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PSY201 Educational Psychology
Syllabus
Course Information
Mercer County Community College
Organization
PSY201 – Fall 2009
Course Number
3
Credits
TR 2:45- 4:00pm
Instructor
E-mail Address
Course/Faculty
Website
Office:
Office Phone
OFFICE HOURS:
Elizabeth DeGiorgio
degiorge@mccc.edu
http://www.mccc.edu/~degiorge
LA122
609-586-4800 x3862
Monday/Wednesday- 2:45pm to 3:45pm (LA122)
Tuesday- 4:00pm to 5:00 (LA122)
Thursday – 1:45am to 2:45 pm (LA122)
Friday - ONLINE
Course description
This course is an in depth study of fundamental concepts and principles that have broad
applicability to classroom practice and supports the preparation and continuing
development of educational and human-service professionals.
Topics such as, student development, student diversity, learning, cognitive processes,
motivation, and instructional and assessment strategies will be explored.
Relationship to Professional Preparation.
This course is an option for all students seeking to enter a baccalaureate degree program
in education or the human service professions.
Students are provided with the psychological principles of learning, development,
motivation, and behavior to help them apply those principles in becoming more effective
teachers. This course also adheres to the “Model Standards for Beginning Teacher
Licensing and Development” as established by the Interstate New Teacher Assessment
and Support Consortium (INTASC). These standards identify a “common core of
teaching knowledge and skills” that INTASC deems necessary for effective, high quality
teaching.
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Textbook: Educational Psychology: Reflection For Action by Angela
O’Donnell, Reeve, Smith 2nd. Edition and Wiley Plus
Learner Supplies:
 A 3-ring-binder “notebook” to keep all of your notes and class handouts together
in one place. We will be using handouts for notes most of the class, so a spiral
notebook will not be as useful.
Prerequisites
Students must be academically eligible for college-level work and have technology
skills. ENG 101
Exit Learning Outcomes
Course-specific, General Education Goals and Core Skills
LEARNER OUTCOMES/ASSESSMENT:
Knowledge
(Subject matter or discipline(s), Professional field of study,
Pedagogical knowledge, Pedagogical content knowledge, Professional
knowledge)
Standard #1: Enhances knowledge of subject content.
Students use their understanding of the nature of learning, cognitive processes, and
behavior of children and adolescents to be able to apply the principles to classroom
practice.
As a result of this course, students will demonstrate an understanding of the essential
concepts, inquiry tools, and structure of content areas and the importance of each
content area in learning. They will also be able identify resources to deepen their
understanding.
This will be assessed through the review of resources in the educator learning center
(www.educatorlearnnigcenter.com), discussion topics and cooperative learning
activities.
Standard #2: Improves understanding of the academic, social, emotional, and physical needs
of each learner and ensures that educators utilize appropriate teaching skills to enable
students to meet or exceed their potential.
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As a result of this course, students will demonstrate an understanding and value the
importance and complex characteristics of learners. Students will be able to adjust
instructional strategies based on knowledge of how students learn and develop.
Students will design learning environment that enhance student learning and critical
thinking.
This will be assessed through the design and evaluation of meaningful, challenging
curriculum that promotes comprehensive developmental and learning outcomes for
all students.
Standard #3: Reflects best available interpretations of relevant knowledge, including
empirical research and the consensus of professional opinion in teaching, learning, and
leadership
As a result of this course, students will keep abreast of current educational research
and integrate new understandings into content and instruction.
This will be assessed through the reviews of research journal articles.
Standard #4: Encourages educators to develop a variety of classroom based assessment
skills.
Students will demonstrate an understanding about the goals, benefits, and uses of
assessment. They will use systematic observations, documentation, and other
effective assessment strategies to positively influence children’s development.
This will be assessed through the design of assessment plans, team activities, review
of observation videos and classroom discussions.
As a result of this class, students will be empowered to connect their learning to what
they will teach and to incorporate new concepts into practice.
This will be assessed through presentations and lesson designs.
Performance (Skills)
(The ability to use content, professional and pedagogical knowledge
effectively and readily in diverse teaching settings in a manner that
ensures that all students are learning.)
