1
State University of New York
School of Education –Spring 2010
EDUC 480C: Reflective Teaching: Theory and Practice
Instructor: Marianne Lawson
Class Time:
Office:
Academic Building B-G14 Meeting Place:
Office Phone: To be announced
Office Hours:
Email:
mlawson1@binghamton.edu
Tues.: 10:05 AM-1:05 PM
Academic Building B-124
Tuesdays 1:05-PM-2:35 PM
and by appointment
Course Description: This course is an introductory course in educational psychology and
reflective practice. The demands of today’s classrooms are continually changing, and for this
reason new teachers must be reflective about their teaching style, be able to employ educational
theories and research in their everyday practice, and capable of thinking critically before taking
action. Five themes will be covered in the course: 1) Teachers and teaching. 2) Student
development. 3) Student learning. 4) Motivation and engagement. 5) Assessment of learning.
Topics covered under these headings will include reflective teaching, students’ cognitive and
social development, behavioral learning theory, individual differences and special needs in the
classroom, cognitive and social cognitive learning, motivation and engagement, and assessment
for learning. The focus will be on theory as well as practice, and case studies from real
classrooms will be employed to help guide students in making reflection an everyday practice.
Required Course Readings:
Books
O’Donnel, A., Reeves, J. M. & Smith, J. (2008). Educational psychology: Reflection for Action
2nd ed. New York: Wiley.
A student companion website to this book can be found at http://bcs.wiley.com/hebcs/Books?action=index&itemId=0470136308&bcsId=4268 The site offers pre-lecture quizzes,
post-lecture quizzes, websites (other than the ones listed in this syllabus), analyses of student
work, and reflection for action activities as well as flashcards that may assist your retention of
information presented in the book. The student companion site is NOT required course reading.
Websites:
The following websites may assist your learning and you are not only encouraged but required to
visit these sites:
2
Theme 1: Teachers and Teaching:
 U.S. Department of Education
www.ed.gov
 What to Expect Your First Year of Teaching
www.ed.gov/pubs/FirstYear/index.html
 150 Teaching Methods
www.fctel.uncc.edu/pedagogy/enhancinglearning/150TeachingMethods.html
 A Questioning Toolkit
www.fno.org/nov97/toolkit.html
Theme 2: Student Development
 Lev Vygotsky
http://www.marxists.org/archive/vygotsky/
 Jean Piaget
http://www.oikos.org/Piagethom.htm
 Moral Development and Moral Education: An Overview
tigger.uic.edu/~lnucci/MoralEd/overview.html
 Inventory of Practices for Promoting Children’s Social and Emotional Competence
www.journal.naeyc.org/btj/200307/InventoryofPractices.pdf
Theme 3: Student Learning
 Introduction to Learning Theory and Behavioral Psychology
allpsych.com/psychology101/learning.html
 Classics in the History of Psychology: Psychology as the Behaviorist Views It
psychclassics.yorku.ca/Watson/commentary.htm
 Classroom Compass: Constructing Knowledge in the Classroom
www.sedl.org/scimath/compass/v01n03/1.html
 Human Memory
human-factors.arc.nasa.gov/cognition/tutorials/ModelOf/
 Scaffolding
www.ncrel.org/sdrs/areas/issues/students/learning/lr1scaf.htm
 Social Constructivism
www.coe.uga.edu/epltt/SocialConstructivism.htm
Theme 4: Motivation
 How Can Teachers Develop Students’ Motivation and Success?
http://www.educationworld.com/a_issues/chat/chat010.shtml
 Increasing Student Engagement and Motivation: From Time-on-Task to Homework
http://www.nwrel.org/request/oct00/textonly.html
 Motivation: What Does the Research Say?
http://www.nwrel.org/request/oct00/motivate.html
 Motivation - Emerging Perspectives on Learning, Teaching and Technology
http://projects.coe.uga.edu/epltt/index.php?title=Motivation
3
Theme 5: Assessment of Learning
 How to Make Parent-Teacher Conferences Work for Your Child
www.nea.org/parents/ptconf.html
 How to Write Better Tests: A Handbook for Improving Test Construction Skills
www.indiana.edu/~best/write_better_tests.shtml.
In addition to the book and the websites, other required texts may be posted on Blackboard or
distributed in class. Check Announcements on Blackboard frequently for more information.
Course Requirements: The grade obtained for this course will reflect the following breakdown
of course assignments:
1) Class participation (20% of final grade): Please come to class prepared to discuss
the assigned readings and to participate in class discussions and activities. Each week,
each student in the class will be responsible for drafting discussion questions for the
class discussion leader(s) (see below). Please base your discussion questions on the
assigned readings and your understanding of these readings. It is expected that you
will respect the knowledge and expertise of your peers and are willing to learn from
as well as challenge your peers’ opinions and beliefs.
