EDCI 526: Advanced Educational Psychology
Spring 2013
3 credits
Instructor:
Office Location: Moscow Campus, COE
Phone: (208) 885Email: @uidaho.edu
Office Hours:
Reasonable accommodations are available for students who have documented temporary or permanent
disabilities. All accommodations must be approved through Disability Support Services located in the Idaho
Commons Building, Room 306 in order to notify your instructor(s) as soon as possible regarding
accommodation(s) needed for the course.
 885-6307
 email at dss@uidaho.edu
 website at www.access.uidaho.edu
College Vision
The College of Education envisions being a leading, diverse, nationally recognized educational community. Our caring
faculty members and innovative curriculum are:



Preparing professionals through integrated programs grounded in research
Generating and evaluating knowledge through disciplinary and interdisciplinary scholarship
Informing professional practice and community life through the exchange and utilization of knowledge
Together, our college community is achieving this vision through a culture of openness, innovation, and collaboration.
College Mission
The College of Education enriches lives by advancing excellence in research and practice in education, leadership, and
applied human arts and sciences (adopted January 27, 2005).
Conceptual Framework
University of Idaho educators CARE. Together we develop as scholar practitioners who value and professionally apply
and advance:
Cultural Proficiency;
Assessment, Teaching, and Learning;
Reflective Scholarship & Practice; and,
Engagement in Community Building & Partnerships.
Course Description
EDCI 526 Examination of selected psychological theories as applied to classroom management, values education,
instructional and motivational strategies, learning and cognitive styles, gender differences, and related educational
research.
1
Hardware, Software, and Student Expertise with Technology:
Given that this is an online course and that students know when they enroll that this is an online course, the instructor and the
University of Idaho assume that each student in the course has sufficient technical expertise and adequate access to appropriate
hardware and software to be successful in the course. Neither the course instructor nor UI assumes or accepts responsibility for any
student’s inability to use the technology this course requires for success. Students who have technical difficulties of any type or
questions regarding hardware or software should contact the UI Help Desk www.helpdesk.uidaho.edu 208-885 help (4357).
Goals for Curriculum and Instruction Graduate Students and Course Objectives:







Philosophy and Educational Organizations – CI Masters degree graduates have a comprehensive understanding of the
philosophical, historical, social, political and cultural understanding of schools and society.
o Course Objective – Examine major psychological theories and how they have influenced contemporary educational
thought and practice
Curriculum – CI Masters degree graduates understand that curriculum should be relevant, engaging, challenging, and integrative
for the learner. They know how to select, adapt and reflect on theories and engage in reflective practices in light of curriculum
standards, theories, models and learners.
o Course Objective – Implement, theory based strategies that are relevant, engaging, challenging and integrative
Instruction – CI Masters degree graduates understand the principles of instruction know a wide variety of teaching strategies and
learning theories and incorporate relevant technologies while teaching core concepts, skills of inquiry, problem posing/solving,
collaboration, and communication to facilitate student learning.
o Course Objectives – Examine and summarize the psychological research related to instruction
Assessment and Evaluation – CI Masters degree graduates analyze and understand the various roles of multiple types of
assessments for monitoring, evaluating and responding to student learning; they understand, develop, use and critique formal,
informal, and performance assessment techniques, including local, state, and national assessment systems to improve student
learning.
o Course Objective – Examine the current psychological research on assessment
Research – CI Masters degree graduates, as critical consumers of educational research, appreciate the role of educational research
for informing practice. M.Ed. graduates develop the skills to conduct classroom research. M.S. graduates, as producers of
educational research, collect and analyze data, and formally share their research findings.
o Course Objective – Review, summarize and present current psychological research
Diversity – CI Masters degree graduates understand human diversity as a valued component of educational systems; understand
how to appropriately engage with diverse population; effectively structure learning experiences with diverse population; and
effectively engage with diverse populations of students, parents, and colleagues.
o Course Objective – Examine psychological aspects of student diversity
Subject Knowledge – CI Masters degree students demonstrate their knowledge of the content that they teach through the
admissions requirements and/or through content coursework that is included in the degree.
o Course Objective – Understand, comprehend and apply the current psychological research
Course Learning Outcomes:
At the end of the semester students will be able to:
 Identify theories of cognitive development and apply one to a student.
 Identify and implement memory strategy and measure the effectiveness of its use.
