1. Department of Curriculum and Instruction
EDF 320, Human Development/Learning - Vocation Educ.
Credit hours: 3
2. Course Description:
Supporting Website for this Course
http://college.hmco.com/education/snowman/psych_app/11e/students/index.html
The site offers a wide variety of study aids, practice exams, and interactive flash cards.
Access this site as often as you would like in order to study and prepare for online
quizzes and the final exam.
This course is the study of human growth and development across the life span, with
emphasis upon normal growth and milestones as well as barriers to good development
achieved in the physical, cognitive, social, and emotional systems. The context of culture
is also examined as it relates to growth and development.
3. Text: Snowman and Biehler,(2008) Psychology Applied to Teaching, 11th Edition.
ISBN # 0-618-47397-1
4. Student Learning Outcomes
Demonstrate knowledge of normal and altered development, including the
processes and milestones of infants, toddlers, preschoolers, school-age children,
and adolescents, using cognitive, communication, physical, social-emotional, and
gender domains (KERA Goals 2, 6; INTASC Principles 1, 2, 3, 5).
Describe the following theories of development:
o Piaget’s theory of intellectual development.
o Vygotsky.
o Erikson’s psychosocial theory of personality.
o Gessell’s maturational theory/stages.
o Bandura’s social learning theory.
o Ainsworth’s social development.
o Kohlberg’s theory of moral development.
o Skinner and other behavioral and social learning theoriesi.
Maslow’s Heirarchy of Needs (KERA Goals 2, 6; INTASC
Principles 2, 3, 5).
2. List and describe the major stages of human growth and development (KERA
Goal 2; INTASC Principles 1, 6).
3. State appropriate behavioral expectations and developmental tasks associated with
each major stage of development (KERA Goals 1, 2; INTASC Principles 1, 2, 3,
5).
4. Describe the major theories of motivation and their implications for classroom
learning and management (KERA Goals 1, 2, 3, 4, 6; INTASC Principles 2, 3, 5).
5. From directed observations, students will gain knowledge of normal and
abnormal
responses of children at various ages in a learning environment (KERA Goals
1, 2, 3, 5,
6; INTASC Principles 2, 3, 5).
6. Construct a matrix of development for ages birth through 14 years, including
information from the aforementioned theorists (KERA Goals 1, 2, 3, 5, 6;
INTASC
Principles 2, 3, 5).
7. Gain knowledge of how physical, neurological, social, environmental, and
cultural
barriers can affect the learner’s growth and development at all ages
(KERA Goals 2, 4, 6; INTASC Principles
2, 5).
8. Describe four developmental research designs and cite the strengths and
limitations of
each (KERA 1, 6; INTASC Principle 6).
9. To synthesize research from journals, the Web, and other sources in addressing
research
questions about teaching and learning (KERA Goals 1, 5; INTASC Principle
6).
10. Assemble an electronic portfolio to demonstrate objectives learned throughout
the
semester, including a summative reflection (KERA Goals 1, 5; INTASC
Principles 1,
2, 5, 9)
5. Evaluation
Assignment
Percent of Grade
Weekly Quizzes (Individual Work)
30%
Weekly Participation on Dis. Board
20%
Summary of Article
10%
Final Examination
40%
Grading System
90 – 100
A
80 – 89
B
70 - 79
C
65 – 69
D
Below 65
F
6. Student Progress:
Students will receive a midterm grade before the last day to withdraw.
7. Attendance Policy:
Absences equating 20% of class meetings will result in automatic failure. Class
sessions missed as a result of late entry will be counted as absences. The student
is responsible for presenting adequate reason for absence to the instructor in order
to be given the opportunity to make up missed work. (Adequate reasons include
personal illness, death or serious illness in the immediate family, or participation
in an approved university activity.)
8. Last Date to Drop the Course:
Last day to drop course or to withdraw from the University listed Colonel’s Compass http://www.eku.edu/compass/
9. Disability Statement:
If you are registered with the Office of Services for Individuals with Disabilities,
please make an appointment with the course instructor to discuss any academic
accommodations you need. If you need academic accommodations and are not
registered with the Office of Services for Individuals with Disabilities, please contact
the Office on the third floor of the Student Services Building, by email at
disserv@eku.edu or by telephone at (859)622-2933 V/TDD. Upon individual
request, this syllabus can be made available in alternative forms.
10. Academic Integrity Statement:
Students are advised that EKU’s Academic Integrity policy will strictly be enforced
in this course. The Academic Integrity policy is available at
www.academicintegrity.eku.edu. Questions regarding the policy may be directed to
the Office of Academic Integrity.
11. Course Requirements
1.
Stay current with all assignments and meet deadlines specified in modules.
2.
Check your e-mail account daily.
3.
Check the course site daily.
4.
Actively read and review textbook-chapter assignments and online articles.
5.
Respond to weekly quizzes
6.
