CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA
SCHOOL OF EDUCATION AND INTEGRATIVE STUDIES
COURSE OUTLINE
TED 406
Fall 2005 – Tuesday’s section
FACULTY: DR. AUBREY H. FINE - PROFESSOR
OFFICE BLDG 5- ROOM 246
PHONE NUMBER - 869-2799
Ahfine@csupomona.edu
OFFICE HOURS: Mon: 10:00-11:00 Tuesday 12-3
Thursday 7:30-8:00
Department of Education (CEIS) Mission Statement:
“To effectively prepare candidates to teach all K-12 students and understand the
contemporary conditions of schooling.”
Course Description: Educational psychology, psycho-social and cognitive
development. Behavioral theory and Humanistic psychology. Analysis of learning
processes, behavioral objectives and evaluation of cognitive abilities. Linguistic,
language (and understanding students with English as a second language) and
cultural relevancy in educational psychology.
Books:
Educational Psychology- - Woolfolk
Building Classroom Discipline - C. M Charles
Fathers and Sons - Aubrey Fine
1
WEEKLY SCHEDULE OF TOPICS AND READINGS
WEE
K
1
2
(10/4)
3
DATE
9/27
TOPIC
READINGS
Introduction to Educational Psych.
10/4 Intro to Boys and Girls Club and Cognition
Chapter 2
10/11
Outside assignment
Cognitive Development and Language
Social and emotional development
Social and emotional development (for the midterm only Erik Erickson’s theory of psycho-social
development will be included as well as other
theories of emotional development. Class
discussion will also pertain to the various social
concerns in childhood
Chapter 2
Fine – Ch 2
4
10/18
5
10/25
Continuation…Social and emotional development
Social and emotional development (for the midterm only Erik Erickson’s theory of psycho-social
development will be included as well as other
theories of emotional development. Class
discussion will also pertain to the various social
concerns in childhood
Score Sheets for Fine Due (#2 and #3)
MID-TERM EXAM
Presentations - Behavioral and Cognitive Views of
learning
Behavioral and Cognitive Views of Learning
Presentations Culture And Community and Learner Differences
Impact of Culture
Understanding individual differences
ADHD Part A of Paper is due
6
7`
11/1
11/8
Presentations - Social Cognition
Continuation of ADHD and LD
Disabilities and Social Cognition
Chapter 3
Fine pgs. 84 86
Chapters 6 & 7
Chapter 5
Chapter 4
Chapter 9
2
8
9
10
11/15
11/22
11/29
Presentations – Motivation
Score Sheets for Fine Due (#3 and #7)
Motivation and (Self-Concept lecture giving by Dr.
Fine)
PORTFOLIO PAPER DUE
Presentations - Creating Learning
Environments
Creating Learning Environments
SELF EVALUATION and Case Study on
Classroom Management. DUE
Presentations- Assessing Student Learning
Assessments and Wrap-Up
Fine – Ch 3,
pages 39-41
Chapter 10
Chapter 11
Chapter 14 & 15
WEEKLY COURSE OBJECTIVES
(SOME OF THE MAJOR SUBJECTS)
Week
1
Student should be able to:
Describe elements of good teaching
Identify the concerns of beginning teachers and describe how these concerns change
developmentally.
Define educational psychology and the areas of study that it includes.
Justify the importance of theory in educational practice
2
Describe development and give examples of four kinds of development
Explain how children’s thinking differs at each stage of development
Name each of Piaget’s four stages of cognitive development, and give one major
accomplishment of children during each stage.
Describe the implications of teachers of Piaget’s theory
Identify and explain criticisms or limitations Piaget’s theory.
Discuss Vygotsky’s theory
Trace the development of language throughout the early school years.
Describe some strategies that teachers can utilize to help students develop their
language skills.
3
State the general characteristics of Erikson’s theory of psychosocial development
Name Erikson’s eight developmental crises and environmental conditions
Describe Kohlberg’s stages of Moral development
Evaluate alternatives to Kohlberg’s theory of moral development
Explain the factors that encourage cheating and aggression in the classroom. Students
should also discuss possible responses to each.
