SYLLABUS
FALL 2008
EDUCATION 4400 (SECTIONS 004, 005, 006)
EAST CAROLINA UNIVERSITY, COLLEGE OF EDUCATION
DEPARTMENT OF CURRICULUM & INSTRUCTION
TITLE FOR THE CATALOG:
FOUNDATIONS OF SCHOOL LEARNING, MOTIVATION, AND ASSESSMENT
CATALOG DESCRIPTION: Theories of learning, motivation, and assessment provide foundation for
understanding the classroom as an instructional system .
PREREQUISITES & LIMITATIONS: Licensure students must be admitted to upper division.
CREDIT: 3 SEMESTER HOURS
MEETING TIMES & Places:
Tuesday
EDUC 4400 Section 006, 11:00 AM-12:15 PM, Speight 212
EDUC 4400 Section 004, 12:30-1:45 PM, Speight 306
EDUC 4400 Section 005, 04:00-07:00 PM, Speight 308
Thursday
EDUC 4400 Section 006, 11:00 AM-12:15 PM, Speight 212
EDUC 4400 Section 004, 12:30-1:45 PM, Speight 306
INSTRUCTOR: Dr. Lori Flint
TELEPHONE: 252-737-1949
E-MAIL: flintl@ecu.edu
OFFICE: 103 Rivers
OFFICE HOURS:
MON
TUES
WED
THURS
FRI
9:00-12:00
2:00-4:00 PM
VIRTUAL
103 Rivers
WEDNESDAY OFFICE HOURS BY APPOINTMENT
2:00-4:00 PM
103 Rivers
FRIDAY OFFICE HOURS BY APPOINTMENT
Additional appointments are available as needed.
FYI: email is THE best way to reach me. E-mail anytime –I check mail throughout the day. You will
typically hear back from me within 24 hours. There may be times when I do not provide a personal reply,
but may post a message to the entire class in response to questions to which I think everyone needs to
hear the answer.
REQUIRED TEXTS:
1. O'Donnell, Reeve, & Smith. Educational Psychology, with Wiley + access code. You may purchase
the 3-hole punched version with the access code, or just purchase the Wiley+ access and get access to the
online version of the book.
2. Fried, Robert L. The passionate teacher.
Both books can be purchased through the university bookstore http://www.ecu.edu/studentstores/ or the
textbook from the publisher at http://he-cda.wiley.com/WileyCDA/Section/id-103605.html
TOPICS COVERED IN THIS COURSE:
Topics may include, but are not limited to: stages of cognitive and psychosocial, development; selfconcept in its various aspects; theories of teaching related to the cognitive, personal, behavioral, and
social domains as related to all students, including those with special needs, i.e., gifted students and
students with disabilities; learning styles, and personality type; character education; individual
differences in all areas, including gender, race, cultural heritage; theories of motivation and practical
application of such; communication and conflict resolution as related to various types of classroom
interaction(s); groups, and group influences; assessment/evaluation techniques; the role of
classroom/school environment; teacher expectations; instructional design, and curriculum in student
engagement and performance; teacher professionalism, including reflectiveness; and more. Theories are
continually related to practical applications through examples, cases, stories, and etc. This course is about
praxis, helping turn theory into practice and students into teachers.
INSTRUCTION DELIVERED VIA:
Online discussion, synthesis journaling, student presentations, readings, simulations, fieldwork, audiovisual materials and equipment, Internet use, and other activities. Materials and announcements are
typically delivered through Blackboard & A&B Course Compass or Wiley Plus.
Students are encouraged to employ metacognitive and active learning strategies so as to best benefit
from the various instructional methods (in other words: use what you learn in this course to help you
become both a better teacher and a better student!).
COURSE & FIELD/CLINICAL EXPERIENCE OBJECTIVES:
--KNOWLEDGE
The teacher education student will have knowledge of:
1. Aspects of the teaching profession and the role of educational psychology.
2. Various terms related to educational research.
3. Cognitive development and some educational implications of cognitive theory.
4. Fundamentals of information processing and language development and some educational
applications.
5. Personal and social theory of development at different ages.
6. Theories of moral development and how they apply to students, implications in the classroom.
7. The differences/similarities among people, arising from factors such as socioeconomic status,
ethnic and cultural heritage, intelligence, gender, and learning style.
8. Principles of behavioral theory and its uses in the classroom.
9. How to use reinforcement, such as praise and punishment to influence classroom management.
10. Selected applications of cognitive theories in relation to strategies, problem-solving techniques,
and thinking skills.
11. Principles of motivating students based on behavioral, cognitive and humanistic theories, and
the influence of teacher expectations.
12. Principles of positive classroom management, including supportive, preventative, and applied
measures of discipline.
13. Principles of classroom organization and arrangement.
14. The relationship between the three learning taxonomies and learning objectives.
15. Selected characteristics of various formats and/or models of teaching, such as mastery learning
and cooperative learning.