2) Class discussion leader (20% of final grade): Each student will be responsible for
leading the class discussion one day. Some of you will be leading the discussion in
pairs. Class discussion leading will include giving a short introductory presentation
approximately 5-10 minutes in length on the topic and the readings for the week as
well as coming to class well-prepared to lead the discussion and drafting questions
and/or creating activities for the rest of the class to discuss and participate in.
Remember, that even though the rest of the class is responsible for drafting discussion
questions, the discussion leaders are still responsible for drafting questions of their
own. One way to approach discussion leading is to start with your own questions and
incorporating the rest of the class’s questions in a coherent discussion.
3) Reflection paper (20% of final grade): The first paper to be handed in is a 5-page,
double-spaced, 12-font reflection paper on a topic that has been covered in class. For
example, you can write a paper on the differences between novice and expert
teachers, promoting learning through homework, students’ attachment to teachers, or
managing behaviors in the classroom. You pick the topic. The important factor in
connection with this paper is that you remember to reflect on the topic and not simply
regurgitate information. Please do not exceed the page limitation by more than ½ a
page. A paper less than 5 pages long will be subject to a grade reduction unless
approved by the instructor in advance.
4) Research paper (20% of final grade): The second paper to be handed in is a 10page double-spaced, 12-font research paper (not counting the title page and the
reference list) that will enable you to investigate further an issue or a topic that was
covered in class and that was of particular interest to you. You will be expected not
only to draw on the course texts to write this paper but to actively seek out further
4
information and texts on this topic. For example, you could write a research paper on
the role of attention and working memory for learning, the benefits of scaffolding in
instruction, motivation and engagement of students, or assessment and grading. The
choice of topic is yours. You are expected to use a minimum of 10 scholarly sources
(articles or books) to write this paper. You can search and find scholarly sources
through among other places the Binghamton University Libraries’ articles and
databases at http://library.lib.binghamton.edu/ and Google Scholar at
www.googlescholar.com. Do remember to reflect on the information and to discuss
the topic rather than simply repeating the scholarly information presented in the
books and/or articles that you locate. Do not exceed the page limitation by more than
a page. A paper less than 10 pages will be subject to a grade reduction unless
approved by the instructor in advance.
5) Research paper presentation (10% of final grade): Each student will present
his/her research paper to the class. The style of presentation is up to you. You can do
a power point presentation if you wish, create handouts for your peers, and/or simply
present a summary of your paper orally. However, do not read your paper aloud to the
class. Rather, present an overview of the key points of your work.
NB! Attendance is mandatory and each student is expected to attend all classes and be on time.
If you are unable to attend class or expect to show up late, you are expected to inform the
instructor prior to class via phone or email. Unexcused absences and/or repeated tardiness will
result in a lowering of your semester grade at the instructor’s discretion. Moreover, papers
handed in late will be subject to a grade reduction.
Grading: This course is for a letter grade and cannot be taken on a pass/fail basis. All
assignments and papers submitted throughout the semester will be given a grade based on a point
scale. At the end of the semester the points will be converted into a letter grade.
The following system will be used for grading:
Points
95 – 100
90 – 94.9
87 – 89.9
80 – 86.9
78 – 79.9
70 – 77.9
60 – 69.9
< 60
Grades
A
AB+
B
BC
D
F
A: Grades of A and A- are given for exceptional work that exceeds expectations. Exceptional
work includes not only knowing and understanding complex subject matters but original thinking
and personal reflection.
5
B: Grades of B+ and B are given for above average work. Above average work includes a good
understanding of subject matters, a serious commitment, and is generally error free. B- is given
for good work that needs some improvement.
C: Grade of C is given for fair work that is in need of improvement. Fair work involves some
understanding of basic course texts but lacks commitment and/or engagement. Errors are
representative of fair work.
D: Grade of D is given for borderline work. Borderline work involves an inadequate grasp of
course content. Frequent errors are representative of borderline work.
F: Grade of F is given for failing work.
Classroom Environment: The Faculty and Staff in the School of Education are committed to
serving all enrolled students. The intention is to create an intellectually stimulating, safe, and
respectful class atmosphere. In return it is expected that each of you will honor and respect the
opinions and feelings of others.
Accommodations: If you are a student with a disability and wish to request accommodations,
please notify the instructor by the second week of class. You are also encouraged to contact the
Office of Services for Students with Disabilities (SSD) at 777-2686. Their office is in LH-B51.
The SSD office makes formal recommendations regarding necessary and appropriate
accommodations based on specifically diagnosed disabilities. Information regarding disabilities
is treated in a confidential manner.
