EDU 305 EDUCATIONAL PSYCHOLOGY
Fall 2007
Annie Jonas, M.Ed., Instructor
Carson 15-B
771-3013
C: 242-0518
Office Hours: Tuesday: 1 – 2:30, Thursday: 1 – 4:00 pm, and Friday 2:
12:30 – 2:00 and by appointment.
Class Location and time: Tuesday, Thursday, Friday 2: 11:00 – 12:20.
TEXT:
Blakemore, S-J & Firth, U. (2006). The learning brain. Malden, MA:
Blackwell Publishing.
Ormrod, J. (2006). Essentials of educational psychology. Upper Saddler
River, NJ: Pearson.
Warner, S.A. (1963). Teacher, New York: Simon and Schuster.
Supplemental Readings:
These will be distributed in class or available on reserve in the library.
Course Description:
In this course, students consider psychological principles and research
findings as they apply to teaching and learning. Topics include
examination of intelligence, cognition, motivation, cultural diversity,
community and classroom leadership and management. In addition,
students will examine a variety of instructional strategies and methods of
assessing the learner’s progress. Particular emphasis will be placed on
the application of research-based practices as they can be observed and
used in a variety of learning situations. A field component which provides
opportunities for observation and teaching in a “real-world” setting is an
integral component of the course.
Prerequisite:
Either PSY 202 Infant Development, PSY 203 Child Development, PSY
204 Adolescent Development, or PSY 100 Introduction to Psychology.
Recommended co-enrollment in EDU 235 Fieldwork II.
1
Course Goals:
The goals of this course parallel the goals of the Teacher Education
Program. Through course work, reading, discussion, dialogue,
simulations, and lectures, the student will be given the opportunity to
become a flexible innovator serving communities with head, heart and
hands. To this end, the course has been designed to provide an
understanding of, and an opportunity to demonstrate:
1. A passion for, and commitment to learners and their learning.
2. Agility and creativity in teaching based on knowledge of academic
subjects.
3. Responsibility in managing and monitoring student development
and learning.
4. Self-reliance and collegiality within the teaching profession.
Course Objectives:
One who successfully completes this course should be able to:
1. Identify general principles of learning theory
2. Identify general principles of psychological theory
3. Discuss strengths and weaknesses of psychological and learning
research
4. Identify different types of research studies and their impact on
education
5. Compare and contrast different approaches to classroom
management
6. Demonstrate a sensitivity to individual, cultural and community
differences
7. Discuss the strengths of instructional strategies and assessment
options
8. Participate in logical, analytical and informed dialogue
9. Demonstrate cooperative and egalitarian group participation
10.Present evidence of analytical thinking and demonstrate an ability
to synthesize information
Activities and Projects:
25 points: Assigned reading evaluations and reading reflections: For
each class day on which course readings are assigned, a brief shortanswer or short essay quiz may be given or a short essay assignment will
be due so that students may demonstrate an understanding of concepts
discussed in the reading. The quizzes or short-essay (in class)
2
assignments are closed book but students may take notes for use during
the quiz. Typed essays are due at the start of the class.
10 points: Responses to in-class journal: At the start of each class day
there will be a question given for which students are asked to respond.
These are open-ended questions that ask the student to critically
consider an issue or idea relative to a class topic. Journals will be
collected periodically throughout the semester by the Instructor.
15 points: Individual Research Project: Students will choose an area
for research based on an area of interest from the field site, develop a
research question, survey and read professional literature and create a
PowerPoint presentation to present findings to their peers.
20 points: Successful participation in, and completion of the fieldwork
component requirements of course including consistent participation,
observation responses after each fieldwork visit, participation in
roundtable discussion, and completion of service hours (4) at the
fieldwork site. Missed fieldwork experiences must be made up before the
end of the fieldwork component
20 points: Mid-term and final exam (weighted at 10 points each):
students will be asked to demonstrate the depth of their understanding
of course topics through two written exams. These exams will be closed
book however, students may use their notes from course readings and
class discussions/activities.
10 points: Responsibility and Initiative (class participation):
0 – 3 points:
 more than three absences
 rarely participated in class discussion, undermines experience of
class
 rarely prepared for class
 rarely followed through with in class assignments
4 – 6 points:



more than two absences
participated in group discussions/activities most of the time
came to class prepared sometimes
7-10 points:

