Wayland Baptist University, Hawai’i Campus, School of Education
Mission Statement: Wayland Baptist University exists to educate students
in an academically challenging, learning-focused and distinctively
Christian environment for professional success and service to God and humankind.
Course
Term
Instructor
Office Phone and
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Office Hours,
Location
Class Meeting
Time & Location
Catalog
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Prerequisites
Required
Textbook and
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Course Outcome
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Statement
EDUC 5301, Advanced Principles and Practices in Education
Summer 2015, Tuesday (May 26, 2015—August 4, 2015)
Dr. Leigh Ann Siaosi
(808) 292-1736—text and voice
leigh.siaosi@wayland.wbu.edu
Immediately before and after class. Schedule with instructor in advance to ensure sufficient
time is provided.
This course is delivered in a Hybrid Format
Tuesday Evenings 5:30 until approximately 7:50, WBU Mililani Campus
Development of skills related to the teaching learning process. Field experience: 14 hours.
None
(1) Woolfolk, A. (2013). Educational Psychology (12th ed.). Boston, MA: Pearson. [ISBN13:978-0-13-261316-3]
Access to the internet on a regular basis is a requirement for this course; we will use
Blackboard routinely for class discussions via the Discussion board. Class materials may be
posted online.
Highly Recommended:
(1) American Psychological Association. (2010). Publication manual of the American
Psychological Association (6th Ed.). Washington, DC: American Psychological
Association. [ISBN-10: 1-4338-0561-8]
STUDENT LEARNING OUTCOMES:
1. Recognize the individual differences that distinguish their students from one another and
they take account for these differences in their practice.
2. Understand how students develop and learn.
3. Respect the cultural and family differences students bring to their classroom.
4. Are concerned with their students’ self-concept, motivation and the effects of learning on
peer relationships.
5. Are also concerned with the development of character and civic responsibility.
All Wayland students are expected to attend every class meeting; the minimum percentage of
class participation required to avoid receiving a grade of “F” in the class is 75%. Students
who miss the first two class meetings without providing a written explanation to the
instructor will be automatically dropped from the roster as a “no-show.” Students who know
in advance that they will be absent the first two class meetings and who wish to remain in the
class must inform the instructor in order to discuss possible arrangements for making up
absences.
In compliance with the Americans with Disabilities Act of 1990 (ADA), it is the policy of
Wayland Baptist University that no otherwise qualified person with a disability be excluded
from participation in, be denied the benefits of, or be subject to discrimination under any
educational program or activity in the university. The Coordinator of Counseling Services
serves as the coordinator of students with a disability and should be contacted concerning
accommodation requests at (806) 291-3765. Documentation of a disability must accompany
any request for accommodations.
Course Requirements and Grading Criteria:
The University classroom is an environment designed for the free exchange of ideas, therefore demonstrating
respect toward each other is vital to creating rich discussions that draw from research and data to further our
knowledge in this field. We will show respect for one another by exhibiting civility in our exchanges. In the
education field, communicating ideas to colleagues, parents, and administrators with clear and error-free
English is a priority. Your ability to express your knowledge of educational concepts and theories within the
conventions of academic discourse will be assessed through presentations and written assignments.
Integration of information from lectures, readings, and discussions will be taken into consideration as will
correct and appropriate format and construction.
1. Students will complete all assigned readings and assignments by the due date.
2. Students will prepare various presentations to include presentations for lesson plans, case studies,
lesson modeling, and field experience.
3. Students will prepare written assignments to include journal writing of their field experience and
lesson plans. All assignments must be word processed using Times New Roman, 12-point font, and
submitted in accordance with due dates on the course calendar.
4. Online discussion board interactions will allow dialogue among class members and provide
opportunities for discussion among those persons who may exhibit a different perspective from your
own. You are required to consider these perspectives and respond in an appropriate professional
manner with reasoned arguments. Avoid emotional responses such as ‘I feel,’ but rather refer to the
evidence to support your position. Students will post an answer to the question or comment and
respond to two (2) other posts. These discussions are meant to broaden our perspectives and make
informed decisions based upon research-based best practices. There will be no tolerance for
inappropriate responses including, but not limited to, vulgar or inappropriate language, name-calling,
or demonstrations of anger. We will learn from each other in a safe and professional environment.