 Identify and implement a motivation strategy and measure the effectiveness of the intervention.

Review a chapter on effective instruction in area of expertise, develop and implement a lesson plan that is
sensitive to diversity in the classroom and measure the effectiveness of your lesson.
Netiquette
You may have taken some electronic courses before, and you may also have had experience with some form of electronic
communication, but an online course is a new area of social interaction, and as such it has its own rules for interacting with others.
Citations and other netiquette sources
 Leslie Owens Wilsons http://www.uwsp.edu/education/lwilson/Models/MOTindex.htm
 Netiquette, by Virginia Shea. http://www.albion.com/netiquette/corerules.html.
 The Net: User Guidelines and Netiquette, by Arlene H. Rinaldi http://www.fau.edu/netiquette/net/index.html.
2
Ambiguity
Given that EDCI 526 is a graduate level course, I hope each participant is willing to live—at least for the duration of the course—in
ambiguity and dilemma. My hope is that you are willing to search for facts and evidence so your beliefs about educational
psychology do not exist in isolation and that you are willing to investigate the validity of your beliefs.
ACCREDITATION STANDARDS:
NCATE Standards
Standard 1: Candidate Knowledge, Skills, and Professional Dispositions
Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the
content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and
skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates
meet professional, state, and institutional standards.
Standard 2: Assessment System and Unit Evaluation
The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate and
graduate performance, and unit operations to evaluate and improve the performance of candidates, the unit, and
its programs.
Standard 4: Diversity
The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and
demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn.
Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences
provided for candidates include working with diverse populations, including higher education and P–12 school
faculty, candidates, and students in P–12 schools.
Standard 5: Faculty Qualifications, Performance, and Development
Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the
assessment of their own effectiveness as related to candidate performance. They also collaborate with
colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates
professional development.
TEXT / ISBN #:
Required: Required Readings and Learning Resources
Byrnes, J (2008). Cognitive Development & Learning (3rd Ed). Pearson/Allyn & Bacon
ISBN-13: 978-0-205-50771-9
ISBN-10:
0-205-50771-9
Recommended: Optional Readings and Learning Resources
Gathercoal & Gathercoal (2007). The Judicious Professor: A Learner-Centered Philosophy for Teaching and
Learning in Higher Education, San Francisco, CA: CADDO GAP PRESS
ISBN-10:
1880192535
ISBN-13: 978-1880192535
Optional:
Schunk, D. (2012). Learning Theories: An Educational Perspective (6th ed). Boston, MA: Pearson
ISBN-13: 978-0-13-707-195-1
ISBN:
0-13-707-195-7
3
ASSIGNMENTS:
Activity #1:
Before reading the book please: List at least three statements/beliefs regarding each of the following
questions:
A. How does learning occur?
B. What is the role of memory?
C. What is the role of motivation?
D. How does transfer of learning occur?
E. Which processes are involved in self-regulation?
F. What are the implications of Ed Psy for your setting?
Judicious Professor Reaction/Critique
Write a reaction paper to this lecture and the information presented. Support your thoughts and ideas. Identify
what (if anything) you will change as a result of this lecture.
Progressive Assignment
The following assignments may be used to be small steps that are compiled into your final assignment. If you
chose they could be independent also.
*** Progressive Assignment Note***
Do not worry if you are not currently teaching. These assignments may be adapted to your specific situation,
interests, and needs. Please contact the instruction to get permission to modify the assignment to meet your
situation.
Pretest Summary:
Take/score the CORD Inventory & Student Development Questionnaire (SDQ)
Administer/score the Student Development Questionnaire to your students
Write a summary of the results and answer the following questions:
 Does your CORD results accurately describe your teaching goals & methods? Why? Why not?
 Does your Student Development Questionnaire accurately reflect your perception of being a student?
Why? Why not?
 Does your class Student Development Questionnaire results correlate with what you expected? Your
teaching methods? Teaching goals? Why? Why not?
Theory Application
Identify which theory of Cognitive development do you ascribe to? Why? Apply how this theory applies to one
of your students. How does your student (and theory) help themselves to stay on track and adapt to classroom
demands (do the 2 correlate why? Why not?).How does this theory explain your student successes and failures?
How can you/will you change your instruction to be more effective with this student? How does this theory
relate to cognitive neuroscience? How does this knowledge help/affect your teaching? Does this theory make a
distinction between higher and lower order forms of thought? How do you see this in your students? Paper must
be written in APA format.