16. The value and importance of multicultural education.
17. The value of bilingual education as an approach for instructing students in the language
minority.
18. Computers and other assistive technology as instructional and management tools.
19. A personalized philosophy of teaching.
--SKILLS
The teacher education student will have skills to:
1. Critique articles related to educational research.
2. Apply various learning strategies.
3. Set instructional objectives according to the three learning taxonomies.
4. Conduct a lesson.
5. Apply classroom management techniques.
6. Effect ethnic and gender integration within the classroom.
7. Relate theory to classroom practice.
8. Apply cognitive theory to classroom situations.
9. Use technology as an instructional and management tool.
10. View a series of vignettes of classroom situations; relate theories of development, individual
differences, motivation, effective teaching, and classroom management to practice; and
evaluate observed practice.
--DISPOSITIONS
The teacher education student will:
1. Appreciate the need to weigh consequences of educational decisions.
2. Appreciate the strengths and weaknesses of different instructional strategies and teaching
techniques and the need for varying them.
3. Value the processes of thoughtful planning, decision-making, implementation, and evaluation as
components of the assessment/instruction cycle.
4. Appreciate individual differences arising from varying rates of growth; cognitive ability;
preferred learning styles; cultural, social, and economic background; gender; and ethnicity.
5. Believe that all students can learn within an appropriate environment.
6. Respect different learning styles and the related need to use varied instructional strategies.
7. Value instructional technology as an instructional tool and aid to management.
8. Appreciate the value of working interdependently to solve problems and complete tasks.
9. Value the role of motivation in the instructional process.
10. Respect the dignity and equality of every student.
11. Value cultural, racial, ethnic, gender, religious, and all other diversity as integral and valuable
aspects of the classroom and society.
12. Build and preserve students’ self-concept(s) in both instructional and social-emotional areas.
13. Value effective classroom management for teaching and for avoiding discipline problems. *
* And, as Dr. Flint says:
Value appropriate curriculum and engaging instruction within an invitational environment as conducive
to positive student behavior and successful learning. Much more on this -- all semester!
VIRTUAL AND/OR CLASSROOM ENVIRONMENT
WHAT STUDENTS CAN EXPECT FROM INSTRUCTOR:
--Regular monitoring of course
-- Responses to email and/or voice messages within 24 hours
-- Assistance and support in achieving positive learning outcomes
-- A learning environment in which academic risk-taking is encouraged and desirable
-- Respectful attention to individuals’ properly expressed opinions and needs
-- A positive and enthusiastic attitude toward teaching and learning
-- Rigorous work, with instruction appropriately differentiated to learner needs
-- Modeling of best practices for writing, research, and teaching, including clarity and quality of written
work, linkage of theoretical information with practice, examples drawn from real-life experience and/or
literature, invitational teaching, constructivism, metacognition, self-efficacy, and self-motivation.
-- Empathic understanding (insider knowledge) about being a full-time teacher and student (and
sometimes even more)
-- Timely feedback on assignments
EXPECTATIONS FOR STUDENTS:
-- Your presence on a regular basis
-- An open mind
-- A strong work ethic-remember: you are here because you choose to be here.
-- Honest, open communication regarding concerns, etc.
-- The assumption that the professor is here to help each student succeed, not to fail
-- Intellectual engagement, lively argumentation, and a free and open exchange of ideas, all directed at
ideas and never toward people
-- Disagreement providing opportunities for personal growth through conflict resolution while practicing
communication skills appropriate and necessary to successful professional life
-- Active engagement of ALL students, including self-monitoring verbal participation to maintain
appropriate levels of speaking and listening relative to other students in the class
-- Evidence of critical thinking, including: logic; evidence-based statements of opinion; creative
demonstration of learning; deliberate linkage of theoretical to practical
-- Commitment toward and responsibility for one’s own, and others’, learning
-- Self-motivation & dedication to keeping up with coursework—a key to success, especially in online
and/or short-term courses
-- Continual academic integrity
-- Professional quality, original, written work and other products
-- Readings done in advance of classroom discussion, while my best students will read each chapter in its
entirety, the minimum acceptable level is: summaries of textbook chapters, chapter vocabulary, and
PowerPoint file for each chapter. It is expected that you will read ALL of The Passionate Teacher.
-- Reliable, ongoing access to properly functioning modern technology; a computer and Internet access
(cable, satellite, or DSL broadband access are suggested—dial-up access on the family telephone will find
you disconnected and getting knocked offline when attempting to access many of the course components).
TIP: ECU, Community colleges, and your local public library all have computers accessible to you.
ACADEMIC INTEGRITY:
EVERY ECU student is held to the University Academic Integrity Policy, available online at
http://www.ecu.edu/studenthandbook/III.htm or in your student handbook. Remember: although this is an
online course, your submitted work must be your work.
