EDUC-P 250 Educational Psychology - Indiana University Northwest

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o Reflecting on how the principles of educational psychology may be applied in teaching situations. .... Educational psychology: Windows on classrooms. Upper.
EDUC-P250 Syllabus

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INDIANA UNIVERSITY NORTHWEST School of Education

EDUC-P250 Educational Psychology Time: Tues/Thurs 11:30-12:45 Time: Tues/Thurs 2:30-3:45 Instructor: Jasmine Begeske E-mail: [email protected]

Place: RH 145 Place: HH 221 Office: Hawthorn Hall 307 Phone: 981-5665

I. COURSE DESCRIPTION This course involves the study and application of psychological concepts and principles as related to the teaching-learning process. Topics covered include cognitive development; personal, social, and moral development; learning theories; motivation. Learning goals The learning goals for this course include: o Understanding the foundational principles and theories of educational psychology. o Understanding the inter-related nature of students, teaching, and learning. o Recognizing the principles of educational psychology in teaching situations. o Reflecting on how the principles of educational psychology may be applied in teaching situations. Student learning outcomes Learning outcome 1. Explain and recognize main principles of ed-psych theories and models 2. Articulate reflectively about the application of edpsych principles to teaching situations 3. Compare and contrast the four learning theories studied 4. Design teaching activities embodying the principles of ed-psych theories 5. Describe the inter-related nature of concepts of edpsych

II.

Assessment method(s) Readings-based assignments Quizzes & reading checks Regular and rubric assignments In-class activities Quizzes Regular and rubric assignments Project In-class activities

SCHOOL MODEL

This course is part of the IUN School of Education's Teacher Education Program. This program is based upon a research-based conceptual framework that incorporates nine themes, all of which are designed to prepare a "Reflective Professional."

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Reflective Professional Program Outcomes by Course Objectives Program Outcome Course Objectives 1. Communication Skills* 2. Higher Order Thinking Skills 3. Instructional Media & Technology 4. Learning & Development 3, 4, 5, 6, 7, 8, 9, 10, 13, 14, 15, 16 5. School Culture & Context 7, 11, 12 6. Instructional Design & Delivery 7. Classroom Management 8. Assessment & Evaluation 9. Professional Development* 1 * This course provides an opportunity to prepare a portfolio artifact for this program outcome. This course also reflects the principles of the Interstate New Teacher Assessment and Support Consortium (INTASC) and the Developmental Standards of the Indiana Professional Standards Board (IPSB) for Teachers of Early Childhood and Teachers of Middle Childhood. The objectives of this course are keyed to these standards in tables presented at the end of this syllabus. Course Objectives/Competencies The following are specific course objectives, mapped to program outcomes and principles (outcomes and principles are delineated subsequently). 1. Describe the nature of educational psychology its role in teachers’ professional lives. 2. Describe reflection and the role of reflection in teaching. 3. Identify the main principles of cognitive development as hypothesized by (a) Jean Piaget and (b) Lev Vygotsky. 4. Compare and contrast the theories of Vygotsky and Piaget. 5. Identify implications of cognitive development theories for instruction. 6. Explain the social context for development, including families, peers, and teachers. 7. Analyze the roles of peers in students’ lives and strategies for teachers in addressing potential peer problems. 8. Identify major principles of social and personal development theories (e.g., Erickson’ stages of psychosocial development, Kohlberg’s stages of moral reasoning) and analyze potential classroom situations in the context of the stages. 9. Articulate your personal understanding of intelligence. 10. Compare and contrast theories of intelligence, and evaluate strengths and weaknesses of the theories. 11. Describe components of and influences on culture and cultural identity. 12. Identify aspects of bias in society and possible implications for the classroom. 13. Compare and contrast the principles of behavioral, cognitive, and constructivist learning theories. 14. Identify and design instructional strategies consistent with specific learning theories. 15. Explain motivation and factors that affect motivation. 16. Discuss the relationship between motivation and teaching/learning. 17. Demonstrate initial program dispositions.