Memory Application
4
Pick a memory strategy and teach it to your students. Identify why you chose to implement this strategy and
how you will assess its effectiveness. Assess and report the effectiveness of this strategy with your students. Do
you think this was helpful for your student? Why or Why not? Will you use it again? Why or Why not? (or will
you make adaptations?) Paper must be written in APA format.
Motivation Application
What have you learned from the book/course about motivation in learning? How has this affected your personal
beliefs about motivation? Identify a student who needs to develop a form of motivation. Develop and
implement a plan to facilitate this. Report your findings. Paper must be written in APA format.
Discipline Specific Experiment
Chose chapter 7, 8, 9, 10, 11 OR 12 (whichever pertains to your teaching area). Summarize the chapter.
Implement a strategy to your class or a student in need. Monitor and report on the effectiveness of this strategy.
Create a PowerPoint and present it to the class on Collaborate or use Brainshark (or another computer
accessible medium) to narrate your presentation and post it to the class on BbLearn.
Final Summary
Review the belief statements posted at the beginning of the course before you read the book. How have your
beliefs changed or been reinforced as a result of your learning in this course. Reference the text or other sources
citing research that backs up your statements. Include analysis (compare & contrast) of your pre and post-test
results for the Chord Inventory and Student Development Questionnaire.
All assignments are due on or before midnight on the date listed on the syllabus.
GRADING:
*** Progressive Assignment Note***
Do not worry if you are not currently teaching. These assignments may be adapted to your specific situation,
interests, and needs. Please contact the instruction to get permission to modify the assignment to meet your
situation.
Please notify your instructor(s) during the first week of class regarding accommodation(s) needed for the
course. All accommodations must be approved through Disability Support Services located in the Idaho
Commons Building, Room 306, (208) 885-6307, email at dss@uidaho.edu, website at
www.access.uidaho.edu or www.webs.uidaho.edu/aap.
Academic Integrity
The University of Idaho has as one of its core values the ideal of academic honesty and integrity. University of
Idaho students live and work in a collegiate community which emphasizes their responsibility for helping to
determine and enforce appropriately high standards of academic conduct. The faculty of the University of Idaho
expects all students to adhere to the highest standards of academic honesty, and to refrain from any action
which infringes upon academic freedom of other members of the academic community. Please refer to the
University of Idaho - Student Code of Conduct Article II-Academic Honesty.
Tentative Course Schedule
Date
Topic
Assignment
5
Jan 15
Jan 22
Jan 29
Feb 5
Feb 12
Feb 19
Feb 26
March 5
March 12
March 19
March 26
April 2
April 9
April 16
April 23
April 30
May 7
Spring Break
University of Idaho Classroom Learning Civility Clause
In any environment in which people gather to learn, it is essential that all members feel as free and safe as possible in their
participation. To this end, it is expected that everyone in this course will be treated with mutual respect and civility, with
an understanding that all of us (students, instructors, professors, guests, and teaching assistants) will be respectful and
civil to one another in discussion, in action, in teaching, and in learning.
Should you feel our classroom interactions do not reflect an environment of civility and respect, you are encouraged to
meet with your instructor during office hours to discuss your concern. Additional resources for expression of concern or
requesting support include the Dean of Students office and staff (5-6757), the UI Counseling & Testing Center’s
confidential services (5-6716), or the UI Office of Human Rights, Access, & Inclusion (5-4285).
University of Idaho (UI) Nondiscrimination Policy
It is UI policy to prohibit and eliminate discrimination on the basis of race, color, national origin, religion, sex, sexual
orientation and gender identity/expression, age, disability, or status as a Vietnam-era veteran. This policy applies to all
programs, services, and facilities, and includes, but is not limited to, applications, admissions, access to programs and
services, and employment. Such discrimination is prohibited by titles VI and VII of the Civil Rights Act of 1964, title IX
of the Educational Amendments of 1972, sections 503 and 504 of the Rehabilitation Act of 1973, the Vietnam Era
Veterans' Readjustment Assistance Act of 1974, the Age Discrimination Act of 1975, the Age Discrimination in
Employment Act Amendments of 1978, the Americans with Disabilities Act of 1990, the Civil Rights Act of 1991, other
federal and state statutes and regulations, and university commitments (see Faculty Staff Handbook (FSH) 3060). Sexual
harassment violates state and federal law and policies of the Board of Regents, and is expressly prohibited, as stated in
FSH 3220. The University of Idaho also prohibits discrimination on the basis of sexual orientation, as stated in FSH 3215.
