I.
Course Number:
Course Title:
College:
Semester:
Room:
II.
Instructor & Contact Info:
Dr. Reta Ugena Whitlock
KH 2310
Preferred Contact: Email address: rwhitlo3@kennesaw.edu
WEBSITE: http://ksuweb.kennesaw.edu/~rwhitlo3/
Phone: 678-797-2249
Fax: 770-420-4334
Office Hours: Tuesday & Thursday, 12:30-1:30
III.
Class Meeting Time: Tuesday/Thursday, 2:00-3:15 pm
IV.
EDUC 3308/03
Learning, Motivation, and Classroom Management
Bagwell College of Education
Fall 2006
KH 1107
Texts
Required Text: Woolfolk, Anita E. (2004). Educational psychology. Boston: Allyn and Bacon
Required Text for Secondary and Middle Grades Education Majors: Emmer, Edmund T.,
Evertson, Carolyn M., and Worsham, Murray E. (2003). Classroom management for secondary
teachers. Boston: Allyn and Bacon
Required Text for Elementary Education Majors: Evertson, Carolyn M., Emmer, Edmund T.,
and Worsham, Murray E. (2003). Classroom management for elementary teachers. Boston: Allyn
and Bacon
V.
Catalog Course Description:
EDUC 3308.
Learning, Motivation, and Classroom
Management. 3-0-3. 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, e-mail, and presentation software, will be
utilized.
VI.
Purpose and Rationale:
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
Whitlock EDUC 3308 Fall 2006
1
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 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, in-service, 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. In this course, we will a list of useful resources found on the WWW and you
will have the opportunity to use presentation applications.
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 770-423-6280.
Whitlock EDUC 3308 Fall 2006
2
VII.
Course Goals and Objectives: The KSU teacher preparation faculty is 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. 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 is 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
Candidate Performance
Course Activities/
Instrument (CPI)*, PSC/NCATE
Assignments
Standard**
1. Apply principles of learning and motivation to curricular and instructional planning and
implementation in the classroom.
a. Analyze given examples and
 CPI Outcome 2.1-2.5, 2.7-2.8
 Exams
cases to determine whether
 PSC/NCATE Standard I:
 Classroom
teachers’ instructional methods and
Candidate Knowledge, Skills,
Scenarios
motivational strategies are
and Dispositions
 RPL Parts 2 & 3
developmentally and culturally
responsible and likely to facilitate
learning with diverse students and
classrooms.
b. Construct theoretically consistent
 CPI Outcome 2.1-2.5, 2.7-2.8
 RPL Parts 2 & 3
instructional methods and
 PSC/NCATE Standard I:
motivational strategies, which are
Candidate Knowledge, Skills,
developmentally and culturally
and Dispositions
responsive and likely to facilitate
learning in all students
c. Identify the most appropriate and
 CPI Outcome 2.1-2.5, 2.7-2.8
 Exams
effective teaching/learning
 PSC/NCATE Standard I:
 RPL Parts 2 & 3
approaches for a variety of lessons,
Candidate Knowledge, Skills,
concepts, settings, and students.
and Dispositions
Course Goal
d. Understand the differences

CPI Outcome 2.1

Exams
Whitlock EDUC 3308 Fall 2006
3
between various learning theories
and identify situations when they
would or would not be most
appropriate.
e. Design a lesson which
incorporates effective teaching,
motivational and management
techniques.

PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions

RPL Parts 2 & 3


CPI Outcome 2.2-2.8
PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions

RPL (All Parts)
f. Use technology appropriately to
enhance learning.


CPI Outcome 2.8
 RPL Part 2
PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions
2. Apply principles and processes of classroom and behavior management to the classroom.
a. Design an effective and
 CPI Outcome 2.4
 CPR3
appropriate classroom management
 PSC/NCATE Standard I:
and discipline plan.
Candidate Knowledge, Skills,
and Dispositions
b. Describe the relationship of the
principles of motivation to classroom
and behavior management and how
effective teaching practice can be
used to prevent discipline problems
c. Relate his/her philosophy of
education to discipline and
classroom management practices.


