MSU-Billings
College of
Education
EDUCATIONAL
THEORY AND PRACTICE
EDU 221-800
EDUCATIONAL PSYCHOLOGY AND MEASUREMENT
DR. SUSAN C. BARFIELD PHONE: (406) 657-2316
E-MAIL: scbarfield@msubillings.edu OFFICE: ED271
OFFICE HOURS: Tuesdays and Thursdays, 7:30-8:15 a.m.,
10:30 a.m.-noon
(also by appointment)
REQUIRED TEXT: Eggen, P.
& Kauchak, D. (2010). Educational
Psychology: Windows on Classrooms (8th Ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
COURSE DESCRIPTION:
This
course focuses on human learning as it provides the basics for instruction and
classroom management. The course provides comprehensive coverage of the
principles, concepts, and implications of human learning from classical,
operant, social learning and cognitive paradigms. It covers measurement,
similarities and differences in learners, management and discipline strategies,
and related corollaries of human learning applied to instruction.
COURSE CONTENT GOALS
1. TSW understand and apply the basics
of learning theory from the behavioral and social/cognitive paradigms.
2. TSW understand and evaluate
learning and motivational theories.
3. TSW understand and evaluate
strategies to enhance learning in children and adolescents.
4. TSW understand and apply assessment
techniques.
5. TSW investigate topics of
individual interest related to educational psychology, through literature
review of pertinent topics.
The teacher understands the central
concepts, tools of inquiry, and structures of the discipline he or she teaches
as well as the historical-legal-philosophical foundations of education. The teacher creates
learning experiences that make these aspects of subject matter meaningful for
students.
Standard 2:
Student Development
The teacher understands how children
learn and develop, and can provide learning opportunities that support a
child’s intellectual, social, and personal development. MSU Billings teacher education candidates
understand differences among groups of people and individuals. In the context
of human similarity, candidates are aware of United States and global
diversity, respect and value differences, recognize that students and their
families may hold different perspectives and strive to meet individual student
needs. (MSU Billings definition of diversity, 2001) \
Standard 3: Diverse Learners
The teacher understands how students
differ in their approaches to learning and creates instructional opportunities
that are adapted to diverse learners.
Montana educators understand and teach with attention to the cultures of
Montana Indian nations.
Standard 4: Multiple Instructional Strategies
The teacher understands and uses a
variety of instructional strategies to encourage student development of
critical thinking, problem solving.
Standard 5: Motivation & Management
The teacher 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.
Standard 6: Communication & Technology
The teacher uses knowledge of
effective verbal, nonverbal, and media communication techniques to foster
active inquiry, collaboration, and supportive interaction in the classroom.
Standard 7: Planning
The teacher plans instruction based
upon knowledge of subject matter, students, the community, and curriculum
goals.
Standard 8: Assessment
The teacher understands and uses
formal and informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the learner.
Standard 9: Reflective Practice: Professional
Development
The teacher is a reflective
practitioner who continually evaluates the effects of his or her choices and
actions on others and who actively seeks out opportunities to grow
professionally. MSU Billings teacher
candidates demonstrate professional dispositions both on and off campus.
Standard 10: School & Community Involvement
The teacher fosters relationships
with school colleagues, parents, and agencies in the larger community to
support students’ learning and well-being.
COURSE POLICIES:
Accommodations: Please contact me to discuss any special needs and to agree upon necessary accommodations, including any cultural considerations
Students with disabilities,
whether physical, learning, or psychological, who believe that they may need
accommodations in this class, are encouraged to contact Disability Support
Services (DSS) as soon as possible to ensure that such accommodations are
implemented in a timely fashion. Please meet with DSS staff to verify your
eligibility for any classroom accommodations and for academic assistance
related to your disability. Disability Support Services is located in the
Academic Support Center.
Late
assignments will have 5 points per week deducted from the total score received
on that assignment. Revisited papers
will lose 5 points and must be turned in one week after they are returned. Due to the large amount of spam on my
computer, all email correspondence should include the class and section, your
name, and the subject in the SUBJECT area of the email message (ex: SUBJECT:
“EDU 221-800 Smith Tech. #1”)
ASSIGNMENTS
____
1. (10 @ 10 pts. each = 100 pts.)
THREADED DISCUSSIONS (10 pts. per discussion)
(INTASC #1, #4, #6)
____
2. (2 @ 10 pts. each = 20 pts.) THREADED DISCUSSION FACILITATION
Teachers must facilitate discussions. To give you experience
in leading a discussion and to encourage you to seek additional information on
topics presented in the text, students will randomly be assigned two chapters
from the text to facilitate.