The entire FSH can be accessed online at http://www.webs.uidaho.edu/fsh. Questions or concerns about the content and
application of these laws, regulations or University policy may be directed to: the Office of Human Rights, Access &
Inclusion (208-885-4285); Regional Office for Civil Rights, U.S. Department of Education in Seattle (206-220-7900);
Equal Employment Opportunity Commission, Seattle District Office (206-220-6883); or Pacific Regional Office of
Federal Contract Compliance Programs, U.S. Department of Labor in San Francisco (415-848-6969). Complaints about
discrimination or harassment should be brought to the attention of the Office of Human Rights, Access & Inclusion (8854285). Retaliation for bringing forward a complaint is prohibited by FSH 3810.
Library Resources
6
The University of Idaho Library (http://www.lib.uidaho.edu) offers a wealth of resources for off-campus students. You
can access full-text electronic articles from a variety of journals as well as eBooks on a variety of subjects. It is also
possible to have print books mailed to your home or office at no charge. For guidance on how to make the most of library
resources from off-campus, visit the Distance Education LibGuide at http://libguides.uidaho.edu/Distance_Education.
You can also contact a reference librarian for assistance via phone at 208-885-6584, text at 208-449-0841, email at
libref@uidaho.edu, or IM from our homepage.
Grading Rubrics
Activity 1 Grading Rubric
1
How does learning
occur?
0 points
Not
addressed
2
What is the role of
memory?
Not
addressed
3
What is the role of
motivation?
Not
addressed
4
How does transfer
of learning occur?
Not
addressed
5
Which processes
are involved in
self-regulation?
Not
addressed
6
What are the
implications of Ed
Psy for your
setting?
Overall Quality
Not
addressed
8
Ideas not
supported,
editing
issues
0.5 points
Minimally
addressed, lacks
support for
idea/opinion
1 point
Well thought out
idea, with support
for reasoning
Minimally
addressed, lacks
support for
idea/opinion
Minimally
addressed, lacks
support for
idea/opinion
Minimally
addressed, lacks
support for
idea/opinion
Minimally
addressed, lacks
support for
idea/opinion
Minimally
addressed, lacks
support for
idea/opinion
Only1-2 ideas
are supported,
editing issues
Well thought out
idea, with support
for reasoning
2 points
Well thought out
idea, with support
for reasoning
Well thought out
idea, with support
for reasoning
Well thought out
idea, with support
for reasoning
Some ideas, w/
some support
Multiple ideas,
well supported
3-4 ideas are
supported, some
editing issues
All ideas are
supported, no
editing issues
7
Pretest Summary Grading Rubric
Take/score the CORD Inventory & Student Development Questionnaire
Administer/score the Student Development Questionnaire to your student(s)
Write a summary of the results and answer the following questions:
 Does your CORD results accurately describe your teaching goals & methods? Why? Why not?
 Does your Student Development Questionnaire accurately reflect your perception of being a student? Why? Why
not?
 Does your class Student Development Questionnaire results correlate with what you expected? Your teaching
methods? Teaching goals? Why? Why not?
CORD Results Requirements
1) Concept Representation (# , title, & description)
2) Learning (# , title, & description)
3) Interaction (# , title, & description)
4) Cognitive Processing (# , title, & description)
5) Teaching Goals (quadrant & descriptor)
6) Teaching Methods (quadrant & description)
Student Development Questionnaire(SDQ) Results : see information posted on BbLearn: week 2
1.5 points
2 points
CORD Results
Not
addressed
0 points
Minimally
addressed
Identified results
& interpretation
in most areas
Includes
examples and
application
CORD Analysis
Not
addressed
Minimally
addressed
SDQ Results
Not
addressed
Minimally
addressed
Includes a few
ideas, somewhat
supported
Identified results
& interpretation
in most areas
SDQ Analysis
Not
addressed
Minimally
addressed
CORD/SDQ
Correlation
Not
addressed
Minimally
addressed
APA
Did not use
APA
Missing
information,
editing
issues, ideas
not
supported
Many APA
errors
Incomplete
results,
Ideas not
supported,
editing
issues
Completely
identified results in
all areas, including
interpretation
Well thought out and
supported
opinions/ideas
Completely
identified results in
all areas, including
interpretation
Well thought out and
supported
opinions/ideas
Well thought out and
supported
opinions/ideas
No APA errors
All ideas are
supported, no editing
issues
All ideas are
supported, no
editing issues,
smooth read,
good transitions
& flow
Overall Quality
1 point
Includes a few
ideas, somewhat
supported
Includes a few
ideas, somewhat
supported
Some APA
errors
Some ideas are
supported, some
editing issues
3 points
Includes
examples and
application
Includes
examples and
application
Includes
examples and
application
Includes
examples and
application
8
Theory Application Grading Rubric
1) Identify which theory of Cognitive development do you ascribe to? Why?