CPI Outcome 2.2, 2.4
PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions



CPR3
RPL Part 1
Exams




CPR3
RPL Part 1
d. Demonstrate the ability to select
discipline strategies most suitable for
diverse learners.




CPR3
RPL Part 1
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.
f. Demonstrate the ability to establish
guidelines for conducting a parentteacher conference.


CPI Outcome 2.4
PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions
CPI Outcome 2.4
PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions
CPI Outcome 2.4
PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions


CPR3
RPL Part 1


CPR3
Classroom
Scenarios
g. Evaluate a classroom
management plan to ensure that it is
congruent with his/her values, skills,
age of competency, and recent
school reform.
h. Describe models of discipline
based upon broad theoretical
categories.


CPI Outcome 2.4
PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions
CPI Outcome 2.4
PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions




CPI Outcome 2.4
PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions

Exams
CPR3
RPL Part 1
Classroom
Scenarios
Exams




3. Exhibit commitment to professionalism in teaching.
Whitlock EDUC 3308 Fall 2006
4
a. Exhibit ethical standards in course
work and relationships with others.


CPI Outcome 3.3, 3.4
PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions



b. Exhibit ability to work
cooperatively with peers, parents,
and/or paraprofessionals.


CPI Outcome 3.3
PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions



c. Exhibit willingness to develop as a
professional.


CPI Outcome 3.2
PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions
d. Describe ethical issues related to
 CPI Outcome 2.2, 3.4
motivational techniques in schools.
 PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions
e. Demonstrate understanding of
 CPI Outcome 2.4, 3.4
ethical and legal issues related to
 PSC/NCATE Standard I:
classroom and behavior
Candidate Knowledge, Skills,
management.
and Dispositions
4. Demonstrate skill in methods of scholarship.
a. Demonstrate understanding of
 CPI Outcome 3.3
multiple points of view about a topic
 PSC/NCATE Standard I:
or issue.
Candidate Knowledge, Skills,
and Dispositions
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 3.1
PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions
CPI Outcome 3.2
PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions






All course work
involving groups
Classroom
scenarios
Professionalism
during class
discussions
All course work
involving groups
Classroom
scenarios
Professionalism
during class
discussions
Professionalism
during class
discussions and
group work
Exams
Classroom
Scenarios
Exams
Classroom
Scenarios
CPR3