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Initial Program Dispositions The SOE is committed to the values of academic integrity in teacher preparation. You are expected to consign yourself to each of the following dispositions throughout this semester in your IUN classroom participation and in your school-based field activities: 1. Attendance, punctuality & professionalism (i.e., actions, appearance) 2. Connect subject to students’ world 3. Align teaching with state & professional standards 4. Prepare and promote active learning 5. Communicate ideas clearly in speech and writing 6. Use of multiple approaches & technology to teach 7. Student-centered management of class time & student behavior 8. Respects students from diverse backgrounds 9. Promote cooperation in class, school, and community 10. Track student progress & adjust teaching to meet needs 11. Willing to receive constructive criticism & suggestions 12. Committed to becoming an effective teacher

III. MATERIALS Required text Woolfolk, A. (2010). Educational Psychology, 11th edition. Upper Saddle River, NJ: Allyn & Bacon. *Bring your text to class, as we may refer to it during class activities and discussions.

IV. ASSIGNMENTS AND COURSE ACTIVITIES Class will involve lecture, discussion, and activities. The goal of class meetings is to explore the topic at hand, so the emphasis will be on discussion and activities. To facilitate your focused and motivated reading of the text before class, there will be unannounced pop quizzes throughout the semester. Class sessions may also involve credit-bearing in-class activities designed to help you explore the application of principles discussed in the text. It is not possible to make up activities missed in class. Late work will not be accepted. There will be no make-up quizzes or tests. Assignments Attendance and Class Participation Pop Quizzes Multiple-choice Test 1 Multiple-choice Test 2 Developmental Theories Interview & Analysis Diverse Needs in Teaching Activity Plan Learning theories: group lesson, lesson plan and reflection Historical & Cultural Studies Total

Points 100 100 100 100 100 100 200 100 900

Standard English, appropriate technology, and higher order thinking is expected in all products

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and performances in this course. If you are a student with a verified disability, a Disability Services Coordinator at IU Northwest can help arrange accommodations for you. Students who have a disability, or think they have a disability (e.g., psychiatric, attention, learning, vision, hearing, physical, or systemic), are invited to contact a Disability Services Coordinator for a confidential discussion. Undergraduates call 219-980-6943. Graduates call 219-980-6943.

V. GRADING AND EVALUATION 94-100% - A 83-89% - B 73-79% - C 63-69% - D

90-93% - A80-82% - B70-72% - C60-62% - Dbelow 60% - F

VI. BIBLIOGRAPHY The class discussion and activities draw from sources additional to the course text. These sources are not required reading. They are provided here for your information. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: Heath Eggen, P., & Kauchak, D. P. (2010). Educational psychology: Windows on classrooms. Upper Saddle River, NJ: Merrill-Prentice Hall. Kamii, C. (2004). Young Children Continue to Reinvent Arithmetic, 2nd Grade: Implications of Piaget’s Theory. New York: Teachers College Press. Ormrod, J. E. (2007). Educational psychology: Developing learners. Upper Saddle River, NJ: Merrill-Prentice Hall. Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. Vygotsky, L. (1978). Mind in society: Development of higher psychological processes. Cambridge, MA: Harvard University Press.

VII. INTASC PRINCIPLES Principles of the Interstate New Teacher Assessment and Support Consortium Principle Course Objectives 1) Knowledge of Subject Matter 2) Knowledge of Human Development and Learning 3, 4, 5, 6, 8, 9, 10, 13, 14 3) Adapting Instruction for Individual Needs 6, 9, 10, 12, 14 4) Multiple Instructional Strategies 5, 6, 14 5) Classroom Motivation and Management Skills 5, 15, 16 6) Communication Skills 7) Instructional Planning Skills 2, 3, 4

EDUC-P250 Syllabus 8) Assessment of Student Learning 9) Professional Commitment and Responsibility 10) School and Community Partnerships

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VIII. DPS DEVELOPMENTAL STANDARDS Early childhood (EC) 1. Core Knowledge 2. Child Growth & Dev. 3. Found of Educ. & Learn 4. Curr. & Inst. 5. Fam. Culture & Comm 6. Observation & Assess 7. Professionalism 8. Learn Environ Early Adolescence 1. Young Adol.Dev. 2. Healthy Dev. 3. Mid. Sch. Phil. & Org.. 4. Mid. Sch. Cur. 5. Mid. Sch. Inst. 6. Fam. Involvement 7. Com. Involvement 8. Teacher Roles 9. Collab. Beh.