o Does this theory make a distinction between higher and lower order forms of thought?
o How does this theory relate to cognitive neuroscience?
o How do you see this in your students?
2) Apply how this theory applies to one of your students.
o How does your student (and theory) help themselves to stay on track and adapt to classroom
demands (do the 2 correlate why? Why not?).
o How does this theory explain your student successes and failures?
3) Summary
o How can you/will you change your instruction to be more effective with this student?
o How does this knowledge help/affect your teaching?
4) APA format
5) Upload to Taskstream
Identify Cog
Dev theory
Not Met
0 points
Not
addressed
Application
of theory
Not
addressed
Influence on
teaching/
Summary
Not
addressed
Minimally
addressed
Identified
influence on
instruction/te
aching
APA
Did not
use APA
Missing
informati
on,
editing
issues,
ideas not
supported
Many APA
errors
Ideas not
supported,
editing
issues
Some APA
errors
Some ideas
are
supported,
some editing
issues
Overall
Quality
Minimally Met
2 points
3 points
Identified a Identified
theory &
theory, some
some
specifics &
specifics
why chose it
Addressed
Addressed
application application in
in 1 area
both areas
Met
4 points
Identified theory,
gave specifics @
theory & why chose
it
Addressed
application in both
areas, w/ supporting
information
Identified influence
on
instruction/teaching
, gave examples on
how can
change/improve
No APA errors
All ideas are
supported, no
editing issues
Met with Excellence
6 points
Identified theory, gave
specifics @ theory &
elaborated on why
chose it
Addressed application
in multiple areas
w/supporting
information
Included multiple ways
this knowledge has
influenced & how will
change
Includes title page &
abstract
All ideas are supported,
no editing issues,
smooth read, good
transitions & flow
9
Grading Rubric: Memory Application
1. Pick a memory strategy and teach it to your students.
a. Identify why you chose to implement this strategy
2. Identify how you will assess its effectiveness.
3. Assess and report the effectiveness of this strategy with your students.
4. Summary
a. Do you think this was helpful for your student? Why or Why not?
b. Will you use it again? Why or Why not? (or will you make adaptations?).
c. Use APA format.
d. Upload to Taskstream
Identify
Memory
Strategy
Not Met
0 points
Not
addressed
Minimally Met
2 points
3 points
Identified
Identified
strategy&
strategy, some
some
specifics & why
specifics
chose it
Applied
Applied strategy,
strategy,
assessment flaws
assessment so inconclusive
weak
results
Application
of strategy
Not
addressed
Summary
Not
addressed
APA
Did not use Many APA
APA
errors
Missing
Ideas not
information, supported,
editing
editing
issues, ideas
issues
not supported
Overall
Quality
Minimally
addressed
Addressed with
some support for
perspective
Some APA
errors
Some ideas are
supported, some
editing issues
Met
4 points
Identified strategy,
gave specifics @
strategy & why
chose it
Applied strategy,
assessment clearly
identified results
(had pre-post or
comparison group)
Summary includes
support for
conclusions &
reasoning for
using/not using
No APA errors
All ideas are
supported, no
editing issues
Met with Excellence
6 points
Identified strategy,
gave specifics @
strategy & elaborated
on why chose it
Applied strategy with
results analysis
Summary critically
analyzes results and
includes suggestions
for the future
Includes title page &
abstract
All ideas are
supported, no editing
issues, smooth read,
good transitions &
flow
10
Grading Rubric: Motivation Application
1. What have you learned from the book/course about motivation in learning?
a. How has this affected your personal beliefs about motivation?
