MSU-Billings

College of Education

EDUCATIONAL THEORY AND PRACTICE

FALL 2004

 

EDF 250-003 EDUCATIONAL PSYCHOLOGY

 

DR. SUSAN C. BARFIELD                          PHONE:  (406) 657-2316

E-MAIL:  scbarfield@msubillings.edu        OFFICE:  ED271                              

OFFICE HOURS:         Mondays and Wednesdays, 8:00-10:00 a.m.   

   Tuesdays and Thursdays, 7:30-8:30 a.m.         (also by appointment)  

 

REQUIRED TEXT:              Eggen, P. & Kauchak, D. (2004). Educational Psychology: Windows on Classrooms (6th Ed.).  Upper Saddle River, NJ:  Merrill Prentice Hall.

 

COURSE DESCRIPTION:

This class focuses on human learning as it provides the basis for instruction and classroom management.  It provides comprehensive coverage of the principles, concepts and implications of human learning from classical, operant, social/cognitive learning paradigms.  This class also covers motivation, learner differences and similarities, discipline strategies, and assessment of learning outcomes.

 

COURSE CONTENT GOALS AND STUDENT OBJECTIVES

 

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.

 

Initial CONCEPTUAL Framework

Professional and Pedagogical Development

In this matrix, bolded items will produce a product suitable for the student’s Working Portfolio.  Items in italics will be covered in the course.

 

Framework Area #1: Human Development and Learning

 

 

Level I: Emerging Competence

Level II: Developing Competence

Level III: Basic Competence

 

1.1 Individual Development

a.       Understand theories and levels of human development.

 

a.       Apply theories of human development when planning educational practice.

(lesson plan)

a.       Provide opportunities that support all students’ intellectual, personal, and social development.

1.2  Learning

a.       Understand how all students learn

b.       Understand how students may differ in their approaches to learning.

c.       Understand individual and group motivation and behavior.

a.       Apply theories of learning when planning educational practice.

b.       Apply various instructional strategies to meet diversity among students when planning educational practice.(lesson plan)

c.       Apply theories of motivation and behavior when planning educational practice.

a.       Provide opportunities that support all students’ intellectual, personal, and social development.

b.       Create instructional opportunities adapted to students’ differences in learning.

c.       Create a learning environment that encourages positive social interaction and active engagement in learning and self-motivation.

 

 

 

Framework Area #2: Social Responsibility.

 

 

Level I: Emerging Competence

 

Level II: Developing Competence

Level III: Basic Competence

2.1  Ethics and Moral Development

a.       Understand the development of ethics and morality at the level of the individual.

b.       Understand the ethical, cultural, and societal issues related to technology.

a.       Apply considerations of ethics and moral development as they relate to professional studies.

b.       Practice responsible use of technology.

a.       Incorporate ethics and moral principles in educational practice. 

b.       Incorporate ethical and responsible use of technology into educational practice.

2.2  Diversity

a.       Understand diversity as it relates to professional practice.

a.       Apply knowledge of diversity in planning professional practice.

a.       Respond to issues of diversity in professional practice.

2.3  Historical, Philosophical,     Legal, Social, and Political Foundations

a.       Understand the historical, philosophical, legal, social, and political concepts that form the foundation of educational policies and practices.

a.       Analyze the historical, philosophical, legal, social, and political concepts that form the foundation of educational policies and practices.

a.       Incorporate the historical, philosophical, legal, social, and political concepts that form the foundation of educational policies and practices.

2.4  Social Consciousness and Service

a.       Understand the role of volunteerism and community involvement.

a.       Show evidence of community service.

a.       Foster student participation in the community.

 

 

Framework Area #3: Content and Pedagogy

 

 

Level I: Emerging Competence

Level II: Developing Competence

Level III: Basic Competence

3.1  Discipline Content

a.       Understand the structure of content area disciplines and key concepts.

b.       Understand the content area tools of inquiry.

c.       Understand how disciplinary content can be modified for teaching.

a.       Gain a repertoire of disciplinary knowledge that supports conceptual understandings.

b.       Demonstrate an ability to investigate areas of inquiry within a discipline.

c.       Select and organize into lesson/unit formats appropriate content for P-12 students.  

a.       Develop a process for keeping current in content knowledge.

b.       Develop a process for keeping current in unique areas of inquiry.

c.       Analyze and adapt appropriate content knowledge.