Academic Honesty: All members of the university community have the responsibility to
maintain and foster a condition and an atmosphere of academic integrity. Specifically, this
requires that all classroom, laboratory, and written work for which a person claims credit is in
fact that person’s own work. The annual university Student Handbook publication has detailed
information on academic integrity.
Students assume responsibility for the content and integrity of the academic work they submit.
Students are in violation of academic honesty if they incorporate into their written or oral reports
any unacknowledged published or unpublished or oral material from the work of another
(plagiarism); or if they use, request, or give unauthorized assistance in any academic work
(cheating). (SOE Academic Honesty Policies
http://soe.binghamton.edu/academics/acadhonesty.html)
Plagiarism and cheating will not be tolerated in this class. Incidents of either will result in a
failing grade for the assignment in question. If you have any questions about what constitutes
plagiarism or cheating, PLEASE ASK ME!
6
State University of New York
EDUC 480C: Reflective Teaching: Theory and Practice
Tentative Course Schedule: Spring 2010
January 26th:
Introduction
February 2nd:
Teachers and Teaching I
Discussion leader(s):
Readings:
Educational Psychology:
Chap. 1
Websites:
U.S. Department of Education: www.ed.gov
What to Expect Your First Year of Teaching
www.ed.gov/pubs/FirstYear/index.html
February 9th:
Teachers and Teaching II
Discussion leader(s):
Readings:
Educational Psychology:
Chap. 2
Websites:
A Questioning Toolkit: www.fno.org/nov97/toolkit.html
150 Teaching Methods:
www.fctel.uncc.edu/pedagogy/enhancinglearning/150TeachingMet
hods.html
February 16th:
Student Development I
Discussion Leader(s):
7
Readings:
Educational Psychology
Chap. 3
Websites:
- Lev Vygotsky: http://www.marxists.org/archive/vygotsky/
- Jean Piaget: http://www.oikos.org/Piagethom.htm
February 23rd:
Student Development II
Discussion Leader(s):
Readings:
Educational Psychology
Chap. 4
Websites:
- Moral Development and Moral Education: An Overview
tigger.uic.edu/~lnucci/MoralEd/overview.html
- Inventory of Practices for Promoting Children’s Social and Emotional
Competence
www.journal.naeyc.org/btj/200307/InventoryofPractices.pdf
March 2nd:
Student Learning I
Discussion Leader(s):
Readings:
Educational Psychology
Chap. 6
Websites:
- Classics in the History of Psychology: Psychology as the Behaviorist
Views It:
psychclassics.yorku.ca/Watson/commentary.htm
- Introduction to Learning Theory and Behavioral Psychology:
allpsych.com/psychology101/learning.html
March 9th:
Student Learning II
REFLECTION PAPER DUE
Discussion leader(s):
Readings:
Educational Psychology
Chap. 8
8
Websites:
- Classroom Compass: Constructing Knowledge in the Classroom
www.sedl.org/scimath/compass/v01n03/1.html
- Human Memory
human-factors.arc.nasa.gov/cognition/tutorials/ModelOf/
March 16th:
Student Learning III
Discussion Leader(s):
Readings:
Educational Psychology
Chap. 9
Websites:
- Scaffolding
www.ncrel.org/sdrs/areas/issues/students/learning/lr1scaf.htm
- Social Constructivism
www.coe.uga.edu/epltt/SocialConstructivism.htm
March 23rd:
Motivation and Engagement I
Discussion Leader(s):
Readings:
Educational Psychology
Chap. 11
Websites:
- How Can Teachers Develop Students’ Motivation and Success?
http://www.educationworld.com/a_issues/chat/chat010.shtml
- Increasing Student Engagement and Motivation: From Time-on-Task
to Homework
http://www.nwrel.org/request/oct00/textonly.html
March 30th:
NO CLASS: SPRING BREAK
April 6th:
Motivation and Engagement II
Readings:
Websites:
Educational Psychology
Chap. 12
9
-
April 13th:
Motivation: What Does the Research Say?
http://www.nwrel.org/request/oct00/motivate.html
Motivation - Emerging Perspectives on Learning, Teaching and
Technology
http://projects.coe.uga.edu/epltt/index.php?title=Motivation
Assessment of Learning
Readings:
Educational Psychology
Chap. 13
Websites:
- How to Make Parent-Teacher Conferences Work for Your Child
www.nea.org/parents/ptconf.html
- How to Write Better Tests: A Handbook for Improving Test
Construction Skills
www.indiana.edu/~best/write_better_tests.shtml.
April 20th:
Research Paper Presentations I
RESEARCH PAPER DUE
Presenters:
April 27th:
Research Paper Presentations II
Presenters:
May 4th:
Closing Class Discussion