Course Ob. 5, 6, 7, 8, 9, 10 1, 2, 3, 4 13, 14, 15, 16 11, 12

Course Ob. 5, 6, 7, 8, 9, 10

13, 14, 15, 16 11, 12 11, 12

Middle childhood (MC)

Course Ob.

1. Development 2. Curriculum 3. Instruction 4. Assessment 5. Prof. Role 6. Student Learning 7. Fam/Comm. 8. Prof. Dev Adoles. & Young Adult

5, 6, 7, 8, 9, 10

1. Dev. Adol. & YA 2. Decision Making 3. Hi. Sch. Ln. Com. 4. Curriculum 5. Inst. Strategies 6. The Home/Sch. Connect 7. Comm & Trans/Future

5, 6, 7, 8, 9, 10

13, 14, 15, 16

11, 12 1, 2, Course Ob.

13, 14, 15, 16 11, 12

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EDUC-P250 Syllabus

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EDUC – P250: Educational Psychology August 31 September 2 Introduction Overview of educational psychology EDUC-P250 Syllabus 7 Chapter 1 September 7 September 9 Cognitive development & language Cognitive development & language Chapter 2 Chapter 2 Assign Developmental Theories Interview & Analysis September 14 September 16 Cognitive development & language Self, social, and moral development Chapter 2 Chapter 3 September 21 September 23 Self, social, and moral development Learner differences & learner needs Chapter 3 Chapter 4 September 28 Learner differences & learner needs Chapter 4

September 30 Culture & diversity Chapter 5 Developmental Theories Interview & Analysis DUE Assign Diverse Needs in Teaching Activity Plan

October 5 Culture & diversity Chapter 5 Review for Test October 12 Behavioral views of learning Chapter 6

October 7 Test 1

October 19 Cognitive views of learning Chapter 7 October 26 Complex cognitive processes Chapter 8

October 21 Cognitive views of learning Chapter 7 Diverse Needs in Teaching Activity Plan DUE Assign learning theories group presentations October 28 Complex cognitive processes Chapter 8

November 2 Learning sciences & constructivism Chapter 9

November 4 Learning sciences & constructivism Chapter 9

November 9 Assign Historical & Cultural Studies Social cognitive learning Chapter 10

November 11 Presentation work day

November 16 Presentations

November 18 Presentations

November 23 Presentations November 30 Motivation Chapter 11

November 25 No class (Thanksgiving) December 2 Motivation Chapter 11

October 14 Behavioral views of learning Chapter 6

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Schedule subject to change.

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X. OTHER Artifact Score Sheet -- Initial Program

Class: ______

Student: _________________

LEARNING AND DEVELOPMENT 4 P250, S510 4 = Excellent (clear, convincing, and consistent evidence) 3 = Quite Satisfactory (clear and convincing evidence) 2 = Needs Revision (limited evidence) 1 = Unacceptable (little or no evidence) Score Learning Theories: 1. Identifies learning theories (e.g., Cognitive-Field, Humanist, SocialCognitive/Eclectic) in instructional strategies and educational materials 2. Classifies learning theories in instructional strategies and educational materials Developmental Theories: 1. Demonstrates an understanding that development is generally sequential (builds on earlier stages) 2. Demonstrates an understanding that development is similar but individual 3. Demonstrates an understanding that development is interrelated (social, emotional, physical, and intellectual) 4. Demonstrates an understanding that development is continuous Diverse Needs: 1. Identifies characteristics of students with diverse needs 2. Gives a strong rationale for accommodations in the school environment 3. Plans accommodations for diverse needs Artifacts must also pass IU Northwest Writing Competency standards. See Web: http://www.iun.edu/~writenw/competencies.shtml Possible Artifacts: A personal learning reflection, an observational analysis of a teaching activity, or a video of a learning event being taught.

ARTIFACT: _____________________________________

SCORE: ______

Reviewer's Signature: ________________________________

DATE: _______