Stockdale 3308/Sp04
KSU 2004 Theme: 40 Years of Excellence: Daring to Dream and Do
Collaborative Development of Expertise in Teaching and Learning
I.
Course Number:
Course Title:
College:
Semester:
EDUC 3308
Learning, Motivation, and Management
Bagwell College of Education
Spring 2004
II.
Instructor:
Dr. Susan L. Stockdale
KH 1008
Phone: 678-797-2060
Fax: 770-420-4334
Email address: sstockda@kennesaw.edu
Office Hours:
TTH 8:00-9:00am; 3:30-4:30
W 11:00-12:30; 1:30-3:00
(Other times by appointment)
III.
Class Meetings:
IV.
Required Text: Sternberg, R. J. & Williams, W. M. (2002) Educational psychology. Boston: Allyn and
Bacon.
Required Text: Wong, H. & Wong, R. T. The first days of school: How to be an effective teacher.
Sunnyvale, CA: Harry K. Wong Publications.
Supplemental Text (NOT required): Gorski, P. C. (2001). Multicultural education and the internet:
Intersections and integrations. NY: McGraw-Hill Higher Education.
V.
Catalog Course Description: EDUC 3308. Learning, Motivation, and Classroom Management. 3-0-3.
TTH 9:30 am or TTH 11:00 am in KH 2001
Prerequisite: Admission to Teacher Education Program. Examines theories, models, and principles of learning,
motivation, and classroom management in schools. In level-specific modules, particular emphasis is placed on the
application of theoretical principles to early childhood, middle grades, or secondary classroom settings. Addresses
learning theories, motivational theories, learning styles, other individual differences, and models and strategies for
implementing effective systems of time, material, environment and behavior management in diverse classroom
settings. Various technological applications, including the World Wide Web, WebCT, e-mail, and presentation
software, will be utilized.
VI.
Purpose and Rationale:
KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK: COLLABORATIVE DEVELOPMENT
OF EXPERTISE IN TEACHING AND LEARNING
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise
among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and
expertise to facilitate high levels of learning in all of their students through effective, research-based practices in
classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the
development of candidates as they progress through stages of growth from novice to proficient to expert and leader.
Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state.
To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined
and that only through the implementation of validated practices can all students construct meaning and reach high
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Stockdale 3308/Sp04
KSU 2004 Theme: 40 Years of Excellence: Daring to Dream and Do
Collaborative Development of Expertise in Teaching and Learning
levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU
recognizes, values and demonstrates collaborative practices across the college and university and extends
collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and
private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of learning.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, inservice, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is
central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept of
expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during
the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming
Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an endstate but a process of continued development.
Use of Technology:
Technology Standards for Educators are required by the Professional Standards Commission. Telecommunication and
information technologies will be integrated throughout the master teacher preparation program, and all candidates must
be able to use technology to improve student learning and meet Georgia Technology Standards for Educators. During
the courses, candidates will be provided with opportunities to explore and use instructional media, especially
microcomputers, to assist teaching. They will master use of productivity tools, such as multimedia facilities, local-net and
Internet, and feel confident to design multimedia instructional materials, create WWW resources, and develop an
electronic learning portfolio.
Professional Portfolio Narrative:
A required element in each portfolio for TOSS, Student Teaching, and the Graduate Program is the portfolio narrative.
The purpose of the portfolio narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI
with regard to what evidence the candidate has selected for his/her portfolio. Although none of the assignments for this
course are “required” for your portfolio, you will need to complete for this course a brief narrative grid in which you reflect
on each proficiency and how you make the case that the evidence you have selected supports a particular proficiency.
Diversity Statement:
A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of
diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and
curricula for providing effective instruction and assessment within multicultural classrooms. One element of course
work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates to
explore how multiple attributes of multicultural populations influence decisions in employing specific methods and
materials for every student. Among these attributes are ethnicity, race, socioeconomic status, gender, giftedness,
disability, language, religion, family structure, sexual orientation, and geographic region. An emphasis on cognitive
style differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under
Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are
available to support students with disabilities within their academic program. In order to make arrangements for
special services, students must visit the Office of Disabled Student Support Services (770-423- 6443) and develop an
individual assistance plan. In some cases, certification of disability is required.
Please be aware that there are other support/mentor groups on the campus of Kennesaw State University that address
each of the multicultural variables outlined above. For more information contact the Student Life Center at 770-4236280.