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As a result of this course, students will be able to understand motivation, the stages of
development, and personal goals and needs. They will also be able to apply what is
known about motivation for growth and the development of positive self esteem.
This will be assessed through the review of case studies and group activities.
Disposition(s)
(Values, commitments, and professional ethics that influence
behaviors toward students, families, colleagues, and communities and
affect student learning, motivation, and development as well as the
educator’s own professional growth—guided by beliefs and attitudes
related to values such as caring, fairness, honesty, responsibility and
social justice.)
They will know and use ethical guidelines and other professional standards related to
practice. Students are continuous, collaborative learners who demonstrate
knowledgeable, reflective and critical perspectives on their work, making informed
decisions that integrate knowledge from a variety of sources. They are informed
advocates for sound educational practices and policies.
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Educational Psychology: Reflection for Action, 2nd Edition
Educational Psychology: Reflection for Action, 2nd Edition
Angela O'Donnell, Rutgers, The State University of New Jersey
Johnmarshall Reeve, University of Iowa
Jeffrey Smith, University of Otago
ISBN: 978-0-470-13630-0
©2009
624 pages
Table of Contents
Chapter 1. Introducing Educational Psychology & Reflective Practice.
Chapter 2. Effective Teachers and the Process of Teaching.
Chapter 3. Cognitive Development.
Chapter 4. Personal and Social Development.
Chapter 5. Individual Differences and Special Needs.
Chapter 6. Behavior Learning Theory.
Chapter 7. Classroom Management.
Chapter 8. Cognitive Theories of Learning.
Chapter 9. Learning from Peers.
Chapter 10. Social Constructivism and Learning in Community.
Chapter 11. Engaging Students in Learning.
Chapter 12. Motivation to Learn.
Chapter 13. Assessment for Learning.
Chapter 14. Standardized Assessments.
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TENTATIVE COURSE SCHEDULE:
Fall 2008 Educational Psychology
DATE
TOPIC
READING
PREPARATION
Chapter 1
Complete the advance organizer
*Read the article on student
diversity
*Find a newspaper article related
to education and bring it to class
for discussion
*Download, print and bring to
class

What to Expect Your First
Year of Teaching
www.ed.gov/pubs/FirstYear/i
ndex.html (my website)
 Sign on to Wiley+
 Complete pretest
 Complete activity
Theories of Development and Research
methods
Content: The Role of Theory
1. Define and distinguish between the
following terms: theory, law, principle.
2. Identify and describe the functions of a
theory.
3. Discriminate what is and what is not a
theory; emphasize how a theory attempts to
explain a phenomenon.
Chapter 1
Read and outline
chapter 1 in your
course notebook,
define key terms.
Week
3
Effective Teachers and the Process of Teaching
Chapter 2
Week
4
Cognitive Development
Chapter 3
Week
5
Personal and Social Development
Chapter 4
Week
Individual differences and special needs
Chapter 5
Week1
I. INTRODUCTION TO EDUCATIONAL
PSYCHOLOGY
Content: Educational Psychology
1. Define and describe the following:
education, psychology, educational psychology.
2. Explain how educational psychology is
thought of as a distinct discipline; describe how
it is a science as well as an art and how it
involves reflection and technique.
3. Describe how educational psychology is
used by teachers.
Week
2
Use Wiley + for
enhancement and
support.
Wiley plus Exploration –
7
6
Week
7
Behavior Learning Theory
Chapter 6
Week
8
Classroom Management
Chapter 7
Week
9
Cognitive theories of learning
Chapter 8
Week
10
Learning from peers
Chapter 9
Week
11
Social constructivism and learning in
community
Chapter 10
Week
12
Engaging Students in learning
Chapter 11
Week
13
Motivation to learn
Chapter 12
Week
14
Assessment
Chapter 13
Chapter 14
Week
15
Final Exam – last day of class
*The instructor reserves the right to modify the schedule and assignments if necessary
during the course.
INSTRUCTIONAL PROCEDURES:
Classroom experiences include discussion, activities, role-play, lecture, class
presentations, case studies, fieldwork, and individual projects.
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COURSE REQUIREMENTS: Guidelines and rubrics will be provided
1. Class Participation/Preparation (30 points possible)
Students are expected to read text and supplementary readings as assigned. Students are
also expected to attend class prepared to actively participate in class discussions,
assignments, and activities. Communication skills are strengthened and a great deal is
learned through interactions with peers in class.
