Electronic Device Statement: Students must turn off all electronic devices at the start of each class session. Sending and receiving electronic messages (text, voice, etc) is not permitted. A student who violates this requirement or refuses to turn off an electronic device will be asked to leave the classroom. Campus Security will be called for any student who refuses to leave the classroom when asked by the instructor. Repeated infractions will result in a grade penalty being imposed. 5. Honor Code: The student is responsible for attaching and signing a statement signifying compliance with the Honor Code for all major written work before it is accepted by the instructor. This should be placed on a cover page: I have neither given nor received any unauthorized aid on this assignment. B. Required Activities 2. Examinations 300 points total There will be 3 exams given throughout the semester. Exams cam include multiple choice, short answer, fill-in-the-blank, and essay questions. The tentative schedule is: Test 1 (Chapters 1-5) Test 2 (Chapters 6-10) Test 3 (Chapters 11-15) (Final Exam) 3. Class presentation on a topic approved by the instructor.

4 Presentations are to be 15 minutes in length 100 pts 4. Classroom Observations: 3 period long observation in a setting and level of your anticipated certification. 50 pts each (150 total) 6. Journal Article Critiques (5) 20 pts each (100 total) a. Locate a professional educational journal related to the field of education. Articles must be from a peer reviewed publication. Example of the required format citations to be used is attached. b. Read an article of interest to you in the areas of curriculum, instruction, or assessment of at risk or disabled or academically gifted and talented students. c. Format for critique, a) Name of Journal b) Title of Article c) Date of Publication d) Author e) Page Numbers f) Summary of the article (brief) g) Choose at least 3 ideas or concepts for agreement or disagreement h) Cite experiences, authorities, research, administrators to support your opinion. i) Be specific as to why you would or would not utilize the ideas proposed in the article. j) Be prepared to present the ideas to the faculty and to defend or argue your position. k) Word Processed, one side of paper only, double spaced, 12 point font. IV. Grading There are a total of 750 points possible during this course, grades may be calculated as a percentage of the total possible points. 0btained points/ total possible points X 100 = percentage The following grading scale will be used for this course A= B+=88-92 B=83-87 C+=80-82 C=74-79 D D=64-70 F=63 & below NBPTS (National Board for Professional Teaching Standards) Core Propositions: NBPTS Proposition #1: Teachers are Committed to Students and Their Learning. NBPTS Proposition #2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students. NBPTS Proposition #3: Teachers are Responsible for Managing and Monitoring Student Learning. NBPTS Proposition #4: Teachers Think Systematically About Their Practice and Learn from Experience.

5 NBPTS Proposition #5: Teachers are Members of Learning Communities. Requirements 1. Journal 2. Presentation NBPTS Alignment 4 1, 2, 3, 5 Journal Rubric By Participant Total Possible Points 5 Clear organization of notebook w/all assignments included Focuses on important points/ideas and issues in articles and assignments Appropriate use of process journal format Total Points Signature of participant: Presentation Evaluation Rubric By Instructor Evidence of research, comprehension and transfer of information on the subject Clearly referenced to appropriate SC instructional standards Highlights main concepts/issues Focuses on important points for grade levels Appropriate for time frame Creatively presented Class involvement through discussion and questioning Total Points 1 2 3

6 CLASS SCHEDULE Each class will meet from Mondays 4:30 to 7:30 PM Session 1 Read Chapter 1& 15 Class Orientation & Course Overview Monday January 16, 2012 MLK Day No Classes Session 2 read Chapter 2,1 st Critique due, Presentation topic due Session 3 read Chapter 3,, Journal Research Session 4 read Chapter 4, 2 nd Critique due, Test 1covering Ch 1,15,2,3,4 Session 5 read Chapter 5, 3 rd Critique due Session 6, read Chapter 6, 5 th critique due, Work on presentations Session 7 read Chapter 7, lesson plans due Spring Break Mar 4-11 No classes Session 8 read Chapter 8 Session 9 read Chapter 9 Test 2 covering ch 5,6,7,8,9 Session 10 read Chapter 10, Start presentations Session 11 read Chap 11, Presentations Session 12 read Chapter 12, Presentations Session 13 read Chapter 13 Presentations Session 14 read Chapter 14, Presentations, Class wrap-up Session 15 exam review, Final Exam Fianal Exam Week 4-26 to 5-2 (Wed to Wed) The above dates and topics are TENTATIVE and may be changed by the instructor, if necessary.