VII. Course Goals and Objectives:
The KSU teacher preparation faculty are strongly committed to the concept of teacher preparation as a developmental
and collaborative process. Research for the past 25 years has described this process in increasingly complex terms.
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Stockdale 3308/Sp04
KSU 2004 Theme: 40 Years of Excellence: Daring to Dream and Do
Collaborative Development of Expertise in Teaching and Learning
Universities and schools must work together to successfully prepare teachers who are capable of developing
successful learners in today’s schools and who choose to continue their professional development.
The teacher education faculty are committed to preparing effective teachers who can facilitate learning in all students.
Candidates in Initial Programs focus on developing expertise in the knowledge, skills, and dispositions of effective
instruction. They employ standards of best practice to help today’s diverse student population develop as learners and
achieve learning outcomes consistent with local and national standards.
To foster collaboration, students will complete several assignments in heterogeneous groups, with a mixture of majors
represented in each group. Professionalism will be practiced in communication and collaboration with group members
and with the instructor. Professional attitudes and behaviors, including attending class, punctual arrival to class, and
quality of work and communication are expected at all times. Students will have an opportunity to demonstrate
pedagogical knowledge and skills related to students’ needs and motivation, classroom management, and the process
of active learning by participating in inquiry-oriented lessons, comparing instructional strategies for a variety of content
and learning styles and by teaching mini-lessons to classmates using various learning theories as a guide.
This course is designed for undergraduate students who are completing a program of study leading to certification to
teach. It is essential that students seeking licensure to teach develop competence in the methods used for planning,
teaching, and evaluating lessons in their selected grade levels and disciplines. The knowledge base for this course is
reflected in the textual readings, references, objectives, assignments, and in-class activities.
The Professional Teacher Education Unit prepares teachers who understand the disciplines and principles of
pedagogy, who reflect on practice, and who apply this understanding to instructional decision- making that fosters the
success of all learners. As a result of the satisfactory fulfillment of the requirements of this course, the student will
accomplish goals as indicated in the grid that follows.
Course Objective Alignment Grid
(INTASC PRINCIPLES to be completed collaboratively by students)
Candidate Performance
Course Goal
Instrument (CPI)*, PSC/NCATE
Standard**, INTASC Standard***
Course
Activities/
Assignments
(See descriptions
in section VIII of
syllabus)
1. Apply principles of learning and motivation to curricular and instructional planning and
implementation in the classroom.
a. Analyze given examples and cases to determine
whether teachers’ instructional methods and motivational
strategies are developmentally and culturally responsible
and likely to facilitate learning with diverse students and
classrooms.
o
o
o
b. Construct theoretically consistent instructional
methods and motivational strategies, which are
developmentally and culturally responsive and likely to
facilitate learning in all student.
o
o
o
CPI Outcome 2: Facilitators
of learning
PSC/NCATE Standard I:
Candidate Knowledge,
Skills, and Dispositions
INTASC
CPI Outcome 2: Facilitators
of learning
PSC/NCATE Standard I:
Candidate Knowledge,
Skills, and Dispositions
INTASC
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Stockdale 3308/Sp04
KSU 2004 Theme: 40 Years of Excellence: Daring to Dream and Do
Collaborative Development of Expertise in Teaching and Learning
c. Identify the most appropriate and effective
teaching/learning approaches for a variety of lessons,
concepts, settings, and students.
o
o
o
d.Understand the differences between various learning
theories and identify situations when they would or would
not be most appropriate.
o
d. Demonstrate the ability to select discipline strategies
most suitable for diverse learners.
o
CPI Outcome 1 and 2:
Facilitators of learning
PSC/NCATE Standard I:
Candidate Knowledge,
Skills, and Dispositions
INTASC
CPI Outcome 2: Facilitators
of learning
o PSC/NCATE Standard I:
Candidate Knowledge,
Skills, and Dispositions
o INTASC
e.Design and team teach to peers a lesson which
o CPI Outcome 2: Facilitators
incorporates effective teaching, motivational and
of learning
management techniques.
o PSC/NCATE Standard I:
Candidate Knowledge,
Skills, and Dispositions
o INTASC
f. Use technology appropriately to enhance learning.
o CPI Outcome 2: Facilitators
of learning
o PSC/NCATE Standard I:
Candidate Knowledge,
Skills, and Dispositions
o INTASC
2. Apply principles and processes of classroom and behavior management to the classroom.
a. Design an effective and appropriate classroom
o CPI Outcome 2: Facilitators of
management and discipline plan.