3.2  Instructional Practices (Pedagogy)

a.       Understand pedagogical research regarding “best practices” in teaching and learning.

b.       Understand a range of pedagogical strategies.

c.       Understand the impact of classroom grouping choices

(lesson plan).

d.       Understand the use of computer technologies for personal learning.

(self-assessment practice quiz or technology assignments)

 

a.       Recognize “best practices” during classroom observations.

b.       Plan and create activities, lessons, and units that integrate a range of pedagogical strategies.

c.       Develop classroom learning experiences that utilize a variety of student grouping arrangements.

d.       Organize and develop activities and lessons in which computer technologies are integrated to enhance student learning.

 

a.       Employ “best practices” while engaged in professional practice.

b.       Analyze learning situations and adapt pedagogical strategies in professional practice.

c.       Use appropriate grouping strategies in professional practice.  Implement teaching and learning activities in which computer technologies are used to enhance learning.

 

3.3 Curriculum Planning and Implementation

a.       Understand a range of curriculum theories.

a.       Develop lesson and unit plans that reflect a range of curriculum theories.

a.       Analyze the classroom setting and lessons and adapt for effectiveness in professional practice.

3.4 Assessment

a.       Understand that a variety of assessment strategies can be adapted to meet needs of learners and curriculum models

(bluebooks)

b.       Understand how technological tools can assist in assessing student learning.

a.       Develop formal and informal assessment strategies that reflect student learning and the planned curriculum model.

(lesson plan)

b.       Develop technology-based assessment strategies.

a.       Analyze and adapt a variety of assessment processes in professional practice.

b.       Apply technology to facilitate a variety of evaluation and assessment strategies.

 

Framework Area #4: Professionalism

 

 

Level I: Emerging Competence

Level II: Developing Competence

Level III: Basic Competence

4.1  Collegiality

a.       Develop collaborative learning relationships with other candidates.

(self-assessment practice quiz chapters 6 or 7)

b.       Understand how one’s actions affect others.

a.       Understand the process of collaboration with professionals, students, and parents.

a.       Practice strategies for collaboration and professional relationship building.

4.2  Self-Reflection

a.       Understand the importance of self-reflection for personal and professional development.

a.       Reflect on professional and personal practice.

a.       Adjust personal and professional practice based on self-reflection.

4.3  Professional Development

a.       Display an interest in and commitment to their education.

a.       Understand the need and methods for engaging in ongoing professional development.

b.       Become involved in professional activities outside the unit.

a.       Demonstrate commitment to lifelong learning.

b.       Seek out opportunities for professional growth.

4.4  Dispositions

a.       Understand the dispositions of a professional.

b.       Understand that technology can be used to collaborate and interact with other candidates.

a.       Demonstrate the dispositions of a professional in academic activities with other candidates and professionals.

b.       Use computer technologies to collaborate with other candidates and professionals.

a.       Demonstrate the dispositions of a professional in the education field.

b.       Apply collaborative technologies in order to nurture student learning.

 

 

COURSE POLICIES: 

 

Accommodations:  Please contact me to discuss any special needs and to agree upon necessary accommodations including cultural considerations.

 

Class attendance and participation in class discussions are expected.  Make-up for missed chapter assessment bluebooks is not possible.

 

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: “EDF 250-03 Smith Tech. #1”)

 

 

 

 

ASSIGNMENTS

 

1.         (65 pts.)   CLASS ATTENDANCE and PARTICIPATION in class discussions (2.5 pts. per class – pts. are deducted for being tardy or leaving early from class)

 

2.         (50 pts.)   CHAPTER ASSESSMENT Bluebooks (5 pts. per entry)

To expose you to different kinds of assessment tools and to check on your understanding of the text material, at the beginning of each class you will be quizzed on the required reading for that class period.  It is not possible to make up missed bluebook assessments. (I: 3.4a as well as content knowledge of chapters)

 

3.         (50 pts.)   ONLINE MULTIPLE CHOICE COURSEWORK – Students will complete online the multiple choice questions (Self Assessment Practice Quiz) from selected chapters (5 pts. per assignment)  (I: 3.2d and I: 4.1a)

 

4.         (20 pts.)   MIDTERM –   WEDNESDAY, OCT. 20th

 

5.         (30 pts.)   FINAL – FRIDAY, DEC. 17th                                12:00 – 1:50 p.m.