Deconstruction of Journal Articles and Presentation (3 articles)
Students will examine and report on three research studies relevant to one of the weekly topi. These journal
articles are not the same articles used for the annotated bibliography. There are three parts to the
deconstruction:
1. Identification of author’s work with APA citation,
2. Summary of the main points of the article, and the majority of the paper is
3. Analysis and evaluation to look at the strengths and weaknesses of the article.
Reports are to be 2-3 pages in length, double-spaced. Accompanying the written critique will be an oral
presentation (using PowerPoint or prezi) between 5-10 minutes in duration for Journal article #1. For
Journal Article #2, the report and discussion board questions/presentation will be done via BlackBoard
Colleagues to provide feedback.
Field Experience/Journal/Presentation
As part of the requirements for this course, students will complete 14 hours of direct and active involvement
with students, and that involvement must be linked to course content.
Students will document field experience in a journal (5-page double-spaced). It is recommended that the
field experience journals be kept in electronic form. The journal will be submitted to the instructor and
graded, and the grade will be included in your course grade. Successful completion of the field experience
hours is required to receive credit for the course. *To protect the subjects of the field experience, names of
teachers/students should be omitted in journal entries and presentations.
Students will present their field experience highlights in weeks 10 or 11. The 20-30 minute presentation
should incorporate the following:
 Presentation slides (PowerPoint or prezi)



Highlights of the experience to include: any surprises, wonderings, concerns, what ifs, lessons
learned, etc.
Journal entry highlights
Reflections—what are the personal lessons learned from completing these field experiences?
How do(would) these lessons affect your teaching?
BlackBoard Article Presentations and Interactions
Students will participate in dialogue with colleagues via BlackBoard. You will be expected to post an
original answer to each discussion board topic or question and respond to colleagues’ answers. Articles
should be posted by Saturday morning of each week, allowing enough time for colleagues to add their “Two
Stars and a Wonder.”
Each week students will provide feedback to colleagues on the Article Topic assigned each week, utilizing
the “Two Stars and a Wonder” protocol.
 Two Stars: provide positive comments for two features of the article that you appreciate
 Wonder: a question, suggestion, or comment you have regarding the article.
Facilitation of Chapter Reading Discussions
Students will present to colleagues chapter highlights from three chapters in Woolfolk’s text, facilitating a
class discussion (face-to-face). Colleagues are expected each week to participate in the discussion in class.
Any presentation items and handouts should be posted on BlackBoard for colleagues. Sign ups for chapter
presentations will occur at the first class meeting. Presentations are not meant to “teach” the material as the
audience has already read the material, but should highlight key concepts and engage the class in a
discussion/activity around the material in order to deepen everyone’s knowledge. The timeframe for the
presentation/discussion is 15-30 min per chapter.
Student Grade Appeal
Students shall have protection through orderly procedures against prejudices or capricious academic
evaluation. A student who believes that he or she has not been held to realistic academic standards, just
evaluation procedures, or appropriate grading, may appeal the final grade given in the course by using the
student grade appeal process described in the Academic Catalog. Appeals may not be made for advanced
placement examinations or course bypass examinations. Appeals are limited to the final course grade, which
may be upheld, raised, or lowered at any stage of the appeal process. Any recommendation to lower a course
grade must be submitted through the Executive Vice President/Provost to the Faculty Assembly Grade Appeals
Committee may instruct that the course grade be upheld, raised, or lowered to a more proper evaluation.
Week/Date
Week 1
5/26/15
Week 2
6/2/15
Week 3
6/9/15
Week 4
6/16/15
Week 5
6/23/15
Week 6
6/30/15
Week 7
7/7/15
Week 8
7/14/15
Week 9
7/21/15
Week 10
7/28/15
Week 11
8/4/15
TENTATIVE COURSE OUTLINE
Topic Activities & Discussions
Readings & Assignments
due the following week
Review of Syllabus and Assignments
Read: Chapter 1
Post on BlackBoard an Article on
“What is Good Teaching?”