Learning
o PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions
o INTASC
b. Describe the relationship of the principles of motivation
o CPI Outcome 2: Facilitators
to classroom and behavior management and how
of learning
effective teaching practice can be used to prevent
o PSC/NCATE Standard I:
discipline problems and
Candidate Knowledge,
Skills, and Dispositions
o INTASC
c. Relate his/her philosophy of education to discipline
and classroom management practices.
o
o
e. Demonstrate an understanding of the significance of
P.L. 94-142, multicultural education, and other current
issues that impact on classroom management and
discipline.
o
o
o
CPI Outcome 2: Facilitators
of learning
PSC/NCATE Standard I:
Candidate Knowledge,
Skills, and Dispositions
INTASC
CPI Outcome 2: Facilitators
of learning
PSC/NCATE Standard I:
Candidate Knowledge,
Skills, and Dispositions
INTASC
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Stockdale 3308/Sp04
KSU 2004 Theme: 40 Years of Excellence: Daring to Dream and Do
Collaborative Development of Expertise in Teaching and Learning
f. Demonstrate the ability to establish guidelines for
conducting a parent-teacher conference.
o
o
o
g. Evaluate a classroom management plan to ensure that
it is congruent with his/her values, skills, age of
competency, and recent school reform.
o
o
o
o
h. Describe models of discipline based upon broad
theoretical categories.
o
o
3. Exhibit commitment to professionalism in teaching.
a. Exhibit ethical standards in course work and
o
relationships with others.
o
o
b.
Exhibit ability to work cooperatively with peers,
parents, and/or paraprofessionals.
o
o
o
c. Exhibit willingness to develop as a professional.
o
o
o
d. Describe ethical issues related to motivational
techniques in schools.
o
o
o
e. Demonstrate understanding of ethical and legal issues
related to classroom and behavior management.
o
o
CPI Outcome 2: Facilitators
of learning
PSC/NCATE Standard I:
Candidate Knowledge,
Skills, and Dispositions
INTASC
CPI Outcome 2: Facilitators
of learning
PSC/NCATE Standard I:
Candidate Knowledge,
Skills, and Dispositions
INTASC
CPI Outcome 2:
Facilitators of learning
PSC/NCATE Standard I:
Candidate Knowledge,
Skills, and Dispositions
INTASC
CPI Outcome 3: Collaborative
Professional
PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions
INTASC
CPI Outcome 3: Collaborative
Professional
PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions
INTASC
CPI Outcome 3: Collaborative
Professional
PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions
INTASC
CPI Outcome 3: Collaborative
Professional
PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions
INTASC
CPI Outcome 3: Collaborative
Professional
PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions
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Stockdale 3308/Sp04
KSU 2004 Theme: 40 Years of Excellence: Daring to Dream and Do
Collaborative Development of Expertise in Teaching and Learning
4. Demonstrate skill in methods of scholarship.
a. Demonstrate understanding of multiple points of view
about a topic or issue.
o
INTASC
o
CPI Outcome 3: Collaborative
Professional
PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions
INTASC
o
o
b. Express ideas clearly in written language, using
correct form.



c. Analyze current research on learning theory,
motivation theory, individual differences, learning styles,
and classroom and behavior management.