Professionalism
in class
discussions and
group work

All assignments
and discussions

Citations in
assignments
Exams

*CPI – Candidate Performance Instrument. This outcomes-based instrument will be used to evaluate teacher
candidates after TOSS and student teaching. The CPI is available on the Center for Field Experience and
Partnerships web site, http://www.kennesaw.edu/education/CFEP/. (Click on “Student Teaching Forms, then
Candidate Performance Instrument.)
**PSC = Georgia Professional Standards Commission. Sets rules for teacher certification in Georgia and standards
for teacher education programs in Georgia. NCATE = National Council for Accreditation in Teacher Education. Go
to http://www.gapsc.com. KSU’s program is accredited by the PSC and NCATE. Go to www.ncate.org
VIII. Course Requirements and Assignments: INSTRUCTIONS & RUBRICS FOR ALL
ASSIGNMENTS ARE AVAILABLE ON WEBCT. See course outline for due dates and for reading
assignments.
Whitlock EDUC 3308 Fall 2006
5
As applicable, all assignments should be typed, double spaced and using 12-point font. Also as
applicable, please send assignments as attachments via WebCT. Your work should reflect thorough
editing for accurate grammar and punctuation. Excessive errors may impact the grade for the
assignment. Assignments are due at the beginning of class periods. 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. If you must be absent from class, please
email me prior to class and let me know.
A. Classroom Procedures, Routines, Rules, and Relationships (CPR 3) Poster: You will work
cooperatively in self-selected groups based on grade level or subject you plan to teach. Each group
will prepare either a tri-fold board or Power Point presentation, with accompanying materials as
needed, representing their classroom’s layout; key procedures, routines, and classroom rules and
consequences they would implement; and strategies they would use to build good relationships with
parents and students. These displays will be presented to classmates in the form of a professional
poster session. Attention to multicultural and special needs students in the classroom must be
represented in the presentation. You must also cite your resources. Resources must include at least
two references other than your texts. You will use demographics for a particular school to guide your
accommodations. (Instructions to find these demographics are on WebCT.) Your group will receive
peer feedback on your plan and poster. (Your class grade for this assignment will be derived from a
reflection on the peer feedback and from the instructor’s review. To assist the instructor, your group
should prepare a Classroom Management Notebook – see next assignment.) (50 points) (Diversity,
Technology)
B. Classroom Management Document Notebook: Your classroom management document notebook
should be a representation your CPR3 poster in notebook form. It will serve to inform the instructor’s
evaluation of your poster, providing more detail as necessary. If you have used existing plans,
worksheets, activities, etc. off the web or from other resources, you must reference them
appropriately. (Evaluation of this assignment is included in the CPR3)(Diversity)
The notebook should include the following, not necessarily in this order:
1. Description of hypothetical population of students.
2. Attention to the diversity and special needs.
3. Documentation of strategies/activities to establish and maintain relationships with parents and
students.
4. Classroom rules and logical consequences for broken rules.
5. Classroom procedures and routines.
6. A diagram and description of classroom layout along with the rationale for the design.
7. Summary of peer feedback from CPR3 project and reflection on the feedback. (Do not include
peer feedback forms.)
8. Citations for at least two resources used other than your text.
C. Classroom Management and Parent Conferencing Scenarios: Candidates will respond to
classroom management and parent conferencing scenarios that will include opportunities to address
multicultural and special needs issues. There are two types of scenarios: One type is called “DVD
Classroom” and will involve an individual candidate’s responding to a management or conferencing
situation set up by his/her classmates. (The candidate may “pause,” “rewind,” and “fast forward” the
class as s/he considers the appropriate response.) The other type is called “Problem Presentation”
and will involve two to four candidates presenting a given situation to the class and applying a
specified management theory. Candidates will receive feedback from the instructor and from peers on
the appropriateness of responses and effectiveness of interventions as well as use of resources.
