EFRT 305 Human Development and Learning

Transcription

1 EFRT 305 Human Development and Learning Required Textbooks: Slavin, Robert E., (2010). Educational psychology: Theory and practice. 9 th Ed. ISBN: EMSP Registration: This course has a field experience component and requires documentation of liability insurance prior to going into the field. Education Minnesota Student Program (EMSP) is the recommended method to acquire your liability insurance for field experiences and student teaching. EMSP membership follows the academic year, so it is valid from August 31 to September 1. If you join mid-year, the membership is active until September 1. Desire 2 Learn (D2L) will be used in this course: Provide avenue for communications ( and discussion postings) for students and faculty. Present schedule changes of topics, activities, & exams. DISPLAY ANY CANCELLATION OF COURSE DUE TO WEATHER OR ILLNESS. Make available electronic versions of course documents such as syllabus, lecture notes, and rubrics. Release exam scores, midterms, final grade, and assessment of Standards of Effective Practice. Submit/complete any activities such as projects and/or class activities. Course Description: This course introduces students to the psychological and social dimensions of learning and development and their influence on students participation in school. The course focuses on psychological theories of learning and development, classroom management, and the relationship between psychological theory and classroom practice in secondary classrooms hours of field experience is required in addition to regularly scheduled on-campus class sessions. Concurrent enrollment with EFRT 312. Prerequisite: Admission to the teacher education program. As community of learners, our professional education unit believes: We exist to prepare professionals to continuously improve Birth Grade 12 student learning in twenty-first century schools. Through a continuum of clinical experiences and relevant and appropriate instructional methods, WSU graduates are prepared in a community of learners with developmentally appropriate content and pedagogical expertise, and professional dispositions to improve students learning by: (1) actively engaging in a culture of reflective practice and continuous improvement (2) demonstrating awareness of and an ability to respond to broader psychosocial and global contexts; and (3) advocating for students and their learning through leadership, collaboration, innovation, flexibility, and critical thinking. This course will enable students to demonstrate competencies for Minnesota Board of Teaching requirements. The following Minnesota Standards for Effective Teaching Practice for Beginning Teachers (SEPs) will be a major focus of the course: Standard 2 Student Learning; Standard 3 Diverse Learners; and Standard 5 Learning Environment. Other standards that will also be used to guide learning and teaching are Standard 6 Communication; Standard 9 Reflection and Professional Development; and Standard 10 Collaboration, Ethics, and Relationships. In addition, students will be assessed in the following dispositions: Commitment to Professional Self-Reflection and Growth, Commitment to Students and Their Learning, and Commitment to the Profession and Community as determined by the Professional Education Unit. See end of syllabus for details. This course also meets the Social Science requirement for University Studies (those under the current University Studies program): EFRT 305 Master Syllabus 1

2 The purpose of the Social Science University Studies requirement is to assist students to understand and explain the economic, political, psychological, and sociological perspectives regarding human behavior. Courses must be selected from an approved list; departments normally included in the Social Sciences are Economics, History, Political Science, Psychology, and Sociology (including Geography). These courses must include requirements and learning activities that promote students abilities to... a. understand humans as individuals and as parts of larger social systems; b. understand the historical context of the social sciences; c. identify problems and frame research questions relating to humans and their experience; d. become familiar with the process of theory-building and theoretical frameworks used by the social sciences; e. understand research methods used in the social sciences; f. describe and detail discipline-specific knowledge and its applications; and g. understand differences among and commonalties across humans and their experience, as tied to such variables as gender, race, socioeconomic status, etc. Course Goals and Learner Outcomes: This course will use a variety of instructional strategies and various forms of educational activities to enable students to gain knowledge, skills, and dispositions. An overall question to guide this course is what is the relationship between psychological theory and classroom practice? Knowledge (K) 1. Understand typical development progressions and ranges of individual variation within and across developmental domains. 2. Understand differences in how students construct knowledge, acquire skills, and develop habits of mind. 3. Recognize areas of exceptionality in learning. 4. Understand the impact of individual experience, talents, prior learning experiences, language, culture, and family/community values on student learning. 5. Understand the impact of life styles, culture, and social economic status on learning. 6. Understand human motivation. 7. Understand the principles of effective classroom management. 8. Recognize the range of strategies to promote positive relationships, cooperation, and a positive, productive learning environment as described by varying theorists. 9. Understand the role of subject matter in school learning. 10. Understand and identify different approaches to learning and performance (e.g. learning styles, multiple intelligences, and performance modalities). 11. Understand the impact of teachers beliefs and behaviors on student learning. Skills (S) 1. Use student thinking, experiences, and strengths as a basis for growth and their errors as an opportunity for learning. 2. Create thoughtful learning environments which foster self-esteem and positive interpersonal relations among all students. Professionalism (Pro) 1. Understand that all children can learn at high levels. 2. Understand the role of teacher as researcher. Practice (Pra) EFRT 305 Master Syllabus 2