2. Identify a student who needs to develop a form of motivation.
a. Develop and implement a plan to facilitate this.
b. Identify how you will assess its effectiveness.
3. Assess and report the effectiveness of this strategy with your student
4. Summary
a. Do you think this was helpful for your student? Why or Why not?
b. Will you use it again? Why or Why not? (or will you make adaptations?).
c. Suggestions for the future?
5. Report your findings using APA format
6. Upload to Taskstream
Motivation
statement
Motivation
Application
Not Met
Minimally Met
0 points
2 points
3 points
Not
Identified Identified strategy,
addressed strategy& some specifics &
some
why chose it
specifics
Not
Applied
Applied strategy,
addressed strategy,
assessment flaws
assessmen so inconclusive
t weak
results
Motivation
Assessment
Not
Minimally
addressed addressed
Summary
Not
Minimally
addressed addressed
APA
Did not
use APA
Missing
informati
on,
editing
issues,
ideas not
supported
Overall
Quality
APA
errors
Ideas not
supported,
editing
issues
Some APA errors
Met
4 points
Identified strategy,
gave specifics @
strategy & why
chose it
Applied strategy,
assessment clearly
identified results
(had baseline or
pre-post)
Well charted
results, appropriate
assessment
Summary includes
support for
conclusions &
reasoning for
using/not using
No APA errors
Some ideas are
supported, some
editing issues
All ideas are
supported, no
editing issues
Results charted,
assessment may
have issues
Addressed with
some support for
perspective
Met with Excellence
5 points
Identified strategy, gave
specifics @ strategy &
elaborated on why chose
it
Applied strategy with
results analysis
Well thought out &
implemented assessment
& documentation
Summary critically
analyzes results and
includes suggestions for
the future
Includes title page &
abstract
All ideas are supported,
no editing issues,
smooth read, good
transitions & flow
11
Grading Rubric: Judicious Professor Reaction/Critique
Write a reaction paper to the lecture and PowerPoint information presented. Support your thoughts and ideas.
Identify what (if anything) you will change as a result of this lecture.
0 points
Not
addressed
0.5
Minimally
addressed, lacks
support for
idea/opinion
Minimally
addressed, lacks
support for
idea/opinion
Minimally
addressed, lacks
support for
idea/opinion
Minimally
addressed, lacks
support for
idea/opinion
Minimally
addressed, lacks
support for
idea/opinion
Only1-2 ideas
are supported,
editing issues
1
Identified what
liked from lecture
2
Identified what
liked from
PowerPoint
Not
addressed
3
Identified what
disagreed with
from lecture
Not
addressed
4
Identified what
disagreed with
from PowerPoint
Not
addressed
5
Identified what
aspects could be
used in personal
setting
Overall Quality
Not
addressed
6
Ideas not
supported,
editing
issues
1
Some ideas, w/
some support
2
Multiple ideas,
well supported
Multiple ideas,
well supported
Some ideas, w/
some support
Multiple ideas,
well supported
Multiple ideas,
well supported
Some ideas, w/
some support
Multiple ideas,
well supported
3-4 ideas are
supported, some
editing issues
All ideas are
supported, no
editing issues
Discipline Specific Experiment
Chose chapter 7, 8, 9, 10, 11 OR 12 (whichever pertains to your teaching area).
Summarize the chapter.
Identify & Implement a strategy to your class or a student in need.
Monitor and report on the effectiveness of this strategy.
 Identify for what students this works for not
 For those that it does not work for how will you adapt?
Create a PowerPoint and present it to the class
 Via Collaborate or use Brainshark to narrate your presentation and post it to the class on BbLearn.
