Educational Psychology
TED 4520-002 (30419) – Spring 2014
Columbine 117; M/W 7:30 PM – 8:45 PM
COE Mission:
We prepare teachers, leaders, and
counselors who
embrace equity, inquiry
and innovation.
COE Student Resource Office
Office Hours
8:00am-5:00pm M-F
Contact
education@uccs.edu
Phone: 719-255-4996
Fax:
719-255-4110
Columbine Hall
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
http://www.uccs.edu/~coe/
Professor: Stephen Axford, Ph.D.
Office: 10850 E. Woodmen Rd.
Phone: (719) 494-8944
E-mail: saxford@d49.org
Office Hours: By Appointment
Required Textbook: Psychology Applied to Teaching
Additional Resources: Lesson Outlines Provided by
Instructor
Course Format:
This course consists of lectures, use of audio and visual media,
readings from required text and supplemental journal articles,
classroom discussions, demonstrations, student presentations,
small group activities, and student presentations.
Course Overview:
The course covers the major psychological theories that have
influenced and continue to substantially influence the American
educational system. Students will gain an understanding of the
theoretical foundations of various curriculum approaches and
will apply related research-based instructional strategies – such
as scaffolding and direct instruction – by developing a lesson
plan for a class presentation with follow-up discussion.
Students will also gain knowledge of evidence-based practice as
applied to the instructional setting.
Course Expectations:
• Consistent attendance
• Active, engaged participation
• Preparation for class
• Scholarly completion of assignments commensurate with customary expectations for
college students
• Demonstration of respect for others
• Courteous classroom behavior, including giving attention and refraining from disruptive
or distracting behaviors (e.g. sidebar conversations, interruptions)
• Commitment to personal growth and professionalism
• Demonstration of reflective teaching
• Completion of all assignments, projects and tests by deadline dates
Course Objectives:
Upon successful completion of the course, students will be able to answer the following
questions:
1. What is educational psychology?
2. How is educational psychology relevant to teaching and learning?
3. How can teachers use their knowledge of educational psychology to improve learner
performance?
4. Why is an understanding of individual differences important in planning instruction?
5. What is the relationship between developmental status and learning?
6. How can the use of motivational strategies and operant conditioning principles improve
student performance?
7. What is systematic observation and why is it important in the instructional setting?
8. How should a teacher deal with exceptional children?
9. What is the reciprocal relationship between the teacher and the student with regard to
educational outcomes?
10. How do teacher expectations affect student learning?
11. What is evidence-based practice?
12. What are the implications of current school reform initiatives and legislation (e.g. SB191) for teaching?
13. What is differentiated instruction?
14. What is RTI?
15. Is teaching an art or a science?
Accreditation Standards:
NCATE Standard 1: Candidate Knowledge, Skills & Dispositions
• Psychological Theories Applied to Teaching
• Research-Based Instructional Strategies
• Differentiated Instruction
NCATE Standard 2: Assessment
• Clinical Method
• Applied Behavior Analysis (Operant Conditioning)
• Progress Monitoring
• Criterion-Referenced Assessment
• Norm-Referenced Assessment
• Evidence-Based Practice
NCATE Standard 3: Field Experiences and Field Practice
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• Project-Based Learning
• Curriculum-Based Measurement
• Response-to-Intervention (RTI)
• Lesson Plan
NCATE Standard 4: Diversity
• Differentiated Instruction
• Teaching to Individual Differences
• Cross-Cultural Comparisons
• Learning and Teaching Styles
• Prior Learning
• Effective Schools Research
NCATE Standard 5: Faculty Qualifications, Performance and Development
• DORA Licensed Psychologist; CDE Licensed Special Education Director; CDE Licensed
School Psychologist; CDE Licensed Principal
NCATE Standard 6: Unit Governance and Resources
• Adherence to CU Standards for Conduct
• Fulfillment of Contractual Obligations
• Utilization of UCCS Technology
• Adherence to All Policies and Procedural Requirements
Performance-Based Standards for Colorado Teachers:
Standard Three – Knowledge of Standards and Assessment
• Designing Standards-Based Instruction
• Developing reliable and valid assessment tools
• Using Formal and Informal Assessments
• Developing Rubrics
• Using Standards-Based Instruction
• Using Progress Monitoring
• Preparing Students for State Assessments
Standard Four – Knowledge of Content
• Utilizing Content Knowledge to Ensure Student Learning
• Applying Expert Content Knowledge to Enrich and Extend Student Learning
Standard Five – Knowledge of Classroom and Instructional Management
• Developing Classroom Management Skills
• Applying Behavioral Intervention Strategies
• Utilizing Research-Based Instructional Strategies
• Monitoring Student Progress
• Communicating Effectively
Standard Six – Knowledge of Individualized Instruction