CPI Outcome 3:
Collaborative Professional
PSC/NCATE Standard I:
Candidate Knowledge,
Skills, and Dispositions
INTASC
CPI Outcome 3:
Collaborative Professional
PSC/NCATE Standard I:
Candidate Knowledge,
Skills, and Dispositions
INTASC
*CPI – Candidate Performance Instrument. This outcomes-based instrument will be used to evaluate teacher candidates
before they enter TOSS and student teaching, and before graduation. See Link on WebCT or
http://www.kennesaw.edu/education/CFEP/forms/conceptual_framework_new.pdf
**INTASC = Interstate New Teacher Assessment and Support Consortium. The Consortium, made up of representatives of
the teaching profession along with personnel from state education agencies, developed a list of model standards for
licensing new teachers that represent a common core of teaching knowledge and skills. See link on WebCT or
http://www.ccsso.org/content/pdfs/corestrd.pdf
http://www.ccsso.org/projects/Interstate_New_Teacher_Assessment_and_Support_Consortium/Projects/Standards_Development/
***PSC = Georgia Professional Standards Commission. Sets rules for teacher certification in Georgia and standards for
teacher education programs in Georgia. See Link on WebCT or http://www.gadoe.org
NCATE = National Council for Accreditation in Teacher Education. Go to http://www.gapsc.com Awards accreditation to
programs of teacher education across the nation. Kennesaw State University’s program is accredited by the PSC
and NCATE. Go to www.ncate.org
VIII. Course Requirements and Assignments:
Assignment specifics and rubrics for each of the following are available under Assignments on WebCT
(http://online.kennesaw.edu):
1. Web of Support (25 points):
Identify five (5) Internet resources for classroom management, motivation, and learning that would be helpful for you as
a classroom teacher. Include at least one resource that addresses a multicultural or special needs issue. Provide an
specific evaluation of each resource and then rank the five in terms of how helpful they may be to you as a classroom
teacher. We will pool our resources and create a web of support from all sources identified by the class.
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Stockdale 3308/Sp04
KSU 2004 Theme: 40 Years of Excellence: Daring to Dream and Do
Collaborative Development of Expertise in Teaching and Learning
2. Classroom Management Document Portfolio (35 points):
Your classroom management document portfolio will include communication and procedural documents helpful to you
as a classroom teacher. You will work cooperatively in homogenous groups of three based on grade level or subject
you plan to teach. Your documents should be original documents that are appropriate with the grade level you plan to
teach. Attention to multicultural and special needs students in the classroom should evident in the documents.
The documents will include the following:
1. Introductory letter to parents and students
2. Invitation to open house
3. Classroom rules and consequences for broken rules
4. Classroom procedures
5. Classroom layout
Limited class time will be available during the appropriate weeks of class to meet with your group to complete your
portfolios. A rough draft of each document will be checked. After the CPR2 displays (which are discussed below),
each group will complete and submit the final draft of their classroom management portfolio.
3. Classroom Procedures, Routines, and Relationships (CPR2) Display (35 points):
Each group will prepare a tri-fold board presentation, with accompanying materials if needed, representing their ideal
classroom’s layout; key procedures and routines they would implement; and specific activities, and strategies they
would use to building good relationships with parents and students. This presentation draws heavily on your group’s
portfolio materials; however, these displays will be presented to classmates in the form of a professional seminar
poster session. Attention to multicultural and special needs students in the classroom should be represented in the
presentation.
4. Classroom Management and Parent Conferencing Vignettes (35 points):
This project is a group project (4-6 members) that involves role-playing and specific prescriptive plans for handling
classroom management problems and parent conferencing issues. Candidates will respond to scenarios that will
include opportunities to address multicultural and special needs issues. Candidates will be evaluated on
appropriateness of responses and effectiveness of interventions as well as use of resources.
5a., 5b., 5c. Three Exams (75 points each):
These written, in-class exams will consist of multiple-choice questions that require you to apply your knowledge of
learning, motivation, and classroom management to scenarios provided by the professor. Scenarios will include
attention to multicultural and special needs issues. You will be allowed to bring one page of handwritten or typed notes
to the first exam and two pages of notes for the second exam to which you may refer.
6a., 6b., 6c. Teaching for Reflection (75 points):
Each group will demonstrate their understanding of learning, motivation, and management by teaching a lesson to the
rest of the class. This experience is designed to help each of you “pull it all together” in your application of all you have
experienced in the course. Evaluation will be based primarily on the planning, and one’s reflection on the lesson,
regardless of success of the actual teaching experience.
7a., 7b Professionalism (30 points):
It has been noted that when teacher candidates are not successful in their advanced field experiences (TOSS and
student teaching), the area often cited as the focus of concern is that of professionalism. Behaviors that indicate
varying levels of professionalism may be demonstrated in courses such as this one. Professional behavior will be
monitored in this course. Should concerns arise regarding an individual student, I will communicate these concerns to
the student and to the program coordinator of the student’s major program with the purpose of drawing attention to
deficiencies so that they may be remedied before further field placements. Indicators of professionalism that will be
monitored are addressed in the questions below.