Participate in small group assignments (as needed) including chats/discussions.
7.
Participate in chat sessions (if needed) and all discussion board assignments.
8.
Actively participate in reading and responding to classmates’ ideas on the
Discussion
9.
and
Board.
In the 4th week students will report on a current issue or trend related to teaching
learning. Each student will post a summary of an article from a professional
journal
10.
(with the citation or reference noted) on the Discussion Board for feedback from
classmates.
Complete the final examination at the end of the course.
12. Course Outline
Module 1
Chapter 1
Getting Acquainted and Applying Psychology to Teaching
Chapters 2-3 Theories of Psychosocial and Cognitive Development, Age-level
1. Characteristics
Erikson
Ainsworth
Kohlberg
Piaget
Vygotsky
Other Theorists
The Contribution of Language
Module 2
Individual Differences and Thinking
Chapters 4-6
Intelligence
Learning Styles
Creativity
Concept Formation
Reasoning
Problem Solving
Laws and Legal Rights
Person First Language
Giftedness
Mental Retardation
Learning Disabilities
Behavior Disorders
Other Health Impairments
Sensory Impairments
Autism and Asperger’s
Communication Disorders
ADHD
Sensory Impairments
Physical Impairments
Health Disorders
Assessment Issues
Module 3
Behavioral Learning Theory
Chapter 7-8 and Information Processing Theory
Behavioral Theories
Information Processing
Classical Conditioning Memory Models
Executive Function
Operant Conditioning
Social Learning Theory
Cognitive Theories
Piaget
Gagne
Gardner
Module 4
Social Cognitive Theory and Constructivist Learning Theory,
Chapters 9-10 Problem Solving and Transfer
Module 5
The Role of Motivation in Learning and Behavior
2. Chapters 12-13
And Classroom Management
The role of motivation in learning and behavior
Comparison of theories of motivation
Trait perspective for motivation
Development of Intrinsic Motivation
Development of Attributions
Theory of Self-Regulation
Effects of the Classroom Environment on Motivation
Official E-mail: An official EKU e-mail is established for each registered student,
faculty, and staff member. All university communications sent via e-mail will be sent to
this EKU e-mail address.
Course P/N
EDF 320
Course Title
Human Development and Learning
RELATIONSHIP TO:
College of Education Conceptual Framework
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key
Assessments
CF1
CF2
CF3
CF4
CF5
K, A, PA
K, A
K, A
K, A
KA2b
Kentucky Teacher Standards – Initial or Advanced
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key
Assessments
TS1
TS2
TS3
TS4
TS5
TS6
TS7
TS8
TS9
TS10
K, A,
PA
K
KA2b
EKU Goals
EKU-G1
EKU–G2
EKU-G3
X
EKU-G4
X
EKU-G5
X
KERA Initiatives
Identify the initiative number(s) for each category
Learner
Program of
Program of
Goals/Academic
Studies:
Studies: Skills &
Expectations
Understandings
Concepts
NA
NA
NA
Core Content
NA
EPSB Themes
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key
Assessments
Closing
Diversity
Assessment
Literacy/Reading
Achievement
Gap
K
K
NA
K
SPA
National Association for the Education of Young Children
Standard 1. Promoting Child Development and Learning
Standard 4. Teaching and Learning; 4b. Using developmentally effective approaches.
CONCEPTUAL FRAMEWORK ELEMENTS
X CF1: Knowledge Element - Enables candidates to construct understanding of the complexity
and richness of the teaching/learning process.
X CF2: Pedagogical Skills - Enables the professional educator to facilitate learning for all
students.
X CF3: Dispositions - Includes the professional attitudes, values and beliefs that support student
learning and development.
X CF4: Technology - Focuses on preparing candidates who are able to use educational
technology to help all students learn.
CF5: Diversity - Reflects the Unit’s commitment to preparing candidates to support learning
for all students
TEACHER STANDARDS (February 2008) (If listing by course objective use KTS and the
number)
LEVEL
Initi Advan
al
ced
STANDARDS
STANDARD 1: THE TEACHER DEMONSTRATES APPLIED
CONTENT KNOWLEDGE
1.1 Communicates concepts, processes, and knowledge.
1.2 Connects content to life experiences of student.
1.3 Demonstrates instructional strategies that are appropriate for content and
contribute to student learning.
Initi
al
Advan
ced
STANDARD 2: THE TEACHER DESIGNS AND PLANS
INSTRUCTION
2.1 Develops significant objectives aligned with standards.
2.2 Uses contextual data to design instruction relevant to students.
2.3 Plans assessments to guide instruction and measure learning objectives.
2.4 Plans instructional strategies and activities that address learning objectives
for all students.
2.5 Plans instructional strategies and activities that facilitate multiple levels of
learning.
