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Franks School of Education
COURSE TITLE: Educational Psychology for Middle and Secondary School Teachers
TERM: Spring 2013
COURSE NUMBER: EDU 232 (Section .01)
TIME: 2:00-2:50pm
INSTRUCTOR: Professor Amy M. Alexander
OFFICE LOCATION: 104A Shambaugh Hall
LOCATION: 205 Shambaugh Hall
OFFICE HOURS: M, W 9:30-11:00am
T, R 2:00-3:30
or by appointment
OFFICE PHONES (TU): (260) 665-4295
FRANKS SCHOOL OF EDUCATION OFFICE PHONE (TU): (260) 665-4121
E-MAIL ADDRESS: alexandera@trine.edu
COURSE DESCRIPTION: A study of the application of basic psychological principles to
classroom instruction and the school environment at the middle and high school levels.
Motivation, principles of learning, crucial issues, and alternative learning environments will be
explored. The physical, cognitive, social and emotional growth and development of the early
adolescent and adolescent will be examined. Field experience. Prerequisites: Admission to
Teacher Education, EDU 111, PSY 113.
RELATIONSHIP TO CONCEPTUAL FRAMEWORK: There are three components which define
a knowledgeable educator. They include content, communication, and caring. In this course,
these three components are addressed in the following ways. Content is explored through case
studies of preadolescents and adolescents as well as through the literature. Communication is
examined through a study of learning styles of preadolescents and adolescents. Behavior which
provides evidence of caring is examined and is modeled throughout the teaching-learning
process.
REQUIRED TEXT:
Bronson, P. & Merryman, A. (2009). Nurture shock: New thinking about children. New
York, NY: Hachette Book Group.
Gladwell, M. (2008). Outliers: The story of success. New York, NY: Hachette Book Group.
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Medina, J. (2008). Brain rules: 12 principles for surviving and thriving at work, home, and
school. Seattle, WA: Pear Press.
Several additional readings will be required throughout the term and will be distributed in
class as needed.
PROGRAM OBJECTIVES
The Franks School of Education at Trine University has adopted principles developed by the
Interstate New Teacher Assessment and Support Consortium (INTASC) as program
objectives. Additional Principles have been added to provide for the broad professional
development of the knowledge reflective educator.
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4.
5.
6.
7.
8.
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11.
12.
The teacher candidate understands the central concepts, tools of inquiry, and structures
of the discipline(s) he or she teaches and can create learning experiences that make
these aspects of subject matter meaningful for students.
The teacher candidate understands how children learn and develop, and can provide
learning opportunities that support their intellectual, social and personal development.
The teacher candidate understands how students differ in their approaches to learning
and creates instructional opportunities that are adapted to diverse learners.
The teacher candidate understands and uses a variety of instructional strategies to
encourage students’ development of critical thinking, problem solving, and performance
skills.
The teacher candidate uses an understanding of individual and group motivation and
behavior to create a learning environment that encourages positive social interaction,
active engagement in learning, and self-motivation.
The teacher candidate uses knowledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and supportive
interaction in the classroom.
The teacher candidate plans instruction based upon knowledge of subject matter,
students, and the community and curriculum goals.
The teacher candidate understands and uses formal and informal assessment
strategies to evaluate and ensure the continuous intellectual, social and physical
development of the learner.
The teacher candidate is a reflective practitioner who continually evaluates the effects of
his/her choices and actions on others (students, parents, and other professionals in the
learning community) and who actively seeks out opportunities to grow professionally.
The teacher candidate fosters relationships with school, colleagues, parents and
agencies in the larger community to support students’ learning and well-being.
The teacher candidate organizes and implements instruction for students based on an
understanding of the caring ethic.
The teacher candidate understands and applies interpersonal communication skills that
support the caring ethic.