Does the teacher candidate:
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Stockdale 3308/Sp04
KSU 2004 Theme: 40 Years of Excellence: Daring to Dream and Do
Collaborative Development of Expertise in Teaching and Learning












Model high standards and expectations for him or herself?
Display a commitment to becoming a teacher and to the profession of helping students learn?
Enjoy learning and indicate enthusiasm toward working with students to facilitate their learning?
Regularly reflect on and assess his or her performance and effectiveness for self-improvement?
Learn from experiences and show improvement over time?
Manage interpersonal relationships effectively?
Demonstrate courtesy, respect, and civility in interactions with others?
Work collaboratively with professional colleagues and faculty?
Demonstrate punctuality and timely completion of responsibilities? (Including tardiness, absences, and
late or missing work.)
Accept responsibility for actions and non-actions, placing the locus of control upon him or herself rather
than shifting blame or claiming inability to control outside factors?
Maintain appropriate attire and appearance?
Promote and model standards of academic honesty?
In addition, professional behavior involves effective communication and participation as a team member or group
member. Much of the work in this class involves group discussion and collaboration in and out of class. It is important
that you actively participate in our discussions and activities. Careful and thoughtful reading and preparation is
necessary for this to occur. Come prepared and willing to participate by sharing your thoughts, ideas, and insights; by
listening actively and carefully to your colleagues; and by taking risks in asking questions in order that we all will grow
as we construct our knowledge and understandings of teaching and learning.
Attendance at all class meetings is expected. I respect your schedule, so we will begin class and end class promptly at
the scheduled time. Habitual absences, tardiness, and leaving class early are issues of professionalism. In case of
emergencies, please email or call to inform me of your conflict/emergency.
Finally, one final issue regarding professionalism- please turn off all cell phones and pagers during class. Disturbances
by these devices are disrespectful, disrupt the flow of ideas during discussions, and are nuisances that can be easily
avoided. Seldom is there a reason to speak on the phone that could not wait until the end of class.
The points available for professionalism will be determined both by your peers based on your participation and
contribution to your assigned group’s activities. It will be assessed twice (each worth 15 points; a copy of the rubric is
available as Assignment #7).
8. End of Course Narrative Grid (30 points) This assignment provides you an opportunity to reflect back on the
course and the assignments, activities you have completed or in which you have participated. In the grid you will
describe how the activities, assignments etc. have helped you develop your expertise as a future teacher. You must
connect the activities to the KSU’s CPI and explain how you have improved your expertise in the domains.
9. Midterm Evaluation (10 points) This assignment is designed to allow you to voice your opinions and perceptions
regarding the course as of the mid-term. There is no right or wrong way to complete this assignment, other than not
completing it. Due to the nature of this assignment, there are no make-ups.
IX.
Evaluation and Grading:
A = 448-500 points
B = 398-447 points
C = 348-397 points
D = 298-347 points
F = < 298 points
All individual assignments should be typed, double spaced and using 12-point font and black ink. Your work should
reflect thorough editing for accurate grammar and punctuation. Assignments are due at the beginning of class periods,
or by the date specified in the syllabus. Most assignments will be submitted via WebCT. Timely completion of work is
essential for your continued learning. Late work will not be accepted unless prior approval from the professor has
been granted OR due to excused absences.
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Stockdale 3308/Sp04
KSU 2004 Theme: 40 Years of Excellence: Daring to Dream and Do
Collaborative Development of Expertise in Teaching and Learning
X. Academic Integrity:
Every KSU students is responsible for upholding the provisions of the Student Code of Conduct, as published in the
Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University’s policy
on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University
materials, misrepresentation and/or falsification of University records or academic work, malicious removal, retention,
or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of
student identification cards. Incidents of alleged academic misconduct will be handled through the established
procedures of the University Judiciary Program, which includes either and “informal” resolution by a faculty member,
resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct’s
minimum one semester suspension requirement.
COURSE OUTLINE AND TOPICS
*NOTE: Adjustments to this syllabus may be necessary. Students will be notified of changes in advance
should such changes be called for.