2. Lesson plan/Activity design (50 points)
Lesson plans/ Activities will address the key features of a positive learning environment
and attend to the healthy, respective, supportive, and challenging dimensions.
Student teams are required to develop lesson/activity plans with clear and concise learner
objectives and outcomes and present their ideas to the class.
Additional information and formats will be provided in class.
3. 4 Exams (3 exams 50 multiple choice items, Final Exam, essay form in class) 400
points
Exams may include multiple choice, true-false, short answer/essay, and
analysis/application questions. Material may include text readings, supplemental readings
as assigned, class lecture, discussion, and activities. The 3 exams will be administered in
the test center LA216. The final exam will be administered in class on the last day of
class.
4. (10) Activities (100 points)
Guidelines will be discussed in class.
6. Activities with Wiley plus on line. (50 points)
Total points possible: 630
Your final grade is determined by taking your total points earned and dividing it by
the total points possible.
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CLASS POLICIES:
Special Accommodations: In order to receive accommodations
students must be registered with the appropriate disability service provider on campus as
set forth in the student handbook and must follow the college procedure for selfdisclosure. Students will not be afforded any special accommodations for academic work
completed prior to the completion of the documentation process with the appropriate
disability service office. The College provides various kinds of student services and
academic services, including learning resources, tutorial services, writing assistance, and
counseling. To maximize your academic success, please check the college homepage for
pertinent information so that you may benefit from the free services and workshops
provided.
Academic Honesty (Please read the handout)
Plagiarism is the use of another’s words or ideas without acknowledgment. It is the
equivalent of theft. Some plagiarism is extreme and willful (i.e., buying term papers).
Other forms of plagiarism may arise from carelessness or ignorance (i.e., misusing
quotation marks or citations). Plagiarism of any kind is not acceptable nor will it be
tolerated.
Attendance Policy
Attendance is mandatory. Your enrollment in this course constitutes a commitment to
attend and participate in this class. It is your responsibility to attend class regularly and
to check announcements frequently in order to stay informed. If you miss a class, get the
material from a classmate who takes adequate notes, find out if a test is forthcoming, etc.,
and also get in touch with the instructor as soon as possible. Those students who attend
class regularly tend to perform better on tests. Students also need to participate in the
discussions and complete assignments
*Excessive absences (more than 3) will result in student withdrawal (WI) by
instructor. In addition, if you come to class late or leave early, your grade will also be
affected. Three late arrivals or early departures or a combination of these will equal one
class absence. Attendance will be taken at the beginning of every class. In the event of an
unavoidable absence, it is the student’s responsibility to keep abreast of all assignments
and material covered.
Professionalism
Professional behavior is expected of all students. Students should refrain from talking
while peers or the instructor is talking and should participate to the best of their abilities
in all class activities. Cell phones must be turned off during class. Anyone who does not
adhere to this policy will have points deducted from the class participation grade.
Work Quality
It is assumed that all work will be of professional quality. All assignments must be typed
and in APA format. Any student’s work containing numerous spelling, typographical, or
grammatical errors will result in the loss of points. Work that is illegible will be returned
ungraded and zero (0) points will be earned.
Late Assignments Late assignments will not be accepted. Absence from class is not a
legitimate excuse for turning in a late assignment. Make every attempt to meet deadlines.
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OUTCOMES SPECIFIC TO THE COURSE TEXTBOOK
I. INTRODUCTION TO EDUCATIONAL PSYCHOLOGY
Content: Educational Psychology
1. Define and describe the following: education, psychology, educational psychology.
2. Explain how educational psychology is thought of as a distinct discipline; describe
how it is a science as well as an art and how it involves reflection and technique.
3. Describe how educational psychology is used by teachers.
II. RESEARCH METHODS
Content: The Role of Theory
4. Define and distinguish between the following terms: theory, law, principle.
5. Identify and describe the functions of a theory.
6. Discriminate what is and what is not a theory; emphasize how a theory attempts to
explain a phenomenon.