Complete 2 Stars & a Wonder
Chap. 1 Presentation & Discussion
Read: Chapters 2-3
Discuss “What is Good Teaching?”
Post on BlackBoard an Article on
“Student Self-Concept/Self-Esteem”
Complete 2 Stars & a Wonder
Chapters 2 & 3 Presentation & Discussion
Read: Chapters 4-5
Discuss “Student Self-Concept/Self-Esteem”
Post on BlackBoard an Article on
“Teaching Diverse Learners”
Complete 2 Stars & a Wonder
Chapters 4 & 5 Presentation & Discussion
Read: Chapters 6-7
Discuss “Teaching Diverse Learners”
Post on BlackBoard an Article on
“Multiculturalism in the Classroom”
Complete 2 Stars & a Wonder
Chapters 6 & 7 Presentation & Discussion
Read: Chapter 8
Discuss “Multiculturalism in the Classroom”
Post on BlackBoard an Article on
“Learning and the Brain”
Complete 2 Stars & a Wonder
Chapter 8 Presentation & Discussion
Read: Chapters 9-10
Discuss “Learning and the Brain”
Post on BlackBoard an Article on
“Developing Critical Thinking in Students”
Complete 2 Stars & a Wonder
Chapters 9 & 10 Presentation & Discussion
Read: Chapter 11
Discuss “Developing Critical Thinking in
Post on BlackBoard an Article on
Students”
“Motivating Students to Learn”
Complete 2 Stars & a Wonder
Chapter 11 Presentation & Discussion
Read: Chapters 12-13
Discuss “Motivating Students to Learn”
Post on BlackBoard an Article on
“Dealing with difficult students”
Complete 2 Stars & a Wonder
Chapters 12 & 13 Presentation & Discussion
Read: Chapter 14
Discuss “Dealing with difficult students”
Journal Deconstructions (due 7/28/15)
Chapter 14 Presentation & Discussion
Read: Chapter 15
Journal Deconstruction Presentations
Field Experience Journal (due 8/4/15)
Chapters 15 Presentation & Discussion
Field Experience Presentations
GRADING CRITERIA
Activity
Possible Points
Participation/Discussion Board (10 pts/Wk)
110
Journal Deconstruction (3 articles-40 pts. each)
120
Chapter Presentations—3@ 20 pts.each
60
Weekly Article Posts & Discussion (8 @ 10 pts. Each)
80
Field Experience Journal 14 hours (5 pgs.)
50
Field Experience Presentation
40
Journal Deconstruction Presentation
40
TOTAL POINTS
500
GRADING SCALE:
A
450-500 points
B
400-449 points
C
350-399 points
D
F
300-349 points
Below 300 points
I
W
WP
WF
Incomplete
Approved Withdrawal
Approved Withdrawal Passing
Withdrawal Failing
The syllabus is only a plan. The instructor may modify the plan during the course to alter requirements from
those appearing in the syllabus. Further the syllabus contains criteria to measure the student’s progress and
performance in the course. The instructor may change these criteria at any time.
Other Important Information:
1. Class participation is a very important part of education. This class requires active class participation.
2. Assignments are due on the deadlines given.
3. Late assignments will not be accepted.
4. Written work will be graded according to the rubrics provided.
5. All written assignments should be Times New Roman 12-point font type, double-spaced and using APA
Manuscript Writing Style, unless otherwise noted.
6. Presentations will be graded according to the rubrics provided.
7. Unless noted as a group assignment, all work should be original work of the individual student.
8. Academic honesty is expected of all students. Plagiarism, cheating, and other acts that lack academic
honesty may result in a zero on the particular assignment as well as a referral to the Dean for disciplinary
action.
9. Questions concerning grades received should be resolved within one week after the assignment has been
returned.
10. Students will need to use the Internet to access some assignments.
11. Always contact the professor if you need assistance.
12. May God Bless You