Each presentation should take no more than 10 minutes. (Diversity) Presented throughout the
semester (See course outline.) This assignment is will be graded as “S/U.”
D. Exams: These written, take home exams will consist of multiple-choice, short answer, and essay
questions. (Two exams, 50 points each) (Diversity)
Whitlock EDUC 3308 Fall 2006
6
E. Reflective Planning for Learning: Candidates will demonstrate their understanding of learning,
motivation, and management by analyzing, reflecting on, and modifying a lesson plan for a chosen
grade level and subject. The analysis should be done with regard to the population of the
school/classroom that you considered in your CPR 3 activity and attention should be given to how or if
multicultural and special needs learners are addressed in the plan. You must also cite your
resources. Resources must include at least two references other than your texts. This assignment
will be done in stages. (See course outline.) Details and the rubrics for this assignment can be found
on WebCT. (Three parts, 50 points each) (Diversity, Technology)
F. Professionalism: 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 candidate, the instructor of this course will
communicate these concerns to the candidate and to the program coordinator of the candidate’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:
 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 selfimprovement?
 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. Habitual absences, tardiness, and leaving class early
are issues of professionalism. In case of emergencies, please email or call Dr. Whitlock to inform her
of your conflict/emergency. Absences will be excused only if you send email or call Dr. Whitlock the
day of the absence.
Finally, one final issue regarding professionalism - please turn all cell phones to vibrate during
class. It is acceptable to get up and leave the class to answer an emergency call.
IX.
Evaluation and Grading:
A = 90 – 100% of possible points
B = 80 – 89%
C = 70 – 79%
D = 60 – 69%
Whitlock EDUC 3308 Fall 2006
7
F = below 60%
Mastery Learning: If you score below a 70% on any assignment (with the exception of exams), you may
re-do the assignment one time. You can earn a grade no higher than a “70” on the re-done assignment.
If you choose not to re-do the assignment, you will not receive credit for it at all.
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.
Whitlock EDUC 3308 Fall 2006
8
COURSE OUTLINE AND TOPICS
NOTE: Adjustments to this syllabus will most likely be necessary. Check the Announcements on WebCT.
Key for Reading Assignments: W = Woolfolk, Em = Emmer (secondary), Ev = Evertson (elementary).
Take note of the Case Studies and Checklists at the end of the chapters in your classroom management book. They are
very helpful.
Date
Topic
August 22
Intro to EDUC
3308, Learning,
Motivation, and
Classroom
Management
August 24
August 29
Routines &
Procedures
August 31
Routines &
Procedures
September 5
Dealing
Effectively with
Behavior
September 7
Behavior,
continued;
September 12
Parents
Class Activity
Introductions, course syllabi,
review of Candidate
Performance Expectations
and alignment with course
goals, assignments and
requirements. Also, the
relationship between L, M, &
CM
Discuss Readings;
Teachers, teaching, and ed
psych;
Web of Support Activity:
Focus on Lesson Plan Sites
and Instructional Resource
Sites
Harry Wong Video
Discuss Reading;
Define classroom mgt &
classroom discipline;
What are techniques used to
maintain a healthy learning
environment, relatively free of
behavior problems?
Instruction;
R & P Activity
Discuss Reading;
Creating a Community
(Preventive Medicine);
Classroom Rules (First Aid);
Wong Video #4
Pre-reading
Assignment
Due
W-Chapter 1;
bell hooks
article
W-Ch. 12;
Ev or Em –
Chs. 1-4;
Ev or Em - Chs
7, 8, and 9
W-13
W-15
Discuss Reading;
Mistaken Needs and Scary
Behaviors (Chronic Care);
Classroom Rules;
Begin work on CPR3
Dealing with Parents (online
ppt.);
Parent Conferences, a “How
To” List;
Whitlock EDUC 3308 Fall 2006
9
Time to work on CPR3
WORKDAY – Prepare for
CPR3 Poster Session
September 14
September 19
CPR3 Poster Sessions:
Print out 5 copies of the Peer
Review Form from WebCT
and bring them to class!
September 21
Discuss Readings;
Learning, Vygotsky & Piaget;
Scenarios
September 26
September 28
Reflective
Planning for
Learning
October 5
Behavioral
Learning
Theory
October 10
Behavioral
Learning
Theory
Social
Cognitive
Views of
Learning
Constructivist
Views of
Learning
October 12
October 17
October 19
October 24
October 26
October 31
November 2
Cognitive
Views of
Learning
Motivation in
Learning and
Teaching
Discuss Reading;
Operant conditioning,
behavioral approaches to
teaching and management,
