EDU 305 EDUCATIONAL PSYCHOLOGY
Spring 2007
Annie Jonas, M.Ed.,Instructor
Carson 15-B
771-3013
C: 242-0518
Office Hours: M: 8:00 – 9:20
W: 2:20 – 4:00
F1: 8:00 – 9:20, other times by appointment
Class Location and time: Carson 2, M, W, F1 1:00 –2:20
TEXT:
Blakemore, S-J & Firth, U. (2006). The learning brain. Malden, MA:
Blackwell Publishing.
Cauley, M., McMillan, J. & Pannozzo, G. (2007). Annual Editions:
Educational Psychology 06/07. Dubuque, IA: McGraw-Hill.
Warner, S.A. (1963). Teacher, New York: Simon and Schuster
Supplemental Readings:
These will be distributed in class.
Course Description:
In this course, students consider psychological principles and research findings as they apply to teaching and learning. Topics include examination of intelligence, cognition, motivation, cultural diversity, community and classroom leadership and management. In addition, students will examine a variety of instructional strategies and methods of assessing the learner’s progress. Particular emphasis will be placed on the application of research-based practices as they can be observed and used in a variety of learning situations. A field component which provides opportunities for observation and teaching in a “real-world” setting is an integral component of the course.
Prerequisite:
Either PSY 202 Infant Development, PSY 203 Child Development, PSY
204 Adolescent Development, or PSY 100 Introduction to Psychology.
Recommended co-enrollment in EDU 235 Fieldwork II.
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Course Goals:
The goals of this course parallel the goals of the Teacher Education
Program. Through course work, reading, discussion, dialogue, simulations, and lectures, the student will be given the opportunity to become a flexible innovator serving communities with head, heart and hands. To this end, the course has been designed to provide an understanding of, and an opportunity to demonstrate:
1.
A passion for, and commitment to learners and their learning.
2.
Agility and creativity in teaching based on knowledge of academic subjects.
3.
Responsibility in managing and monitoring student development and learning.
4.
Self-reliance and collegiality within the teaching profession.
Course Objectives:
One who successfully completes this course should be able to:
1.
Identify general principles of learning theory
2.
Identify general principles of psychological theory
3.
Discuss strengths and weaknesses of psychological and learning research
4.
Identify different types of research studies and their impact on education
5.
Compare and contrast different approaches to classroom management
6.
Demonstrate a sensitivity to individual, cultural and community differences
7.
Discuss the strengths of instructional strategies and assessment options
8.
Participate in logical, analytical and informed dialogue
9.
Demonstrate cooperative and egalitarian group participation
10.Present evidence of analytical thinking and demonstrate an ability to synthesize information
Activities and Projects:
20 points: Assigned reading evaluations: For each class day on which course readings are assigned, a brief short-answer or short essay quiz may be given or a short essay assignment will be due so that students may demonstrate an understanding of concepts discussed in the reading.
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The quizzes or short-essay (in class) assignments are closed book but students may take notes for use during the quiz. Typed essays are due at the start of the class.
10 points: Responses to in-class journal: At the start of each class day there will be a question given for which students are asked to respond.
These are open-ended questions that ask the student to critically consider an issue or idea relative to a class topic. Journals will be collected periodically throughout the semester by the Instructor.
15 points: Individual Research Project: Students will choose an area for research, develop a research question, survey and read professional literature and create a Powerpoint presentation to present findings to their peers.
20 points: Successful participation in, and completion of the fieldwork
component requirements of course including consistent participation, observation responses after each fieldwork visit, participation in roundtable discussion and a final reflective essay on the fieldwork experience. Missed fieldwork experiences must be made up before the end of the fieldwork component (on 4/23)
25 points: Mid-term and final exam (weighted at 12.5 points each): students will be asked to demonstrate the depth of their understanding of course topics through two written exams. These exams will be closed book however, students may use their notes from course readings and class discussions/activities.
10 points: Responsibility and Initiative (class participation):
0 – 3 points:
 more than three absences
 rarely participated in class discussion, undermines experience of class
 rarely prepared for class
 rarely followed through with in class assignments
4 – 6 points:
 more than two absences
 participated in group discussions/activities most of the time
 came to class prepared sometimes
7-10 points:
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 0-2 absences
 consistently participated in group discussions and activities
 regularly came to class prepared
 was consistently reliable in working on group projects in class
 showed leadership in class
Total: 100 points
Evaluation Scale:
100 - 93: A 92 - 85: B 84 – 77: C 76-69: D below 69: F
Class Expectations:
1.
Active participation in class is expected.
2.
Cooperative behavior (including speaking in turn, attentiveness to speakers) is expected from all students in the creation of a safe learning environment for all.
3.
At the beginning of class, assigned work will be collected (should it be necessary to hand in an assignment any time following the due date, the grade for the assignment will be reduced by at least 10%).
4.
Completion and submission of all assignments is expected before a final grade can be awarded.