3
Describe the changing view of friendship
List the problems of early and late maturers
4
Give a complete definition of learning
Contrast behavioral and cognitive views of learning
Define terms stimulus and response as well as operant, behavior, antecedents,
consequences and cueing
Define various forms of reinforcement and be able to explain continuous and intermittent
reinforcement.
Contrast and describe four schedules of reinforcement
Discuss the use of teacher attention as reinforcement
Become aware of how praise can be utilized as a reinforcer. Understand the Premack
Principle
Identify the positive and negative sides to punishment
Define Social learning and observational learning
Describe the process of self-regulation and cognitive behavior modification.
5
Discuss the potential problems of categorizing and labeling students
Discuss the implications of ability grouping
Interpret the meaning of an IQ test score
Discuss the implications of handicapism
Discuss how one might identify students who are learning disabled, gifted or have
AD/HD
6
7
Outside Assignment – No Class
Summarize the arguments for and against bilingual education
Explain why- the school achievement of low-income students often falls below that of
middle and upper class students
Compare the old notion of the melting pot with current views about multicultural
education.
Give examples of intrinsic and extrinsic motivation
Define the concept of motivation from behavioral, humanistic, cognitive and social
learning points of view.
List Maslow’s seven levels of needs and give a classroom example of each.
Discuss the possible motivational effects of success and failure and how these effects
relate to beliefs about ability.
Describe the characteristics of mastery oriented, failure avoiding and failure accepting
students.
Discuss how the value of a task affects motivation to learn.
Describe how teachers can promote self-regulated learning in the classroom.
Develop a plan for helping a child who is unmotivated or rather anxious.
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9
List Maslow’s seven levels of needs and give a classroom example of each.
Discuss the possible motivational effects of success and failure and how these effects
relate to beliefs about ability.
Describe the characteristics of mastery oriented, failure avoiding and failure accepting
4
students.
Discuss how the value of a task affects motivation to learn.
Describe how teachers can promote self-regulated learning in the classroom.
Develop a plan for helping a child who is unmotivated or rather anxious.
10
Differentiate measurement and evaluation, and describe the relationship between them.
Define norm-referenced testing and criterion referenced testing. Give uses and
limitations of each type of test.
Explain the concepts of reliability and validity.
Identity what is test bias. Discuss the advantages of assessing learning potential through
process assessment.
GRADING FOR THE CLASS
A short synopsis of grading:
1. Midterm Exam -20 %. - One competency exam on cognitive, social, and
emotional theories of development.
Exam will be on week 5 (10/25/2005)
2. Final Take Home Exam - 30% - Handed out in week 10 and returned
during the finals
3. Self-evaluation -Classroom attendance and participation -7%. Each
student will be requested to hand in a short paragraph rating his/her
performance in this area. You will be responsible to explain what grade
out of 7 you deserve for this area. This will be due the last class-Finals
week
a. Attendance –3%
b. Participation-2%
c. Preparation –2%—Please note all students
need to complete a self-evaluation on their
learning style. I will be handing out the Barsch
form which each of you will complete and write
a 2 paragraph summary
4. Portfolio paper and Presentation: 25-%- (20% for paper and 5% for
presentation. The paper will be submitted in two portions. The first
5
portion Section 1 is due on the 6th week (Nov. 1) and the balance of
the paper (final three sections) will be due on Nov.22.
Due 11/22 . Please submit 2 copies of the paper. Please make sure you keep an
additional copy for yourself. Please note, that there will be no late papers
accepted.
 Explanation of the Paper:
The implications of Educational Psychology has a tremendous relation to
classroom issues. This paper represents a practical application of the principles
of Educational Psychology and how they can be applied in a classroom.
Develop a Classroom Management Plan. Be specific and explain if this
classroom plan would be utilized in a lower grade elementary class, upper
elementary school, junior high school class or high school). Please discuss the
guidelines of the strategies utilized and explain why. (The Book by Charles
Building Classroom Discipline will be very helpful for this paper as well as the
classroom management chapter in the book).
Papers should be divided into four major sections:--When typing the papers,
please be sure to have this sub-categories listed
 Sub-categories
1. What is your classroom management philosophy
(integrate some theory) 6 points
2. Application- How do you apply this theory -9 points
3. Classroom environment and its relationship to
classroom management 4 points
4. Summary and conclusions – need to summarize the
paper in a few paragraphs 1 points
Oral Presentation of Classroom management paper (worth 5% of the
grade)
 The oral presentations will be based on the paper. Each
student will present the paper in a small group forum.