(INTASC
#1, #4, #5)
____
3. (8 @ 10 pts. each = 80 pts.) CHAPTER ASSESSMENT Anticipatory Sets
To expose you to different kinds of assessment tools and to
check on your understanding of the text material, at the beginning of each week
you will be quizzed on the required reading for that week. It is not possible to make up missed chapter
assessment anticipatory sets.
(INTASC
#8)
____
4. (5 @ 10 pts. each = 50 pts.) ONLINE MULTIPLE CHOICE COURSEWORK
Students
will complete the multiple choice questions (Self Assessment
Practice Quiz) from Week 2 (Chapter 4) and Week 6 (Chapter 9) and three selected
chapters of their choice
(INTASC #1, #3, #6)
____
6. (20 pts.) MIDTERM –
WEDNESDAY, FEBRUARY 22, 2012
(INTASC #1)
____ 7. (30 pts.) FINAL – TUESDAY, APRIL 24, 2012
(INTASC
#1)
A- 276-284 pts.
B+
268-275 pts.
B 260-267
pts.
B- 252-259 pts.
C+ 244-251
pts.
C 236-243
pts.
C- 228-235 pts.
D+ 220-227
pts.
D 212-219
pts.
D- 204-211 pts.
F below 203
pts.
COURSE OUTLINE TEXT WEBSITE
Week 1 Course
Overview -
Read Chapter 4 (Learner Diversity) of text -take MyEducationLab Self-Assessment
for Chap. 4 and submit by Jan. 18th
Jan. 11-17
Week 2 Part I: THE
LEARNER
Jan. 18-24 Cognitive, Language, Personal, Social
and Moral Development (Chapters 1-3)
Learner Diversity and Exceptionality (Chapters
4-5)
Self Assessment Online Practice Quiz (Chapter 4) due
January 24th
Practice Threaded Discussion-Jan. 19-23
Week 3 Part
II: LEARNING
Jan. 25-31 Behaviorism
(Chapter 6) Assessment Strategy #1 - Matching
Social
Cognitive Theory
Threaded
Discussion A-Jan. 26-30
Week 4 II: Cognitive Views of Learning (Chapter 7) Assessment Strategy #2
–True/False
Feb. 1-7 Threaded
Discussion B-Feb. 2-6
Week 5 II: Constructing Knowledge (Chapter 8) Assessment Strategy #3 - Journal
Feb. 8-14 Threaded Discussion C-Feb. 7-13
Week 6 II: Complex Cognitive Processes (Chapter 9) Assessment
Strategy #4 – Multiple Choice
Feb. 15-21
Discussion D-Feb.16-20
Week 7 Part II MIDTERM
– February22, 2012
Feb. 22-28
Week 8 Part III: Theories of
Motivation (Chapter 10) Assessment Strategy #5 – Fill in the Blank
Feb. 29-Mar 13 Threaded
Discussion E-Mar. 1-12
Week 9 III: Motivation in the classroom (Chapter 11)
Assessment
Strategy #6 – Short Answer
Mar. 14-20 Threaded Discussion F-Mar. 15-20
Week 10 III: Creating Productive Learning Environments: Classroom
Management (Chapter 12)
Mar. 21-27 Assessment
Strategy #7 - Essay
Threaded
Discussion G-Mar. 22-26
Week 11 III: Creating Productive Learning Environments: Principles/Models
of Instruction (Chapter 13)
Mar. 28-Apr 3 Assessment Strategy #8 – Individual Assessment Development
Threaded Discussion H-Mar. 29-Apr. 2
Week 12 III: Assessing
Classroom Learning (Chapter 14)
Apr. 4-10 Assessment
Strategy #9 – Individual Assessment Development
Threaded
Discussion I-Apr 5-9
Week 13 III: Assessment Through Standardized
Testing (Chapter 15)
Apr.
11-17 Assessment Strategy #10 – Individual Assessment
Development
Threaded
Discussion J-Apr 10-16
Week 14
Cultural Psychology and Indian Education for
All
Apr. 18-24 Course Summary and
Evaluation
FINALS WEEK: Part III Final Tuesday, April 24th
ALL COURSEWORK WORK MUST BE HANDED IN BY APRIL 24TH TO
RECEIVE CREDIT!