3 1. Understand and apply contemporary theories and research from three perspectives: student (cognition, learning, and development), teacher (instruction, strategies, and assessment), and classroom (exceptional learners, management, and motivation). Course Expectations: Because this course is part of the professional teacher education core, students are requested to approach this course in a professional manner. The instructor often answers a question with a question. This may be frustrating, but is a tool for clarification and to aid students in finding their own answers. It is expected that students will be able to share and to develop ways of viewing and thinking. It is essential that students are able to do this in a safe environment. Instructor s Philosophy Safe environment is... Students come with valuable experiences. Agree to disagree. Students learn from multiple perspectives. Respect others. Active learning aids in the exploration of knowledge. Validate each others thoughts and explorations. There is no one correct answer. Accept and give constructive criticism Meaning is negotiated within context. as a way to learn. Learning requires a degree of frustration. Listening is a vital skill that is often overlooked. Destroy and conquer will not be tolerated. Course Policies: Attendance is an important aspect of any learning situation. Learning occurs by participation; therefore, attendance is expected. Moreover, through meaningful participation, demonstrated by active involvement while respecting and valuing contributions of others, you can enhance the learning of yourself and others. Learning teams is a strategy of the learning process. It should not be contrived that individual learning is not valued. Learning occurs at different points in time. Learning teams enable the learner to validate or reevaluate his/her own learning and conceptions. Feedback is a vital learning tool that provides reinforcement for what you know and opportunity for improvement for what you do not know. There are multiple ways to receive feedback from the instructor as well as from other students and the larger community of learners. Although feedback from the instructor is expected, this course will also be using the community of learners within and outside of the classroom to create an effective learning environment. With the rapid advancement of technology, we have come to expect immediate feedback; however, in this course, feedback may be instantaneous or within a short time frame depending upon the task. In other words, it comes in many forms and time frames. Technology will be used in this course to present information and understanding. It is a tool that can create learning environments within the classroom and expand this environment to virtual learning outside the classroom walls. It is an expected tool that will be used numerous times during the week (including class time). Any student needing to arrange a reasonable accommodation for a documented disability should contact Rhea Walker or Disability Services at Maxwell Hall; (507) (Voice); (507) (Fax). Academic Dishonesty of any kind will not be tolerated and will be addressed in a manner consistent with University policies that is described on the University Web Site: or page 27 in undergraduate catalog. Commitment to Inclusive Excellence: WSU recognizes that our individual differences can deepen our understanding of one another and the world around us, rather than divide us. In this class, EFRT 305 Master Syllabus 3

4 people of all ethnicities, genders and gender identities, religions, ages, sexual orientations, disabilities, socioeconomic backgrounds, regions, and nationalities are strongly encouraged to share their rich array of perspectives and experiences. If you feel your differences may in some way isolate you from WSU s community or if you have a need of any specific accommodations, please speak with the instructor early in the semester about your concerns and what we can do together to help you become an active and engaged member of our class and community. Winona State University does not discriminate on the basis of race, color, age, religion, national origin, sexual orientation, sex, marital status, disability or status as a U.S. Vietnam Era Veteran. Any persons having inquiries concerning this may contact the appropriate University authorities, including the campus security office (telephone ), affirmative action office (telephone ), or student life (telephone ). Winona Campus Resources: Student Support Services, Krueger Library 219, ( Inclusion and Diversity Office, Kryzsko Commons Room 122, ( Disability Services, Maxwell 314, ( Counseling and Wellness Services, Integrated Wellness Center 222, ( GLBTA Advocate, contact Counseling and Wellness Services for name and number of the current Advocate Tutoring Services, Krueger Library 220, ( Writing Center, Minné Hall 348, ( Math Achievement Center, Tau 313, Advising Services, Maxwell 314, ( Class Format: Class time will consist of lecture, discussions, D2L, activities, learning teams, and in-class assignments. Students are responsible for reading assigned chapters from the textbooks. Please note that not every topic in the text will be covered in class and not all in-class material will come from the textbooks. In addition, assessment will cover the scope of the materials presented and/or assigned. Therefore, prior to class read the assigned materials and come to class prepared to take notes. Evaluation Procedures: This course will have multiple opportunities for students to demonstrate their understanding. A total of 150 points is available: In-Class Examinations: The exams consist of objective and short answer items and will be taken during class time. These exams will cover (1) development, (2) learning, and (3) environment. Worth 100 points Participation: Participation is the active (cognitive and physical) learning of the ideals, dispositions, knowledge, skills, understanding, etc. that becomes a professional educator. This is an overall assessment (Please see rubric online). Feedback from your peers, instructor, and others will provide guidance throughout the semester. It should be noted that participation is more than attendance; it also includes but not limited to preparing for each class by having read and thoughtfully reflected on the assigned readings so that you have something meaningful to contribute to discussions; asking questions, bringing up issues both in small and large group discussions; EFRT 305 Master Syllabus 4