Each presentation should be approximately 12 minutes
long with a few minutes for questions and answers.
Groups will be diversified to incorporate as many
subjects as possible. The grades will be based on a selfevaluation as well as the average of grades given by
fellow group members listening to the presentation (in
confidence).
6
5. Group presentation - 10% - on specific topics that relate to one of the
Chapters within the main textbook. Each group will prepare approximately
at 45 minutes activity that will highlight and concretize some of the major
issues presented in the chapter. This activity will compliment the faculty
member’s lecture on the subject and will hopefully make the materials
more practical to the classroom. The presentations are as follows:
Topics –
Behavioral and Cognitive Views of learning – Chapter 1 and 2
Culture And Community - Chapter 5
Learner Differences - Chapter 4
Social Cognition – Chapter 9
Motivation – Chapter 10
Creating Learning Environments- Chapter 11
Assessing Student Learning - Chapter 14 And 15
Presented
Week 5
Week 6
Week 6
Week 7
Week 8
Week 9
Week 10
6. Completing specific worksheets in Fine’ book (will discuss in class) 3pts.
Score sheets 2, and 4 are due the 3rd week. Please note that all score
sheets should be filled out as being a teacher not a parent. The letter (Score
sheet 4) should be written as a new teacher to his/her students explaining why
one wants to be a teacher.
Score sheets 3 and 7 are due on week 8
7.
Case Study on Classroom Management—5 points.
Due on 10th week. Will be handed out on the 4th week.. A case study on one
student will be given out to all students. Students will develop a plan action
on how to support the student in a regular class setting.
Academic Accommodations:
(1) Any student who feels s/he may need an academic accommodation based on
the impact of a disability should contact me privately to discuss your specific
needs. You may also want to contact the Disabled Student Services office
(DSS), which coordinates the provision of reasonable accommodations for
students with documented disabilities. DSS is located in Building 15, Room 126
7
(adjoining the library), or you can contact them by phone at (909) 869-3333. –
Source: Disabled Student Services Office
Student Rights and Responsibilities:
(2) All members of the university faculty and staff have a primary mission of
helping students to make progress toward a degree or credential. Nevertheless,
each student is individually responsible for meeting all university requirements
and deadlines, as presented in the current Cal Poly Pomona University Catalog
and any other announcements of the university, center or department in which
he/she is enrolled.
The University intends that every member of the campus community be afforded
a work and study environment free of discrimination based on race, color,
religion, national origin, sex, sexual preference, marital status, pregnancy, age,
disability or veteran status. All persons are to be protected from abusive or
harassing behavior.
Information regarding student rights and responsibilities and grievance
procedures can be found in the “Statement of Student Rights, Responsibilities,
and Student Grievance Procedures,” copies of which are available in the Office
of Judicial Affairs. – Source: Cal Poly Pomona Course Catalog
A good faith effort to settle a dispute must be made before a formal grievance
can be filed. Even after filing, efforts to resolve the dispute by informal means
should continue.
Please consult with the Department Chair’s Office as a first step in resolving any
dispute. The next point of appeal would be the Associate Dean’s Office, followed
by the Dean of CEIS. In the event the matter is not resolved at this level, the
Office of Judicial Affairs should be contacted.
8
Please make 7 copies of this form and bring one large envelope to the 9th
class
GUIDELINES FOR GRADING PRESENTATIONS (15 POINTS IS THE
MAXIMUM SCORE AND IT WILL BE DIVIDED BY THREE)
1.Creativity: How was the presentation made more innovative. Did the student
utilize AV. or other creative modalities as a method to enhance the presentation.
Rating 1 2 3
2. Identifies major objectives of the presentation and follows a clear format to
discuss each element.
Rating 1 2
3. The student has a clear introduction and philosophy on the selected subject.
The student also incorporates some theory and explains how it relates to the
subject
Rating 1 2
3
4. Has developed and presented a realistic and clear program which has genuine
and valuable classroom applications.
Rating 1 2 3 4 5 6 7
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