Content: Types of Research Studies
7. Describe in detail the correlation method, and the experimental method; explain the
following terms: positive correlation, negative correlation, experiment, cause/effect,
random assignment, independent variable, and dependent variable.
8. Explain the differences between the correlation method and the experimental method.
9. Evaluate the effectiveness of each method with respect to the problem studied.
Content: Testing Hypotheses
10. Define hypothesis.
11. Explain the process of formulating and testing a hypothesis.
Content: Research Articles
12. Describe the basic components of a research article: (1) an abstract, (2) an
introduction
section, (3) a method section, (4) a results section, and (5) a discussion section.
13. Distinguish research articles from other kinds of articles (reviews of the literature,
position papers).
Content: Ethics in Research
14. Identify and describe the ethical principles for conducting research with human
participants as published by the American Psychological Association.
15. Use ethical principles when conducting observations and other research activities.
16. Evaluate descriptions of research and determine if ethical principles were or were not
adhered to.
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III. COGNITIVE DEVELOPMENT AND LANGUAGE
Content: Cognitive Stage Theory
17. Define and differentiate between maturation, development, and learning.
18. Explain stage and non-stage views of development; explain the general principles of
development (i.e., a gradual process, relatively orderly, differences in rates).
Content: Piaget's Cognitive Stages of Development
19. Describe Piaget's four developmental stages.
20. Define and give examples of essential terms (scheme, assimilation, accommodation,
and equilibration).
21. Discriminate between the stages and explain the hierarchical nature of the stages.
22. Specify the stage of development of an individual by using Piaget's tasks.
23. explain the effects of equilibration, assimilation, and accommodation at specific
stages,
and the significance of disequilibration.
24. describe the strengths and the weaknesses of Piaget's theory with respect to the
methods used by Piaget, concepts developed, and support for the stage view.
25. suggest teaching practices useful for matching instruction to stages of development.
26. suggest teaching practices useful at specific stages by including Vygotsky's "zone of
proximal development".
Content: Information Processing
27. identify and describe the essential aspects of information processing approach (i.e.,
sensory register, short-term memory, and long-term memory).
28. explain how information processing theories relate to Piaget's theory.
29. compare and contrast Piaget's cognitive theory with information processing theory
(e.g., Case's Neo-Piagetian theory).
30. identify the essential aspects of "Theories of Metacognition".
31. explain the types of cognitive phenomena.
Content: Language Development
32. explain the major views of language development (i.e., the Behavioristic, Social
Learning, and Nativistic views).
33. discriminate between the major views of language development.
IV. PSYCHOSOCIAL AND MORAL DEVELOPMENT
Content: Erikson's Psychosocial Stages of Development
34. describe the concepts of psychosocial and developmental crisis.
35. describe Erikson's eight stages of psychosocial development.
36. give examples of developmental crises at each stage and describe the conditions
which
are likely to result in positive or negative outcomes.
37. discriminate between the stages of psychosocial development.
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38. use Erikson's criteria to determine the psychosocial stage of an individual.
39. explain the strengths and the weaknesses of Erikson's psychosocial theory.
Content: Identity and Role Perception
40. identify Marcia's four identity statuses.
41. explain the characteristics of each identity status.
42. explain differences in identity statuses by giving examples.
43. identify psychological androgyny.
44. identify and demonstrate techniques which might be used to teach/encourage
psychological androgyny.
Content: Piaget's Theory of Moral Development
45. explain the attributes of the heteronomous and autonomous stages of moral
development.
46. explain Piaget's moral development criteria relative to his stages of cognitive
development.
Content: Kohlberg's Theory of Moral Development
47. identify Kohlberg's three levels and six stages of moral development.
48. explain the attributes of each level of morality.
49. explain responses to moral dilemmas based on the understanding of each level of
morality.
50. explain the strengths and the weaknesses of Kohlberg's theory of moral development.
Content: Cognitive, Psychosocial, Moral and Language Development at Different
School
Age Levels.
51. identify the basic levels of school age development (preschool/kindergarten,
elementary, middle school, and high school grades).
52. identify the cognitive characteristics at each of the five levels of school age
development.
53. identify the psychosocial characteristics at each of the five levels of school age
development.
54. identify the characteristics of moral development at each of the five levels of school
age development.