0-2 absences
3




consistently participated in group discussions and activities
regularly came to class prepared
was consistently reliable in working on group projects in class
showed leadership in class
Total: 100 points
Evaluation Scale:
100 - 93: A
92 - 85: B
84 – 77: C
76-69: D
below 69: F
Class Expectations:
1. Active participation in class is expected.
2. Cooperative behavior (including speaking in turn, attentiveness to
speakers) is expected from all students in the creation of a safe
learning environment for all.
3. At the beginning of class, assigned work will be collected (should it
be necessary to hand in an assignment any time following the due
date, the grade for the assignment will be reduced by at least 10%).
4. Completion and submission of all assignments is expected before a
final grade can be awarded.
Course Policies:
Attendance: Students are expected to be prepared for and to attend all
class meetings and to arrive on time. Each additional absence (after
three) results in a 10 % reduction in the final grade for the class. Three
late arrivals will be counted as an absence.
Assignments: The instructor will be happy to review and comment on
drafts of written assignments or drafts of projects if they are submitted
five days before they are due.
Academic Honesty: Students are required to maintain academic honesty
as described in the student handbook. A violation of academic honesty
may result in a failing grade for the course.
Special Needs: Reasonable accommodation can be made to respond to an
individual’s specifically diagnosed learning needs. Please discuss these
with the Instructor during the first week of the semester.
4
Course Calendar:
Week One
T: 8/28
TH: 8/30
Week Two
T: 9/4
TH: 9/6
F: 9/7
Week Three
T: 9/11
TH: 9/13
Week Four
T: 9/18
TH: 9/20
F: 9/21
Week Five
T: 9/25
Topic:
Introductions/review Syllabus
What is Ed. Psych?
Assignment due:
2 - 3 page reflection on
teaching, read Article 3:
about “Good Teaching”
Read pages 1 – 58 of
Teacher, Read pages 7 –
13 in Ed Psych text.
Anne Vilen (from Evergreen):
Turn in response to
guest speaker
questions about
Evergreen website
Introduction and review of Stage Read pages 59 – 133 in
theories
Teacher and read “Stage
Development Theory in
The culture of learning
Adventure programming”
environments
(to be handed out in
class)
What makes an expert teacher
and an expert student?
Lunch with host teacher at
Evergreen
Piaget and Constructivist
Learning
1st Classroom Observation at
Evergreen
Beyond Stage Theories:
Vygotsky (developing a lesson
with Vygotsky in mind)
Prepare questions for
host teacher (turn in after
lunch)
Read pages 133 – 203 in
Teacher and article 28 (to
be handed out in class)
Turn in Evergreen
reflection and Read
pages 203 – 224 in
Teacher.
Environment’s influence on
learning and behavior
Read Chapter 3 in Ed
Psych textbook:
“Learning in Context”.
2nd classroom observation at
Essay on Teacher due,
5
Evergreen
TH: 9/27
Week Six
T: 10/2
TH: 10/4
F: 10/5
Week Seven
T: 10/9
TH: 10/11
Week Eight
T: 10/16
TH: 10/18
F: 10/19
FALL
BREAK
Week Nine
T: 10/30
TH: 11/1
Higher Level Cognitive
Processes/Bloom’s Taxonomy
Present lessons to class
Present lessons to class
Theories of Intelligence/Multiple
Intelligences
3rd Observation at Evergreen
Prepare for mid-term exam
4th Observation at Evergreen
Midterm
FALL BREAK
5th Observation at Evergreen
Memory and Helping Students
remember/ Review goals for
second term
read Article 26 (handed
out in class)
Turn in observation 2
reflection, read pages 97
– 107 in Educational
Psychology textbook.
Vygotsky Lesson due,
Read Everybody’s Story
(to be handed out in
class)
Read pages 153 – 165 in
Educational Psychology
textbook
Turn in 1-2 page
response to Everybody’s
Story
Read Article 15 (to be
handed out in class)
and turn in observation #
3
Turn in plan for service
hours at Evergreen.
Turn in Observation 4
reflection
FALL BREAK
Read pages 24 – 39 in
Educational Psychology
text
Turn in Observation 5
reflection
Week Ten
T: 11/6
TH: 11/8
F: 11/9
Setting up optimal brain-based
learning environments
Prepare for teaching at
Evergreen
Motivation and Affect in
Read Chapter 1 and 2 in
The Learning Brain
Bring Teaching outline to
class for critiquing and
read Chapters 3 and 4 in
The Learning Brain
Turn in final draft of
6
Learning Environments/Internal
and External Motivation
Week Eleven
T: 11/13
TH: 11/15
Week Twelve
T: 11/20
TH: 11/22
F: 11/23
Week
Thirteen
T: 11/27
TH: 11/29
Week
Fourteen
T: 12/3
TH: 12/5
F: 12/6
Week Fifteen
T: 12/11
TH: 12/13
Week
Sixteen
T: 12/18
TH: 12/20
F: 12/21
Teach class at Evergreen
Introduce Research
Project/Cognitive Psychology
teaching outline, read
pages 178 – 188 in
Educational Psychology
text
Turn in reflection on
teaching at Evergreen,
read Chapters 5 and 6 in
The Learning Brain.
Roundtable discussion at
Evergreen
NO CLASS: Thanksgiving Break
NO CLASS: Thanksgiving Break
Service Hours completed
and reflection turned in
Frontloading and Transfer in
Learning Environments
Read “Transfer of
Learning in Adventure
Programming” (to be
handed out in class) and
Chapters 7 and 8 in The
Learning Brain.
Read pages 223 – 238 in
Ed Psych textbook
Personal and Social
Development in Learning
Environments
Moral and Prosocial
Development in Educational
Environments
Read pages 238 – 264 in
Ed Psych textbook and
pages 304 – 314 in Ed
Psych textbook.
Student Presentations
Student Presentations
Student Presentations
Student Presentations
Exam Preparation and course
evaluations
Final Exam
Course Closure as needed
7
8
9