College of Education
EDU 221-800 EDUCATIONAL PSYCHOLOGY AND MEASUREMENT
DR. SUSAN C. BARFIELD PHONE: (406) 657-2316
E-MAIL: firstname.lastname@example.org 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.
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.
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”)
____ 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.
____ 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
____ 7. (30 pts.) FINAL – TUESDAY, APRIL 24, 2012
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
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
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 - 5 bonus pts.
- 5 bonus pts.
Threaded Discussion I-Apr 5-9
Week 13 III: Assessment Through Standardized Testing (Chapter 15)
11-17 Assessment Strategy #10 – Individual Assessment
-5 bonus pts.
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!