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LEARNING OUTCOMES: As a result of the experiences you will have in this you will—
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Identify physical growth characteristics of pre-adolescents and adolescents. (PO2,
PO3, PO6, PO8)
Identify social growth characteristics of pre-adolescents and adolescents. (PO3, PO5,
PO6, PO8)
Identify emotional growth characteristics of pre-adolescents and adolescents. (PO3,
PO5, PO6, PO8)
Identify cognitive growth characteristics of pre-adolescents and adolescents. (PO3,
PO6, PO7, PO8)
Analyze growth characteristics of selected pre-adolescents and adolescents (PO3)
Describe factors related to teen pregnancy, teen suicide, teen substance abuse and
teen violence and evaluate possible solutions to the problem. (PO1, PO3).
Develop an understanding of the caring ethic and the interpersonal skills that support it
in the context of pre adolescent/adolescent youth. (PO8, PO9)
Discuss the impact of race and ethnicity on adolescent learning. (PO5)
CANCELLED SCHOOL VISITS: If a school visit is scheduled and then cancelled, CLASS
WILL MEET IN THE REGULARLY SCHEDULED PLACE AT THE REGULARLY
SCHEDULED TIME. Listen to radio station WLKI (100.3 FM) or to WOWO (1190 AM) for
school closings and delays. Angola schools are the same as MSD of Steuben County
Schools.
CLASSMATES: Get to know others in the class from whom you may get information if you
should miss a class or need information and are unable to get in touch with me.
Name:
Phone:
Name:
Phone:
COURSE REQUIREMENTS: Your general requirements for the term are listed here. Each
requirement will be explained in greater detail.
1.
ATTEND CLASS
2.
Participate in and complete in-class activities.
3.
Share ideas and experiences with the class.
4.
Satisfactorily complete three case studies and give a brief presentation to the class (70
points). The Case Study is a required TaskStream artifact.
5.
Complete assigned postings and reflections of class discussions and readings.
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GRADE DETERMINATION: Your grade for this course will be based on the extent to which
you satisfactorily complete the entire course requirements listed above. Activities will be
assigned a point value. The total number of points you earn compared to the total number of
points possible will be used to determine a percentage. Your final grade will be based on this
percentage scale:
A= 100-92; B+= 91-88; B= 87-84; C+= 83-79; C= 78-74; D= 73-69.
ATTENDANCE:
Attendance at class or at your field assignment is EXTREMELY
IMPORTANT and is EXPECTED. Should more than the number of classes scheduled for one
week (one session) be missed, your grade will be lowered accordingly. For example, if you
miss one class, your grade will NOT be lowered for attendance reasons. If you miss a second
class, your grade will be lowered one whole step (A/B). If you miss a third class, your grade
will be lowered another whole step (A/B/C), etc. Arrangements for special circumstances will
be made on an individual basis. Such arrangements should be made during a conference. If
you know you will miss a class, make the necessary arrangements before the absence. NO
SCHOOL VISIT MAY BE MISSED.
IN-CLASS ACTIVITIES: If you miss an in-class activity, you may not make it up after the fact.
If you are excused by the University, you may make arrangements to complete the activity or
an equivalent assignment before the scheduled absence.
SUGGESTED READINGS: There are two excellent educational journals available to you in the
School of Education office (actually, in Dr. Van Wagner’s office). These journals are Phi Delta
Kappan and Educational Leadership. Often, there are articles on adolescent issues. Highly
recommended reading! Ask me about them and I’ll see to it that you have access to them.
REQUIRED ACTIVITES: You should complete all of the required activities and submit each
the day it is due. An activity sheet explaining each will be distributed prior to the due date.
Some of the required activities are listed below.
TERM PROJECT: Three case studies must be completed. A middle grade female/male, a
regular high school female/male, and an alternative school female/male should be
interviewed. A presentation will be made to the class. The Case Study due date is TBA.
A detailed description of this term project will be distributed in an early class session.
This project is to become an electronic portfolio artifact in TaskStream!
VISITATION PROCEDURE: You should follow these basic procedures whenever you are a
Trine University student participating in a school.
1.
Be prompt. Do not arrive at the last minute. Try to arrive five minutes early. Allow
ample time to get to the school.
2.
Report to the school office when you arrive. Let them know you are in the building.
3.
Enter the classroom quietly and take a seat at the back. Complete your assigned task
and leave at the appropriate time.
4.
If it is convenient at the conclusion of your visit, thank the teacher for having you in the
classroom.
