Education 135: Introduction to Educational and Developmental Psychology
Spring, 2007
135-01 - Monday, Wednesday, and Friday
CL 256, 12:00 – 12:50 p.m.
135-02 - Monday, Wednesday, and Friday
CL 166, 10:00-10:50 a.m.
Instructor
Tim Van Soelen
Office: CL 254
E-mail: timothyv@dordt.edu
Phone: 722-6228 (work) (712) 722-3620 (home)
Office Hours: MWF—9:00-10:00 a.m.; TTh—1:00-2:30 p.m.
Materials
Santrock, J. (2004). Educational Psychology. 2nd Edition. Boston: McGraw-Hill.
Van Dyk, J. (1997). Letters to Lisa: Conversations with a Christian Teacher. Sioux
Center: Dordt Press.
Course Description
This course introduces students to the fields of educational psychology and
developmental psychology as they inform the teaching and learning environment.
Research in the field of educational psychology is explored as a tool for effective
teaching and decision-making. In addition, this course introduces students to
developmental theories and explores in depth learning theories that impact Pre-K-12
education today. Research methodology, developmental and learning theories are
discussed and explored from a reformational perspective.
Course Objectives
The student will be able to . . .
Standards
Evaluation
Understand the characteristics and
roles of effective Christian teachers.
Understand and develop an application
of the role of educational psychology in
answering practical problems in Pre-K12 education.
Understand the role of educational
research in addressing classroom
problems and issues.
Demonstrate knowledge of child and
adolescent development; articulate a
biblical view of the child.
Demonstrate an understanding of
developmental psychology by
developing developmentally responsive
teaching environments
Understand learning theories and
evaluate them critically from a
reformational perspective.
Understand the importance of effective
communication strategies for
purposeful learning and to build
Christian community
TEP J.2, 3;
INTASC 9, 10
TEP A.1, 2;
INTASC 1
Reflection/discussion papers, final
exam
Case studies, discussion activities,
quizzes
TEP A. 1, 2;
INTASC 1
Case studies, discussion activities,
quizzes
TEP B.1;
INTASC 2
Case studies, discussion activities,
quizzes, developmentallyappropriate case study and paper
developmentally-appropriate case
study, quizzes
TEP B. 3; A.
2, INTASC 1,
2
TEP H.1,
INTASC 6
Final exam, reflection/discussion
papers, discussions, case studies,
quizzes
Lesson presentations, Poster
presentation
Communicate ideas and information
clearly and accurately
TEP H.2;
INTASC 6
Exam, papers, Poster presentation,
lesson presentation
TEP C. 1, 3,
F.2; INTASC
3,5
[NOTE: the developmentally appropriate case study AND paper are the required portfolio
artifacts for Standard B and entrance into the Teacher Ed Program.]
Methods of Instruction
Methods of instruction for this course will include lectures, small and large group
discussion and interaction, student presentations, and case studies.
Course Requirements:
Attendance/Participation/Daily Assignments/Presentations/Dispositions
= 25%
Research indicates that the best learning occurs when students actively participate in
the process. Daily assignments and readings, in class activities, and in-class writings
will be used throughout this course to encourage active participation. Since most of the
in-class writings will be done at the beginning of the class period, prompt attendance is
necessary. Arriving late to class will result in a lowering of your participation and
attendance grade. Likewise, regular attendance is required. Consideration will be given
to absences that the result of illness, family situations or institutionally required activities.
If you must be absent, please send me an email prior to the class period. You are
responsible for getting the material that you missed.
Discussion/Reflection Papers
= 20%
Throughout this course, you will be asked to reflect and write about issues being
discussed in class. Each discussion/reflection paper is due on the last day of class of
the week it is assigned. Discussion papers should be 2-3 pages, typed and doublespaced. They should reflect good writing skills and should be well organized and
thoughtful. Discussion paper topics are listed later in the syllabus. Expect that some
weeks you will be asked to share your discussion papers with small groups of students.
Late papers will not be accepted unless prior arrangements have been made. See the
rubric on courses@dordt.edu for the assessment tool that will be used.
Chapter Quizzes:
=20%
For each assigned chapter in the Santrock text, you will take some kind of quiz to check
your reading. See the tentative course schedule for specific dates. Chapter quizzes will
be administered on the last day of classes in the week assigned unless otherwise
indicated.
Final Exam
= 15%
There will be one exam in this course. It will contain one essay question “What is your
theory?”. The final exam will be a cumulative response and will reflect your study
throughout the semester. All major assignments must be submitted prior to final exam
administration.
Development Case Study and paper
= 20%
After completing the first half of the semester with our focus on development, you will
describe, in a well-written paper, developmentally appropriate practices at your grade
level (choose from PreK-12). Additionally, you will write a 3-5 page case study in which
the applications of the content in this unit will be utilized. Your case study will be
modeled after the ones in the text and will reflect a critical understanding of the child
(choose from PreK-12), the learning process and the need for a developmentally
appropriate learning environment from a Christian perspective.