STUDENTS WITH DISABILITIES:
East Carolina University seeks to comply fully with the Americans with Disabilities Act (ADA). Students
requesting accommodations based on a disability must be registered with the Department for Disability
Support Services located in Slay 138 ((252) 737-1016 (Voice/TTY). If you have been identified as
needing accommodations, please present your letter from DSS to professor no later than first week of
classes, during office hours or at another scheduled private appointment is best.
DISCLAIMER:
All dates and assignments on this syllabus are tentative and may change as we go proceed. I will advise
you of changes, generally with a Bb announcement and/or group email, and expect you will advise me of
any issues interfering with your ability to meet deadlines or turn in coursework.
CRITERIA AGAINST WHICH STUDENTS WILL BE EVALUATED:
Assessment of student learning will occur through testing and authentic means, rather than testing
alone. Students are expected to apply what they have read and heard in journals, classroom activities,
and online discussions. Understanding of educational psychology and human development is
demonstrated through successful application of those to online discussions and assignments.
Assignments and course calendars will be distributed in class!
EVALUATION & GRADING
EDUC 4400 FALL 2008
DR. LORI FLINT
ITEM(S)
ATTENDANCE/
PARTICIPATION
TPT BB
DISCUSSION
BOARD
SENIOR I
REFLECTION
REQUIREMENT(S)
BE PREPARED-DO ASSIGNED READINGS AND
ACTIVITIES/BE PRESENT/ BE ENGAGED IN CLASS
5 @ 10 POINTS EACH. WRITE ONE THOROUGH RESPONSE,
RESPOND THOUGHTFULLY TO ONE OTHER STUDENT, ONE
PER CHAPTER-DUE 9/15, 9/29, 10/13, 10/27, 11/10
SEE INSTRUCTIONS AND REQUIREMENTS IN BB UNDER
COURSE DOCS TAB. DUE BETWEEN 10/28 & 11/28
DATE(S) DUE
ONGOING
FOR
EXAM 1 CH. 2, 3, 4
TEACHERS & TEACHING, COGNITIVE DEVELOPMENT,
SOCIAL DEVELOPMENT, INDIVIDUAL DIFFERENCES &
SPECIAL NEEDS, IN-CLASS MATERIALS & ASSIGNED
READINGS
POINTS
100
% OF TOTAL
20%
50
10%
100
20%
OTHER
THURS 9/18
250
60
50%
12%
EXAM 2 CH. 5, 6, 8, 9
BEHAVIORAL THEORIES, COGNITIVE THEORIES; COMPLEX
COGNITION & SOCIAL CONSTRUCTIVISM, IN-CLASS
MATERIALS & ASSIGNED READINGS
THURS-SUN
10/25-10/28
75
15%
EXAM 3 CH. 7, 10, 11, 12
MANAGING LEARNING IN CLASSROOMS, MOTIVATION TO
LEARN, MOTIVATION & ENGAGEMENT, IN-CLASS
MATERIALS & ASSIGNED READINGS
THURS-SUN
75
15%
EXAM 4 CH. 13 & 14
ASSESSING STUDENT LEARNING; STANDARDIZED TESTS, ,
IN-CLASS MATERIALS & ASSIGNED READINGS
SCHEDULED
TBA
PAPER
TOTAL
EXAMS ( 4 )
ALL TAKEN ON BB
DURING
FINAL EXAM
SLOT
40
8%
TOTAL
FOR
TOTAL
EXAMS
FOR
POINTS
250
COURSE
50%
500
Grades will be accessible on Blackboard throughout the semester. Discussion of The Passionate Teacher will occur on Bb
Discussion Board. All exams will be taken & graded through Bb.
GRADING SCALE
GRADES AND QUALITY POINTS
THE SYSTEM OF LETTER GRADES AND QUALITY POINTS IS
A = 4.00
B = 3.00
C = 2.00
D = 1.00
F = 0.00
CREDITS
THE UNIT FOR COMPUTING CREDIT IS THE SEMESTER HOUR, WHICH IS THE EQUIVALENT OF ONE 50-MINUTE CLASS PER WEEK FOR
APPROXIMATELY 15 WEEKS. FOR EXAMPLE, A STUDENT SATISFACTORILY COMPLETING WORK IN A COURSE WHICH MEETS FOR RECITATION 150
MINUTES PER WEEK WILL RECEIVE THREE SEMESTER HOURS CREDIT AT THE END OF THE SEMESTER.
GRADING SCALE
PLEASE KEEP IN MIND THE
GPA REQUIREMENTS OF THE
COLLEGE OF EDUCATION
GRADE
A
B
C
D
F
RANGE
500-450
449-400
399-350
349-335
<35
PERCENT
100-90
89-80
79-70
69-67
<67
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