Date
1-8-04
1-13-04
1-15-04
1-20-04
1-22-04
1-27-04
1-29-04
2-3-04
2-5-04
2-10-04
2-12-04
2-17-04
Topic
Introduction and
expectations:
Expectations:
student to student;
student to professor;
professor-to-student
Dispositions and
Characteristics of
Expert Teachers
Behavioral
Approaches to
Learning
Same as above
Cognitive
Approaches to
Learning
Same as above
Thinking and
Concept Formation
Exam
Characteristics
Effective classroom
Managers and
Developing Effective
Rules
Developing Effective
Procedures and
Classroom Lay-outs
Developing Effective
Family
Communication
Collaborative
Development of CPR
PRE-READINGS
Classroom Activity
Discussion
Group Collaboration
Sternberg and
Williams (SW)
pp. 6-20
Wong and Wong
(WW) Section A
SW Chapter 7
Discussion
Lecture
Video
SW Chapter 8
Discussion
Lecture
SW Chapter 9
Discussion
Lecture
Formal Assessment
Discussion
Lecture
Group Work
Chapters 1,7-9 (SW)
Chapter 11 (SW)
Chapters 6,8,11,12
(WW)
Posted Notes
Chapters 9,13-16,20
(WW)
Posted Notes
Chapters 7,17 (WW)
Assignment Due
Discussion
Lecture
Discussion
Lecture
Group Work
Discussion
Lecture
Group Work
Group Work
Exam I
Assignment 1
Rough Draft
ONLY
Assignment 2
9
Stockdale 3308/Sp04
KSU 2004 Theme: 40 Years of Excellence: Daring to Dream and Do
Collaborative Development of Expertise in Teaching and Learning
Date
2-19-04
2-24-03
2-26-04
3-2-04
3-3-04
3-4-04
3-9 and 3-11-04
3-16-04
3-18-04
3-23-04
3-25-04
3-30-04
4-1-04
4-6-04
4-8-03
4-13-04
4-15-04
4-20-04
4-22-04
4-27-04
4-29-04
FINAL
5-2-04
Submit Via WebCT
NO CLASS
Topic
PRE-READINGS
Classroom Activity
CPR Presentations
Professional
and Critiques
Presentations
Diversity:
Chapter 4 (SW)
Lecture
Individual Students
Discussion
Diversity:
Chapter 5 (SW)
Lecture
Exceptional Students
Discussion
Diversity:
Chapter 6 (SW)
Lecture
Group Differences
Discussion
LAST DAY TO WITHDRAWAL WITHOUT ACADEMIC PENALTY
EXAM II
Chapters 4-6 (SW)
Formal Assessment
Spring Break
No Classes
Problem Behaviors
Posted Notes
Lecture
Discussion
Problem Behaviors
Posted Notes
Lecture
Discussion
Collaboration for
Group Collaboration
Classroom
Scenarios and
Vignettes
Classroom
Presentations
Scenarios and
Vignettes
Motivation
Chapter 10 (SW)
Lecture
Discussion
Same as above
Lecture
Discussion
Classroom Teaching Chapter 12 (SW)
Lecture
Discussion
Same as Above
Lecture
Discussion
Exam III
Chapters 10,12
Formal Assessment
(SW)
Planning for
Review
Lecture
Instruction and
Discussion
Teaching for
Group Collaborations
Reflection
Same as above
Review
Group Collaboration
Same as above
Group Presentation
(GROUPS 1-4)
Group Presentation
(Groups 5-11)
End of Course Grid
Assignment 7c
(Groups 1-4)
Assignment Due
Assignment 3
Assignment 2
Assignment 9
Assignment 7a
Exam II
Assignment 4
Exam III
Rough Draft:
Assignment 6a
Planning For
Instruction Guide
Via WebCT
Group Collaboration
Presentations
Assignment 6a
Presentations
Assignment 6a
ALL
Assignment 8
Assignment 7b
GROUPS 1-4:
Assignment 6c
Teaching for
Reflection
Narrative
10
Stockdale 3308/Sp04
KSU 2004 Theme: 40 Years of Excellence: Daring to Dream and Do
Collaborative Development of Expertise in Teaching and Learning
Date
5-4-04
SUBMIT VIA WebCT
NO CLASS
Topic
Assignment 7c
(Groups 5-11)
PRE-READINGS
Classroom Activity
Assignment Due
GROUPS 5-11:
Assignment 6c
Teaching for
Reflection
Narrative
XIII. Reference and Bibliography
Classics
Ausubel, D. (1968). Educational Psychology: A Cognitive View. NY: Holt, Rinehart and Winston.
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.
Bruner, J. (1960). The Process of Education. NY: Random House.
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