55. identify the characteristics of language development at each of the five levels of
school
age development.
56. describe expected behaviors at each school age level based on the knowledge of
developmental research.
57. discriminate between teaching techniques at each school age level based on
knowledge
of developmental research.
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V. LEARNING: BEHAVIORAL VIEWS
Content: Classical Conditioning
58. define and give examples of the key terms of classical conditioning.
59. describe the basic process of classical conditioning.
60. describe the major contributions of Ivan Pavlov and John B. Watson.
61. give examples of how classical conditioning may occur in the classroom.
62. develop a positive classroom application for the principal of classical conditioning in
the classroom.
Content: Operant Conditioning
63. identify, define, and give practical examples of the key terms of operant
conditioning.
64. explain the fundamental differences between classical conditioning and operant
conditioning,
65. describe the major contributions of Edward L. Thorndike and B. F. Skinner.
66. identify and explain schedules of reinforcement.
67. compare the effects, relative usefulness, and desirability of reinforcement versus
punishment as means of behavior modification.
Content: Social Learning Theory
68. identify and explain the four sequential steps in observational learning.
69. explain the educational implications of the three classic studies by Bandura, Ross,
and
Ross.
VI. APPLICATIONS OF BEHAVIORAL APPROACHES
Content: Applying Behavioral Theories in the Classroom
70. develop a plan for the use of positive reinforcement to encourage a specific behavior
in
the classroom.
71. describe the basic principles of the effective use of praise in the classroom.
72. define the Premack Principle and give examples of how it might be employed in the
classroom.
73. discuss the use of cueing, prompting, modeling, and shaping as methods of
developing
new behaviors in the classroom.
74. develop a plan for the use of negative reinforcement to encourage a specific
behavior.
75. develop a plan for the use of extinction to discourage a specific behavior among
students.
76. explain how the different schedules of reinforcement might be used to establish
quickly
a behavior and to establish a behavior highly resistant to extinction.
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77. describe 10 reinforcers that cost no money and how they might be of practical use in
the classroom.
VII. LEARNING: COGNITIVE VIEWS
Content: Associationist and Constructivist Approaches
78. describe and discriminate between characteristics of Ebbinghaus' approach to his
study of memory and Bartlett's approach.
79. describe the manner in which Ebbinghaus conducted his research on memory.
80. describe the manner in which Bartlett conducted his research on memory.
81. discuss the lasting contributions of Ebbinghaus to current memory theory.
82. discuss the lasting contributions of Bartlett to current memory theory.
Content: Information Processing
83. describe the major components of the memory store model of information processing
theory.
84. explain the functions of the components of the memory store model of information
processing (i.e. sensory register, short term memory, long term memory).
85. define, describe, and discriminate between the various memory structures and
processes within the memory store model of information processing.
86. explain the two processes that determine whether or not information in the sensory
register will receive additional processing, especially the role of attention.
87. discuss information processing factors that influence learning (attention, rehearsal,
organization, elaboration, etc.).
88. explain Paivio's Dual Code Theory and how it accounts for efficient retrieval from
memory.
89. contrast Levels of Processing Theory with Memory Stores of Information Processing
Theory.
Content: Gestalt Psychology
90. define the essential terms in Gestalt Psychology (e.g. figure-ground, Pragnanz,
closure,
similarity, proximity, etc.).
91. explain the contribution of Gestalt psychology to later thinking on teaching.
Content: Techniques for Enhancing Memory
92. describe examples of attention-getters.
93. describe and give examples of control processes for short-and long-term memory.
94. explain how memorization may be aided by devices and activities.
95. define and discriminate between maintenance rehearsal and elaborative rehearsal.
Content: Theories of Forgetting
96. define and describe explanations of forgetting.
97. distinguish between and explain retroactive inhibition and proactive inhibition.
98. explain how the use of the principles of distributed practice and serial position can be
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helpful to a teacher.
VIII. APPLICATIONS OF THE COGNITIVE PERSPECTIVE
Content: Transfer
99. define and describe the types of transfer.
Content: Ausubel's Cognitive Structure Approach
100. explain Ausubel's concept of meaningfulness and the main requirements for
meaningful learning.
111. describe the use and contribution of advanced organizers in a teaching lesson.