observational learning
Behavioral Learning and
Direct Instruction: Activity
CPR3 Poster
Session
Classroom
Management
Document
Notebook Due
Exam 1
Exam 1
Begin Work on Reflective
Planning for Learning Part 1
(Management Considerations
for your Lesson)
Workday – Reflective
Planning for Learning Part 1
(Management Considerations
for your Lesson)
October 3
W-Ch. 2;
Ev or Em-Chs
5 and 6
W-Ch. 6
W-Ch. 9
RPL, Pt. 1,
Management,
Due
Discuss Reading;
Self-Efficacy, self-regulated
learning
Discuss Reading (W-Ch. 9);
Cognitive and social
constructivism, inquiry
teaching & learning
Social Cognitive and
Constructivist Views of
Learning and Instruction:
Activity
Discuss Reading;
Information processing
theory, memory,
metacognition
Scenarios
Discuss Reading;
Motivation, selfdetermination, goal
orientations
Motivation, continued:
Activity
W-Ch. 7
W-Ch. 10
W-Ch. 11
Whitlock EDUC 3308 Fall 2006 10
November 7
Engaged
Learning:
Cooperation &
Community
November 9
November 14
Exam 2, select chapters
Workday – Reflective
Planning for Learning
(Learning Theories,
Instruction, and your Lesson)
Learning styles/Teaching
styles Inventory
November 16
November 21
Lab Day
November23
November 28
Fall Break
Learner
Differences
and Learning
Needs
Learner
Differences
and Learning
Needs,
continued;
Culture &
Diversity
November 30
December 5
Discuss Reading;
Collaboration and
cooperation, the classroom
community
Workday – Reflective
Planning for Learning
(Learning Theories,
Instruction, and your Lesson)
Last Day of
Class
Exam 2
W-Ch. 4;
Ev or Em-Ch.
10
RPL, Pt. 2,
Learning
Theories and
Instruction,
Due
Lab day to work on RPL, Pt.
3
Discuss Readings;
Intelligence, learning styles,
creativity (see W-Ch. 8, p.
306-311
Ability differences &
exceptionalities; culture &
diversity
Workday—Reflective
Planning for Learning, Part 3
(Motivation and differentiation
and your lesson)
Professional Growth
Assignment/Exit Interviews
W-Ch. 5
RPL, Pt. 3,
Motivation and
Differentiation,
Due
XIII. Reference and Bibliography
Classics
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Covington, M. & Beery, R. (1976). Self-worth and School Learning. NY: Holt, Rinehart, and Winston.
Dewey, J. (1916). Democracy and Education. NY: MacMillan.
Holt, J. (1964). How Children Fail. NY: Putnam.
Holt, J. (1967). How Children Learn. NY: Putnam.
James, W. (1898). Talks to Teachers. NY: Holt, Rinehart, and Winston.
Piaget, J. (1952). The Origins of Human Intelligence. NY: International Universities Press.
Sechrest, L. (ed). (979). Unobtrusive Measurement Today. San Francisco: Jossey-Bass.
Skinner, B.F. (1954). “The Science of Learning and the Art of Teaching.” Harvard Educational Review,
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24, 86-97.
Skinner, B.F. (1968). The Technology of Teaching. NY: Appleton Century Crofts.
Thorndike, R.L. & Hagen, E. (1961). Measurement and Evaluation in Psychology and Education. (2nd
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Webb, E.J., Campbell, D.T., Schwartz, R.D., Sechrest, L. (1966). Unobtrusive Measures. Chicago: Rand
McNally.
Others
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Ames, C.A. (1990). “Motivation: What Teachers Need to Know.” Teachers College Record, 91 (3), 409421.
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood
Cliffs, NJ: Prentice-Hall.
Bloom, B. (1986). “Automaticity.” Educational Leadership, 43(5), 70-77.
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Council.
Clifford, M.M. (1990). “Students Need Challenge not Easy Success.” Educational Leadership, 48(1), 2226.
Cooper, H. (1989). Homework. NY: Longman.
Costa, A. (1985). Developing Minds. Alexandria, Va: ASCD.
Cronbach, L.J. (1984). Essentials of Psychological Testing. (4th ed.) NY: Harper and Row.
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School Journal, 180-185.
Gardner, H. (1985). The Mind’s New Science. NY: Basic Books.
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Writing. Norwood, MA: Christopher Gordon.
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Collins.
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Assessment. Washington, DC: APA.
Payne, D.A. (1992). Measuring and Evaluating Educational Outcomes. NY: Merrill.
Phi Delta Kappa. (1991) Learning to Fail. Bloomington, IN: Maynard R. Bemis Center for Evaluation,
Development and Research.
Sanborn, J. and Sanborn, E. (Sept. 1994). “A Conversation on Portfolio.” Middle School Journal, 26-29.
Schultz, G.F., and Switzky, H.N. (Winter 1990). “The development of Intrinsic Motivation in Students with
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Whitlock EDUC 3308 Fall 2006 12
Shulman, L. (1987). “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational
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