ACADEMIC DISHONESTY
1. A student shall become aware of acceptable professional ethics in the use and misuse
of written, oral, or graphic materials written or prepared by someone else. While much of
this can be determined by a biblically-informed conscience, certain offenses appear
more prevalent than others and therefore require identification.
a. Plagiarism is the unacknowledged use of written, oral, computer-accessed, or
graphic materials that have been prepared by someone else.
b. Double-dipping refers to submitting a paper to two different professors in two
different courses and receiving double credit for one effort without prior consent
of the professors.
c. Falstaffing refers to submitting a paper or an assignment prepared by someone
else as if it were one's own.
2. Each of these offenses and other forms of cheating shall be handled according to the
following procedures:
a. First offense: The student shall receive an "F" on the test, examination, course
paper, or class assignment, and the chair of the student life committee shall be
informed of the incident.
b. Second offense: The student shall receive an "F" on the test, examination,
course paper, or class assignment; shall appear before the student life
committee; and shall be placed on behavioral probation.
c. Third offense: The student shall automatically be dismissed from Dordt College.
Appeals in such matters shall be handled as outlined in the Student Handbook, section
"Complaints Regarding Instruction."
Dispositions:
The following dispositions have been adopted by the Education Department as a necessary
component in becoming a successful teacher:
Poise
Self-control Openness to change Cooperation
Initiative
Flexibility
Punctuality
Organization
Creativity
Dependability Confidentiality
Establishing positive relationships
Students’ Rights to Assistance or Accommodations: Any student who feels s/he may need
academic accommodations or access accommodations based on the impact of a documented
disability should contact and register with the Coodinator of Services for Students with
Disabilities in the Academic Skills (ASK) Center during the first week of class. The CSSD is the
official officer to assist students through the process of disability verification and coordination of
appropriate and reasonable accommodations. Students currently registered with the CSSD
must meet with her to obtain a new accommodation memo for each semester. Marliss Van Der
Zwaag, CSSD, L168, (712) 722-6490, mvdzwwag@dordt.edu
Grading Scale
92-100%
83-91%
76-82%
67-75%
66 or below
=A
=B
=C
=D
=F
TENTATIVE (very subject to change) COURSE SCHEDULE
Date
Topic
Readings (due on first
day of class)
Week 1
1/17-1/19
Course Introduction/Intro
to Educational
Psychology
Week 2
1/22-1/26
Effective Teachers/
Educational Research
Letters: chap 1, 4, 22
Santrock: pp. 4-28
Week 3
1/29-2/2
Letters: chap 5, 15, 16
Santrock: pp. 34 - 39
Week 4
2/5-2/9
Week 5
2/12-2/16
Introduction to
Developmental
Psychology/
Physical and Cognitive
Development
Cognitive
Development/Piaget
Cognitive Development/
Vygotsky
Week 6
2/19-2/23
Week 7
2/26-3/2
Week 8
3/5-3/9
Assignments (due on
last day of class)
Complete the
SearchPath: Education
modules on the library
website
Discussion Paper 1:
Effective Teachers
QUIZ chapter 1
Santrock: pp. 39-50
Poster Presentation (2/9)
Santrock: pp. 51 - 62
QUIZ chapter 2
Social/Emotional
Development
Letters: chap 9,10
Santrock: chapter 3
QUIZ chapter 3
Spiritual Development
TBA
Letters: chap 20, 21
Letters: chap 17,18, 19
Santrock: pp.210 – 225
Week 9
3/12-3/14
Introduction to learning
theories/
Behaviorism/ Applied
Behavioral Analysis
Social Cognitive
Learning Theory
Week 10
3/28-3/30
Week 11
4/2-4/6
Discussion Paper 3:
Behaviorial Approach to
Learning
Santrock: pp. 226 – 239
Developmentallyappropriate case study
and paper due
Wednesday, 3/14
Cognitive Learning
Theory
Cognitive Learning
Theory
Santrock: chapter 8
QUIZ chapter 8
Week 12
4/9-4/13
Week 13
4/16-1/20
Week 14
4/23-4/27
Complex Cognitive
Processes
Constructivism
Santrock: chapter 9
QUIZ chapter 9
Santrock: chapter 10
QUIZ chapter 10
Week 15
4/30-5/4
Week 16
5/7-5/10
Constructivism/Review
Discussion Paper 4:
Information Processing
Approach to Learning
Discussion Paper 5:
Constructivist Approach
to Learning
Constructivism
Final Exam
Letters: chap 6, 7, 8, 13,
14
135-01–5/8, 10:30-12:30
135-02–5/10 10:30-12:30