Content: Gagne's Model for School Learning
112. explain the three main components of Gagne's model.
113. explain how Gagne's instructional events can be used when teaching a lesson.
114. identify and explain the five outcomes of learning.
Content: Bruner's Theory of Cognitive Development and Education
115. define and explain the basic terms related to Bruner's theory.
116. identify techniques used in the discovery approach to teaching.
Content: Problem-Solving
117. define problem solving and identify techniques used in problem-solving.
118. explain how the amount of time available and the topic being covered may
influence
procedures taken when using discovery techniques.
Content: Comparing Cognitive and Behavioral Theories
119. explain the differences between cognitive and behavioral theories in terms of
reinforcement, motivation, and generalization.
IX. MOTIVATION
Content: The Behavioral View
120. explain the basic principles of motivation from the behavioral viewpoint.
121. explain the fundamental differences between intrinsic and extrinsic motivation and
give examples of each.
122. explain the potential dangers of the use of rewards in the classroom.
Content: The Cognitive View
123. explain the advantages of intrinsically motivated learning.
124. explain the concept of locus of control.
125. explain techniques for stimulating cognitive disequilibrium in students.
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126. explain the effects of extrinsic rewards on intrinsic motivation.
127. explain the basic implications of attribution theory and how the theory may be
applied
in the classroom.
Content: The Humanistic View
128. explain the basic concept of the humanistic (needs) theory of motivation.
129. describe the differences between deficiency needs and growth needs.
130. explain the implications of Maslow's Hierarchy of Needs for the classroom.
Content: Student Aspirations and Achievement
131. explain how a student's level of arousal/anxiety affects his/her academic
performance.
132. explain how fear of failure, need for achievement, and fear of success may affect
student performance.
133. explain the basic principle of Festinger's cognitive dissonance theory and how you
might apply the principle to enhance learning in your classroom.
134. explain how the principles of the expectancy-value model may be useful in the
classroom.
Content: The Classroom Atmosphere
135. describe some of the reasons a student might lack motivation and what you, as a
teacher, might do to improve it.
136. explain how a teacher's attitudes, personality, and expectations might affect
students'
performance.
X. CLASSROOM MANAGEMENT
Content: The Classroom Atmosphere (Environment)
137. discuss how the two major types of classroom atmosphere (constructive and nonconstructive) can determine the kind of behavior that might occur in the classroom.
138. identify contributors to the constructive/non-constructive classroom atmosphere
(teacher, student, classroom management, content, classroom
arrangement/appearance..).
Content: Establishment of a Constructive Classroom Atmosphere
139. explain and illustrate basic teacher characteristics/actions (Kounin) that have been
shown to help create a constructive classroom environment ("withitness",
overlapping, group focus, management of transitions, ripple effect).
140. illustrate appropriate use of other proven techniques that assist in establishing a
constructive classroom environment (signals, proximity, humor, variety,
"No-lose negotiation").
141. identify factors that should be considered in starting the school year that would aid
in
initially creating a constructive classroom atmosphere.
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142. explain why a constructive classroom atmosphere should be the primary goal of
classroom management.
Content: Management of Problematic Behavior (Intervention): Reestablishment of a
Constructive Classroom Atmosphere
143. given a list of classroom misbehaviors that are of a more problematic (serious,
continuous, dangerous) nature, explain how these may relate to teacher-sources,
student-sources, classroom-arrangement sources, content sources.
144. given the basic principles of Assertive Discipline by Canter, explain how these
principles might be used to maintain or reestablish a constructive classroom
atmosphere.
145. discuss the tendency for the use of punishment (focus on negative behavior) and list
disadvantages of its use.
146. faced with an unconstructive classroom environment, devise methods for
reestablishment for a constructive classroom atmosphere.
XI. INDIVIDUAL DIFFERENCES
Content: The Problem of Student Differences
147. explain what is meant by "student differences" and their implications for
instruction.
148. discuss the behaviors associated with being brought up in different cultures and
their
consequences for classroom instruction.
Content: Characteristics of Students From Different Backgrounds
149. explain how socioeconomic status is defined by sociologists.
150. explain the importance of social class for school achievement.
151. explain the purpose of compensatory education programs.