Initi
al
Advan
ced
X
X
X
X
X
Initi
al
STANDARD 3: THE TEACHER CREATES AND MAINTAINS
LEARNING CLIMATE
3.1 Communicates high expectations.
3.2 Establishes a positive learning environment.
3.3 Values and supports student diversity and addresses individual needs.
3.4 Fosters mutual respect between teacher and students and among students.
3.5 Provides a safe environment for learning.
Advan
ced
STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES
INSTRUCTION
4.1 Uses a variety of instructional strategies that align with learning objectives
and actively engage students.
4.2 Implements instruction based on diverse student needs and assessment data.
4.3 Uses time effectively.
4.4 Uses space and materials effectively.
4.5 Implements and manages instruction in ways that facilitate higher order
thinking.
Initi
al
Advan
ced
STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES
LEARNING RESULTS
5.1 Uses pre-assessments.
5.2 Uses formative assessments.
5.3 Uses summative assessments.
5.4 Describes, analyzes, and evaluates student performance data.
5.5 Communicates learning results to students and parents.
5.6 Allows opportunity for student self-assessment.
Initi
al
Advan
ced
STANDARD 6: THE TEACHER DEMONSTRATES THE
IMPLEMENTATION OF TECHNOLOGY
6.1 Uses available technology to design and plan instruction.
6.2 Uses available technology to implement instruction that facilitates student
learning.
6.3 Integrates student use of available technology into instruction.
6.4 Uses available technology to assess and communicate student learning.
6.5 Demonstrates ethical and legal use of technology.
Initi
al
Advan
ced
STANDARD 7: REFLECTS ON AND EVALUATES TEACHING AND
LEARNING
7.1 Uses data to reflect on and evaluate student learning.
7.2 Uses data to reflect on and evaluate instructional practice.
7.3 Uses data to reflect on and identify areas for professional growth.
Initi
al
Advan
ced
STANDARD 8: COLLABORATES WITH
COLLEAGUES/PARENTS/OTHERS
8.1 Identifies students whose learning could be enhanced by collaboration.
8.2 Designs a plan to enhance student learning that includes all parties in the
collaborative effort.
8.3 Implements planned activities that enhance student learning and engage all
parties.
8.4 Analyzes data to evaluate the outcomes of collaborative efforts.
Initi
al
Advan
ced
STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS
PROFESSIONAL DEVELOPMENT
9.1 Self assesses performance relative to Kentucky’s Teacher Standards.
9.2 Identifies priorities for professional development based on data from selfassessment, student performance and feedback from colleagues.
9.3 Designs a professional growth plan that addresses identified priorities.
9.4 Shows evidence of professional growth and reflection on the identified
priority areas and impact on instructional effectiveness and student learning.
Initi
al
X
Advan
ced
STANDARD 10: PROVIDES LEADERSHIP WITHIN
SCHOOL/COMMUNITY/PROFESSION
10.1 Identifies leadership opportunities that enhance student learning and/or
professional environment of the school.
10.2 Develops a plan for engaging in leadership activities.
10.3 Implements a plan for engaging in leadership activities.
10.4 Analyzes data to evaluate the results of planned and executed leadership
efforts.
EKU GOALS (If listing by course objective use EKU-G and the number)
X
X
EKU-G1. To promote and support an inclusive climate that respects and celebrates
diversity by attracting, developing and educating a diverse student, faculty, and staff
population.
EKU-G2. To continuously assess and improve the services and infrastructure of the
University to support and maintain high quality programs.
EKU-G 3. To promote learning through high quality programs, research, and support
services.
EKU-G4. To develop and enhance an environment facilitating intellectual curiosity,
cultural opportunities and problem-solving abilities for members of the University
community.
X
EKU-G5. To increase and enhance external and internal constituency engagement, while
maintaining a connection with the southeastern region of Kentucky.
SPA’s IDENTIFIED BY NCATE (If listing by course objective use SPA acronym and the
standard number)
List the standard number(s) used as identified by the SPA
ISTE
Computer Science
1,2,3,4a,4b
NAEYC
Early childhood Education
ELCC
Educational Leadership
ISTE
Educational Technology Facilitation
ISTE
Educational Technology Leadership
1
ACEI
Elementary Education
NCTE
English Language Arts – Secondary
NAAEE
Environmental Education
ACTFL
Foreign Language
NAGC-CEC
Gifted and Talented Education
AAHPERD &
Health Education
AAHE
NCTM
Mathematics Education
1
NMSA
Middle School (NMSA)
AAHPERD &
Physical Education
NASPE
IRA
Reading Professional
ALA
School Library Media Specialist
AECT
School Media and Educational
Technology
NASP
School Psychologist
NSTA
Science Education
NCSS
Social Studies
CEC
Special Education
TESOL
Teaching English as a Second Language
ITEA/CTTE
Technology Education
OTHERS IDENTIFED BY THE PROGRAM AREA