• Utilizing a Wide Range of Teaching Techniques to Meet Individual Differences
• Designing Standards-Based Instruction
• Using Diagnostic-Prescriptive Instructional Methods
• Developing and Implementing Individualized Education Plans
• Using Educational Data for Accountability
Standard Seven – Knowledge of Technology
• Applying Educational Technology
• Using Educational Technology to Improve Student Performance
• Utilizing Technology for Data-Driven Assessments and Programming
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• Instructing Students in Basic Technology
Standard Eight – Democracy, Educational Governance and Careers in Teaching
• Modeling and Articulating Democratic Ideals to Students
• Modeling and Developing Positive Behavior and Respect
• Understanding and Responding to Governmental and Societal Influences on Educational
Practices
• Promoting Teaching as a Worthy Career
• Evaluating Teacher Performance and Accessing Professional Development
Technology Competencies: It is expected that students begin our program with foundational
technology skills that include digital word processing, digital and online formats (e.g.
Blackboard) and using online research databases. Knowledge of the use of technology-supported
multimedia, such as PowerPoint and other audio/video resources, is expected. Students who need
assistance with building technological skills should speak with their professor to learn about
technology resources in the COE and at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of course
content. All students must obtain a UCCS email address and check it regularly (every day) so as
not to miss announcements. If your UCCS email address is not your primary one, please have
emails from UCCS rerouted to the one you check daily.
Attendance, Preparation, and Participation: Students are expected to maintain high standards
of ethical and professional conduct. This includes attending class, being adequately prepared,
contributing to class discussions, submitting high caliber work and representing your own work
fairly and honestly. As an important member of a classroom community, attendance and
punctuality is mandatory. You must actively engage in class and group work to maximize your
learning in this course.
If you must miss a class, please inform the professor by phone or email prior to class. It is the
responsibility of the student to obtain course information that is missed during the absence.
Unexcused absences will result in a lower grade.
Professional Behavior:
Professional behavior is necessary for you to be a successful member of a learning community.
Please monitor your participation in class discussions and group work and find ways to
contribute intelligently to the discussion without silencing others. All written assignments must
be computer generated unless otherwise indicated by the professor. Professional behavior will be
expected in your future teaching/counseling career and is often the hallmark of career success.
Diversity Statement: The faculty of the College of Education is committed to preparing
students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural,
religious, gender, economic, sexual orientation and ability – while striving to provide fair and
equitable treatment and consideration for all. Any student who believes that he/she has not been
treated fairly or equitably for any reason should bring it to the attention of the instructor,
Department Chair or the Dean of the College of Education.
Accommodations: The College of Education wishes to fully include persons with disabilities in
this course. In compliance with section 504 and the Americans with Disabilities Act (ADA),
UCCS is committed to ensure that “no otherwise qualified individual with a disability … shall,
solely by reason of disability, be excluded from participation in, be denied the benefits of, or be
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subjected to discrimination under any program or activity…” If you are a student with a
disability and believe you will need accommodations for this class, it is your responsibility to
contact and register with the Disabilities Services Office, and provide them with documentation
of your disability, so they can determine what accommodations are appropriate for your
situation.
To avoid any delay in the receipt of accommodations, you should contact the Disability Services
Office as soon as possible. Please note that accommodations are not retroactive and disability
accommodations cannot be provided until a “Faculty Accommodation Letter” from the
Disability Services office has been given to the professor by the student. Please contact
Disability Services for more information about receiving accommodations at Main Hall room
105, 719-255-3354 or dservice@uccs.edu .
Military Students: Military students who have the potential to participate in military activities
including training and deployment should consult with faculty prior to registration for any
course, but no later than the end of the first week of classes. At this time, the student should
provide the instructor with a schedule of planned absences, preferably signed by the student's
commander, in order to allow the instructor to evaluate and advise the student on the possible
impact of the absences.