Course Policies:
Attendance: Students are expected to be prepared for and to attend all class meetings and to arrive on time. Three late arrivals will be counted as an absence.
Assignments: The instructor will be happy to review and comment on drafts of written assignments or drafts of projects if they are submitted five days before they are due.
Academic Honesty: Students are required to maintain academic honesty as described in the student handbook. A violation of academic honesty may result in a failing grade for the course.
Special Needs: Reasonable accommodation can be made to respond to an individual’s specifically diagnosed learning needs. Please discuss these with the Instructor during the first week of the semester.
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Course Calendar:
Week One Topic:
M: 1/22
W: 1/24
F: 1/26
M: 1/29
W: 1/31
Week Three
M: 2/5
W: 2/7
Introductions/review Syllabus
What is Ed. Psych?
“ Expert Teachers” and “Expert
Students”
The culture of learning environments
Introduction and review of Stage
Theories
Anne Vilen to class to talk about
Evergreen Charter School
Piaget and Constructivist
Learning
Assignment due:
2 - 3 page reflection on teaching, read Article 3: about “Good Teaching”
Read pages 1
– 58 of
Teacher
Read Articles 1 and 2 in
Annual Editions
Read pages 59 – 133 in
Teacher and read “Stage
Development Theory in
Adventure programming ”
(to be handed out in class)
Turn in response to questions about
Evergreen website
Read pages 133
– 203 in
Teacher and article 28 in
Annual Editions
Reading to be assigned F: 2/9
Week Four
M: 2/12
Beyond Stage Theories:
Vygotsky (developing a lesson with Vygotsky in mind)
Prepare for Evergreen
Visit/Evergreen Visit
W: 2/14
M: 2/19
Language Development stages, wrap up Teacher.
Introduction to Personal,
Gender, Social and Moral
Read pages 203
– 224 in
Teacher: (note that there is an article on reserve to
read for Wednesday)
Read Lisa Delpit’s chapter, Silenced
Dialogue (on reserve in library) and Article 17 in
Annual Editions
Essay on Teacher due, read Article 26 in Annual
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W: 2/21
F: 2/23
Week Six
M: 2/26
W: 2/28
Week Seven
M: 3/5
W: 3/7
F: 3/9
Development
Evergreen Observation #1
Present lessons to class
Present lessons to class
Editions.
Vygotsky Lesson due, turn in observation #1 reflection
Read Everybody’s Story
(to be handed out in class)
Social Development
Evergreen Observation #2
Moral Development
Turn in 1-2 page response to Everybody’s
Story
Read handout on
Kohlberg’s stages of
Moral Development and turn in observation # 2
Evergreen Observation #3
Theories of human intelligence Turn in observation # 3 response and Article 15 in Annual Editions
Week Eight
M: 3/12
W: 3/14
Thursday
3/15
Week Nine
M: 3/26
W: 3/28
F: 3/30
Gender Development, prepare for exam
Read “Challenging Girls’
Constructions of
Femininity
…” (to be
Mid-term Exam
Evergreen Exhibition Night: 5-9 pm
~ SPRING BREAK 3/17 – 3/25 ~ handed out in class)
Cognitive Psychology and Brain
Based Learning, review goals for second term
Evergreen Observation #4
Setting up optimal brain-based learning environments
Read Article 19 in Annual
Editions
Turn in self-evaluation
Read Chapter 1 and 2 in
The Learning Brain, turn
in observation # 4
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Week Ten
M: 4/2 Prepare Lesson for Evergreen Read Article 9 in Annual
Editions
W: 4/4
Week Eleven
M: 4/9
Evergreen Observation #5
Lesson Plan feedback from
Evergreen teachers/adapt
W: 4/11
Turn in Observation #5, and read Chapters 3 and lesson 4 of The Learning Brain
Introduce Research Project Read “Transfer of
Learning in Adventure
Programming
” (to be handed out in class)
F: 4/13
Week Twelve
M: 4/16
W: 4/18 Teaching Lesson at Evergreen
Read Chapter 7 and 8 of
The Learning Brain, turn
in lesson plan final draft
M: 4/23
Teaching of Lessons for
Evergreen in small groups
Theories of Memory and Review of Behaviorism in Educational
Psychology
Read Chapters 5 and 6 of
The Learning Brain
W: 4/25
Turn in response to
teaching at Evergreen, read chapter 9 and 10 of
The Learning Brain
F: 4/27
Roundtable Discussion at
Evergreen
Cognitive/Behavioral
Modification and Classroom
Management
Reflective Essay on
Evergreen Experience due
Week
Fourteen
M: 4/30
W: 5/2
M: 5/7
Issues of Motivation in Learning
Environments (self-efficacy)
Research Presentations
Research Presentations
Read, Article 23 and 31 in
Annual Editions
W: 5/9
F: 5/11
Week
Sixteen
M: 5/14
Research Presentations
Research Presentations
Course Wrap-up/Closure
W: 5/16 FINAL EXAM
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