12
Not Met
Minimally Met
Met
Met with
Excellence
7 points
0 points
1 points
3 points
5 points
Chapter
Summary
Did not
summarize
the chapter
Minimal
summary of
chapter
Summarized the
chapter
Identify
Strategy
Not
addressed
Application
of strategy
Not
addressed
Identified
strategy&
some
specifics
Applied
strategy,
assessment
weak
Summary included
supplemental
information &
application examples
Identified strategy,
gave specifics @
strategy & elaborated
on why chose it
Applied strategy with
results analysis
Assessment
Not
addressed
Minimally
addressed
Identified
strategy, some
specifics & why
chose it
Applied
strategy,
assessment
flaws so
inconclusive
results
Results charted,
assessment may
have issues
Chapter summary
included
supplemental
information
Identified strategy,
gave specifics @
strategy & why chose
it
Applied strategy,
assessment clearly
identified results (had
pre-post or
comparison group)
Well charted results,
appropriate
assessment
Summary
Not
addressed
Minimally
addressed
Well thought out &
implemented
assessment &
documentation
Summary critically
analyzes results and
includes suggestions
for the future
Presentation
Choppy, did
not know
information,
missing
information
Read slides,
minimal
information
& analysis
Overall
Quality
Missing
information,
editing
issues, ideas
not
supported
Ideas not
supported,
editing issues
Addressed with
Summary includes
some support for support for
perspective
conclusions &
reasoning for
using/not using
Summarized
Showed
chapter &
understanding of
implemented
information,
strategy, some
appropriate
design/impleme
intervention and
ntation/reporting
analysis, engaging
issues
presentation
Some ideas are
All ideas are
supported, some supported, no editing
editing issues
issues
Good understanding of
information,
interactive
presentation,
appropriate
intervention &
analysis
All ideas are
supported, no editing
issues, smooth read,
good transitions &
flow
Final Activity Grading Rubric
APA style please
How have your beliefs changed or been reinforced as a result of your learning in this course. Reference the text
or other sources citing research that backs up your statements.
A. How does learning occur?
B. What is the role of memory?
C. What is the role of motivation?
13
D. How does transfer of learning occur?
E. Which processes are involved in self-regulation?
F. What are the implications of Ed Psy for your setting
Include analysis (compare & contrast) of your pre and post-test results for the Chord Inventory and Student
Development Questionnaire.
 Does your Chord results accurately describe your teaching goals & methods? Why? Why not?
o Has this changed since you last administered it? Why? Why not?
 Does your Student Development Questionnaire accurately reflect your perception of being a student?
Why? Why not?
o Has this changed since you last administered it? Why? Why not?
 Does your class Student Development Questionnaire results correlate with what you expected? Your
teaching methods? Teaching goals? Why? Why not?
o Has this changed since you last administered it? Why? Why not?
1
How does learning
occur?
0 points
Not
addressed
0.5 points
Minimally
addressed, lacks
support for
idea/opinion
2
What is the role of
memory?
Not
addressed
Minimally
addressed, lacks
support for
idea/opinion
3
What is the role of
motivation?
Not
addressed
Minimally
addressed, lacks
support for
idea/opinion
4
How does transfer
of learning occur?
Not
addressed
Minimally
addressed, lacks
support for
idea/opinion
5
Which processes
are involved in
self-regulation?
Not
addressed
Minimally
addressed, lacks
support for
idea/opinion
6
What are the
implications of Ed
Psy for your
setting?
Not
addressed
Minimally
addressed, lacks
support for
idea/opinion
1 point
Well thought out
idea, with support
for reasoning,
includes
compare/contrast
Well thought out
idea, with support
for reasoning;
includes
compare/contrast
Well thought out
idea, with support
for reasoning;
includes
compare/contrast
Well thought out
idea, with support
for reasoning;
includes
compare/contrast
Well thought out
idea, with support
for reasoning;
includes
compare/contrast
Some ideas, w/
some support
2 points
Multiple ideas,
well supported;
includes
compare/contrast
of pre-post
14
0 points
Not
addressed
1 point
Minimally
addressed
CORD Analysis
Not
addressed
Minimally
addressed
SDQ Results
Not
addressed
Minimally
addressed
SDQ Analysis
Not
addressed
Minimally
addressed
CORD/SDQ
Correlation
Not
addressed
Minimally
addressed
APA
Did not use
APA
CORD Results
Overall Quality
Many
APA
errors
Missing
Incomplete
information,
results,
editing
Ideas not
issues, ideas supported,
not
editing
supported
issues
1.5 points
Completely identified
results in all areas,
including interpretation
Well thought out and
supported opinions/ideas
2 points
Includes pre-post
compare/contrast w/
support
Includes pre-post
compare/contrast w/
support
Completely identified
Includes pre-post
results in all areas,
compare/contrast w/
including interpretation
support
Well thought out and
Includes pre-post
supported opinions/ideas compare/contrast w/
support
Well thought out and
Includes pre-post
supported opinions/ideas compare/contrast w/
support
No APA errors
All ideas are supported,
no editing issues
All ideas are
supported, no editing
issues, smooth read,
good transitions &
flow
15
16