In this course, the instructor will consider absences due to participation in verified military
activities to be excused absences, on par with those due to other unavoidable circumstances such
as illness. If, however, it appears that military obligations will prevent adequate attendance or
performance in the course, the instructor may advise the student to register for the course at
another time, when she/he is more likely to be successful.
Student Appeals:
Students enrolled in programs or courses in the College of Education may access the COE
Appeal/Exception Form at:
http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be
used for an appeal when a student is:
(1) denied admission to professional education program
(2) denied permission to student teach or complete professional internship
(3) removed from a professional education program or internship
(4) denied permission to graduate due to missing requirements
(5) requesting an exception to specific policies, procedures, or requirements
(6) requesting a grade change
This form is not to be used for requests to take classes out of sequence or to take a class without
the proper prerequisites. Such requests should be initiated with the department chair.
UCCS Student Code of Conduct:
The purpose of the Student Code of Conduct is to maintain the general welfare of the university
community. The university strives to make the campus community a place of study, work, and
residence where people are treated, and treat one another, with respect and courtesy.
http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html
UCCS Student Rights and Responsibilities:
http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
UCCS Academic Ethics Code:
http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf
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Assignments (graded activities):
TED 452
Requirements
Points
Reflective Essays (15)
Examinations (2)
Attendance and Participation
Lesson Plan and Presentation
Lesson Reflection
Article Critique
150 (Include in Portfolio)
200
100
150 (Include in Portfolio)
50 (Include in Portfolio)
50 (Include in Portfolio)
Total Points
700
Reflective Essays (Journal Entries) Criteria:
• Full credit will be provided for timely submission and satisfying the following
requirements:
• One page for each reflective essay is sufficient – more is permitted.
• Summaries are acceptable but not sufficient.
• Reflect on the theories and instructional implications presented in the chapter
o What was most salient to you, based on your previous learning experiences?
o How do the theoretical approaches compare with others of which you are
familiar?
o As a classroom teacher, how might you use this information?
Lesson Plan, Presentation & Lesson Reflection Criteria:
• Use the UCCS online lesson plan format or a lesson plan format of your choosing.
• Align research-based instructional strategies with instructional objectives.
• Provide a rationale as to why the particular instructional strategies were selected.
• Presentations may be up to 30 minutes in length.
• Presenters may partner with other class members – i.e. co-teaching.
• After the presentation, the presenter and professor will lead a class discussion focusing on
the elements of instruction observed. Following this, during the subsequent week, the
presenter will write a Lesson Reflection, considering feedback from the class and
reflecting on what went well with the presentation and also on what could be changed.
Article Critique Criteria:
• The average length for the Article Critique is expected to be 5-6 pages. However, quality
is more important than length.
• Use research articles from professional journals in psychology, educational psychology
or education. Provide a copy of the abstract. If the article does not have an abstract, that
is a clue that it does not meet the standard of a professional journal article.
• Utilize APA style. However, a reference page is not required.
• Understanding of statistical analysis and research design is not required. However,
critically consider the research hypothesis and conclusions drawn by the author. Reflect
on the relevance of the study to the educational setting.
• Compare/contrast the theoretical foundation and findings of the research article to
information provided in the text (Snowman & Biehler).
• Discuss how the research will impact on your teaching.
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Course Schedule (1/21/14 – 5/17/14)
Sequence
Focus/Topics
Assignments & Activities
Unit 1
Developmental & Psychometric Theories
Lessons 1 – 7
Scientific Method
Systematic Observation
Piagetian Theory
Moral Development
Psychosocial Theory
Psychometrics
Developmental Differences
Constructivism
Discovery Learning
Differentiated Instruction
Unit 2
Behavioral & Information Processing Theories; Theoretical Synthesis
& Application
Lessons 8 – 15
Operant Conditioning
Schedules of Reinforcement
Applied Behavioral Analysis
Social Learning Theory
Theories of Motivation
Direct Instruction
School Reform
Special Programs
Response-to-Intervention (RTI)
Differentiated Instruction Revisited
Related Chapters
Reflective Essays 8 - 15
Lesson Plans & Presentations
Final Exam – Date TBD
Lesson Reflection
Finals Week
Wrap Up of Projects
Completion of Presentations
Submission of Portfolios
Article Critique
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Related Chapters
Reflective Essays 1 – 7
Midterm Exam – Date TBD