5.
Dress professionally. If you don’t know what that means, ask the professors.
6.
Call one of us and the school office if you cannot attend a scheduled visit. Meet with
one of us as soon as possible to plan what you will do to complete the visit. There are
very few excuses for missing a school visit.
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IMPORTANT PHONE NUMBERS: Phone numbers of the area schools are listed here.
Angola High School
Angola Middle School
Fremont High School
Fremont Middle School
Prairie Heights High School
Prairie Heights Middle School
Hamilton Junior-Senior High School
Educational Opportunity Center
(Mr. Steve Grill)
(Mrs. Ann Rice)
(Mr. Mark Sherbondy)
(Mr. Mark Fowerbaugh )
(Ms. Donel Housel)
(Mr. Jeff Reed)
(Mrs. Barbara Weber)
(Mrs. Lisa Peters)
665-2186
665-9581
495-9876
495-6100
1-800-800-9596
1-800-800-9596
488-2161
665-1360
SPELLING AND GRAMMAR: You are expected to use proper spelling and grammar at all
times. Points will be deducted for improper use on written assignments (2 errors = -½ point; 3
errors = -1 point).
TRINE UNIVERSITY CURRENT JOURNAL SUBSCRIPTIONS: The library currently receives or has
online access to the following publications which may be helpful to education students. Articles are
also available through interlibrary loan.
The American Biology Teacher
Art Education
Arts and Activities
Childhood Education
Education Week
Educational Leadership
English Journal
Instructor
Journal of Learning Disabilities
Journal of Research in Childhood Education
Journal of Teacher Education
The Mathematics Teacher
Middle School Journal
Phi Delta Kappan
The Reading Teacher
School Arts
Science and Children
Social Education
Social Studies and the Young Learner
Teaching Children Mathematics
Teaching Pre-K – 8
The library phone number is 260.665.4162.
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Tentative Class Schedule/Topics
Class Dates
1-9
Topic
Intro to the Course
1-14
Neurobiology
1-16
Neurobiology
1-23
Physical Development
1-28
Psychosocial Development
1-30
Psychosocial Development
2-4
2-6
2-11
2-13
Gender and Social Development
Gender and Social Development
(Catch up day)
Field Trip to EOC for case study interview
2-18
Social Development and Learning
2-20
Emotions and Learning
2-25
Emotions and Learning
2-27
Emotions and Learning
3-11
(Catch up day)
3-13
Neurobiology of Learning
3-18
3-20
3-25
Neurobiology of Learning
Neurobiology of Learning
Neurobiology of Learning
3-27
Cognitive Development
4-1
4-3
Cognitive Development
Reading Assignment to be Completed
Assignment Due
Development of the Teenage Brain
Handout
Vocabulary list on your
wiki
Complete vocab on Ed
Psych wiki
Science of Teen Rebellion (Nurture
Shock, Ch. 7)
Gender (Brain Rules, Ch. 11)
Psychosocial
Development wiki posting
Reflection
The Trouble with Geniuses (Outliers,
pp. 69-73, 91-110)
Stress (Brain Rules, Ch. 8)
Emotional/ Moral
Development wiki posting
Mind, Brain, & Education Ch. 4
Handout
Reflection
Short-term Memory (Brain Rules, Ch.
5)
Long-term Memory (Brain Rules, Ch. 6)
Reflection
Attention (Brain Rules, Ch. 4)
Cognitive Development
wiki posting
Reflection
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Case Study Discussion
4-8
(Catch up day)
4-10
Movie analysis
4-15
Movie analysis
4-17
Case study work day
4-22
Case Study Presentations
4-24
Case Study Presentations
4-29
Final Exam
5-1
Grading:
Neuroscience vocabulary = 15 points
3 wiki matrix postings at 5 points each = 15 points
5 reflections at 10 points each = 50 points
Case study presentation = 20 points
Case study paper = 70 points
Final exam = 30 points
Attendance and participation = 30
Total points = 200
A = 184 points
B+ = 176 points
B = 168 points
At the Core of the Apple Store
Reflection
C+ = 158 points
C = 148 points
D = 138 points