5 Grading: supporting each other s learning by listening respectfully to all points of view and asking questions that help you and others clarify ideas; responding respectfully and thoughtfully to questions and feedback from others; making meaningful contributions to classroom discussion (both in class and on-line); doing your share of work in collaborative groups. Worth 10 points Observations: This class has a field experience component where students go in the field to observe and participate in a P-12 classroom. In order to connect the classroom with your field experience, there will be designated assessment points throughout your experience. The particular activities may vary depending upon the field experience placement, which may include field experience papers, journals, school culture audit, reflections. Worth 15 points (Aligned with Reflective Practice, Advocacy) Educational Activities: In order to understand the Teaching Profession, students will complete in class and possible assignments in the topic areas of Development, Learning, and Classroom Management. The number of activities varies between 4-6 projects. All projects will be explained during class. Project examples are papers, discussion postings, reflection papers, case studies, etc. Worth 25 points The following criterion-referenced grading scale will be used to determine final grade: Grade Percentage of Total Points What the Grades Mean... A Exceptional work which goes beyond the expectations of the course B Very good work, meets all expectations C Satisfactory work, passable D Barely passing, less than satisfactory F 62 or less Note: Final total points that include.5 or higher decimal will be rounded to the next highest whole number. Assignments and Testing Assignments are due at the time specified. Late assignments will not be accepted and will earn a 0. Assessment activities will only be given on specified dates. If you miss an activity, you will earn a 0. Because of the nature of in-class activities (including minute papers), these activities cannot be made up at a later date. In-class activities are completed during class time. Performance rubrics will often be used to assess student s assessment activities. These rubrics will be posted within D2L. EFRT 305 Master Syllabus 5

6 PLEASE NOTE: All written assignments are expected to be word-processed and in polished condition. Part of your grade will reflect the professionalism of your work (e.g. clarity & precision of thought and expression, and use of conventions of standard written English for expository writing, and organization). Any written assignment with 5 or more errors of standard written English (punctuation, spelling, grammar, sentence structure, etc.) or typos will be returned to the author for proofreading and revision with a resulting 10% reduction in grade. Revisions must be handed in within a week of the date they are returned. I strongly encourage you to find someone with good writing skills to proofread all your written assignments before you hand them in. Most of us find it difficult to see errors in our own writing. The following schedule is a live document where at the time of printing the dates were accurate. To follow an up-to-date schedule, please check in D2L for current schedule and due dates. Schedule: Daily Topics Slavin Ch #/Assessment Intro to Course and Topics 1 Understanding Research Development Introduction 1 Physical Development 2, 3 Cognitive Development Cognitive Development 2, 3 Moral Development Diversity; Exceptionality 4, 12 Exceptionality Project Development Exam Differences Case Study Classical Conditioning/Management 5 Behavioral Learning/Management 5 Educational Issues Behavioral Learning/Cognitive Learning 6 Cognitive Learning: Social & IP 6 Constructivism 8 Motivation Motivation Management & Learning Management & Learning Management & Learning *Class will on-line in D2L for times when I am at conferences. Learning Exam Learning Case Study 10 10, 11, Charles 11, Charles, Internet Field Experience Reflection 11, Charles, Internet Management Philosophy EFRT 305 Master Syllabus 6