Content: Gender Differences
152. explain actual versus learned gender differences.
153. discuss how schools contribute to gender differences
154. explain how gender differences affect achievement.
155. Explain how social class affects sex-role differences.
XII. INTELLIGENCE AND CREATIVITY
Content: Definition of Intelligence
156. discuss historical and contemporary developments of the concept of intelligence
157. identify the formula for calculating IQ.
158. examine the nature-nurture issue as it relates to intelligence.
159. differentiate between achievement and intelligence.
160. differentiate between fluid and crystallized intelligence.
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Content: Information Processing Views of Intelligence
161. identify the components of Sternberg's Triarchic Theory of intelligence.
Content: Psychometric Views of Intelligence
162. identify the concepts behind the general-factor theory of intelligence. (Spearman).
163. identify the concepts behind the multifactor theories of intelligence. (both Guilford
and Thurstone)
164. identify the concepts behind Gardner's view of multiple intelligences.
Content: Creativity
165. identify ways in which creativity is assessed (Torrance Test of Creative Thinking).
166. identify ways in which teachers can foster students' creativity.
(Please note that the following objectives will be selectively covered)
XIII. SETTING OBJECTIVES AND PLANNING
Content: Bloom's Cognitive Taxonomy / Quelmaltz's Cognitive Taxonomy
167. define essential terms: taxonomy, cognitive, hierarchy, and domain.
168. describe the cognitive taxonomy in operational terms, i.e., For Bloom: knowledge,
comprehension, application, analysis, synthesis, and evaluation; for Quelmaltz:
recall, analysis, comparison, inference, and evaluation.
169. explain how to use the cognitive taxonomy in developing educational objectives.
170. explain the differences among the taxonomies for the cognitive, affective, and
psychomotor domains.
Content: Ways to State and Use Objectives
171. describe the relationship between goals, planning, and objectives in relation to the
teacher's responsibilities to the student.
172. explain the basic differences between Mager's and Gronlund's methods of writing
objectives.
173. write learning objectives according to specified criteria, i.e., different methods, and
cognitive, affective, and psychomotor taxonomies.
XIV. EFFECTIVE TEACHING
174. describe characteristics of teacher effectiveness that have commonly been defined
and measured.
175. list and explain the characteristics of effective teacher questioning.
176. evaluate the effectiveness of instruction in a classroom and offer suggestions as to
how it might be improved.
XV. CLASSROOM EVALUATION AND GRADING
Content: Student Evaluation
177. explain the use of tests as an instrument in student evaluation.
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178. describe and give examples of formative and summative evaluations.
179. compare norm-referenced and criterion-referenced evaluations.
180. explain "matching evaluation strategies with goals."
Content: Test Items
181. define the different types of test items.
182. describe the characteristics of a good test item and a bad test item.
Content: Grading and Evaluation
183. discuss the purpose for grading and evaluating student work.
184. define and describe the different methods used to assign grades to student work.
185. briefly discuss the factors and principles on which report card grades are based.
XVI. ETHICS IN TEACHING
Content Area: Ethical Codes and Issues
186. define the primary areas of concern for classroom teachers in the NEA code of
ethics.
187. apply the NEA code of ethics to various scenarios presented in the lecture.
XVII. EXCEPTIONAL STUDENTS
Content: Classification of Exceptional Children
188. discuss the advantages and disadvantages of "labeling" exceptional children.
189. identify the categories of exceptional children.
Content: The Education for All Handicapped Children Act (PL 94-142) and Individuals
with Disabilities Education Act (IDEA)
190. list and explain the key provisions of IDEA and how it differs from PL 94-142..
191. describe the individualized educational program (IEP), and the fundamental
features
the IEP must include.
192. explain the concepts of "mainstreaming" and "inclusion" and how they differ.
193. explain the concept of the "least restrictive environment" and the problems
involved.
XVIII. STANDARDIZED TESTS
Content: Standardized Tests: Measurement
194. distinguish between measurement and evaluation.
195. describe the development of standardized tests (e.g., random samples across factors
such as: age, sex, socioeconomic status, etc.).
196. define the types of validity (i.e., content validity, predictive or criterion validity,
construct validity).
197. define the types of reliability (i.e., split-half, test-retest, alternate form).
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