 

6.         (2 at 10 pts. each=20 pts.)  TECHNOLOGY ASSIGNMENTS (I: 3.2d)

                                    Technology Assignment #1 is due September 27th 

                                    Technology Assignment #2 is due November 1st 

 

7.         (2 at 15 pts. each = 30 total points)  JOURNAL ARTICLE REVIEW 

To enhance your understanding of topics within Parts II and III of the text, to expand your research abilities, and to allow you to pursue additional related topics of personal interest, you will read a research article from a professional journal that relates to the Part of the text we are studying.  Write a summary of the article, including a brief description of the research and the author(s)’ conclusions.   Explain how the research may or may not contribute to your profession, and give reasons why you believe you will or will not use this research in your profession.  Articles must be current (written in or after 2000).  Non-professional internet sources are not acceptable; papers with inappropriate sources will be revisited so check with your instructor if you have questions of approval.   Papers are to be at least two full pages in length (References are not counted as a page but should be on a separate page), typed (12 pt Courier or Times New Roman font), double-spaced (ds), and in the APA format that will be handed out in class. Hand in a hard copy of your paper and the printed article at the beginning of class (papers not handed in at that time are considered late). Post your paper in the Student Share Folder Journal Review (must have the entire paper on ONE file). Label your file with your last name and the title of your paper. You will not receive your graded hard copy until AFTER you have posted your paper in the SSF. Papers will be returned (and lose points) if not spell-checked or with more than two grammatical errors per page.

Part II Journal Article Review is due October 13th

Part III Journal Article Review is due November 15th  

 (depending on the content of the article can use in content knowledge categories)

 

8.         (15 pts.)  CHAPTER PRESENTATION

To give you experience in front of a group and to encourage you to seek additional information on topics presented in the text, students will randomly be assigned a section of a chapter from the text and make a short presentation to the class that presents the material in a new modality or includes additional information not in the text.

 (depending on the content of the article can use in content knowledge categories)

 

 

  1. (20 pts.)  LESSON PLAN PROJECT– A lesson plan will be developed in the required format.  Formal and performance-based assessments will be designed to accompany the lessons.  

Lesson Plan due December 1st.

            (I: 3.2c; II:1.1a; II:1.2b; and/or II:3.4a) 

 

 

GRADING                 A         276-300 pts.

                                    B         252-275 pts.

                                    C         228-251 pts.

                                    D         204-227 pts.

 

 To get your MSU-B student login account, click here.

 

COURSE OUTLINE                                                             TEXT WEBSITE                   Instructions to use Student Share Folder

Sept      8        Course Overview                                                        Class Presentation Topics and Assignments

13        Part I: Teaching in the Real World, Development of Cognition and Language,

Personal, Social and Emotional Development (Chapters 1-3)

15      Learner Differences and Learners with Exceptionalities (Chapters 4-5)

20      Part II: Behaviorism  (Chapter 6Assessment Strategy: Matching

22        Social Cognitive Theory (Chapter 6 cont.)

 

27        II: Cognitive Views of Learning (Chapter 7)   Assessment Strategy #2 - True/False

                         Technology Assignment #1 due

             

            29        II: Constructing Understanding (Chapter 8)   Assessment Strategy #3 - Journal

Oct        4        Guest Lecturer:  Brent Roberts, Library Journal Research (meet in Library Computer Classroom)

  6        Guest Lecturer:  Dr. Mike Havens, Psychology Department

 

11        II: Complex Cognitive Processes (Chapter 9)

 

13        Journal Article #1 Discussion – Review due today

 

18        Chapter 9 cont.    Assessment Strategy #4 - Multiple Choice

 

            20        MIDTERM   (MEA-MFT Conference form)

25        Part III: Theories of Motivation (Chapter 10)

27        Chapter 10 cont.   Assessment Strategy #5-Fill in the Blank

Nov       1        III: Motivation in the classroom (Chapter 11)

Technology Assignment #2 no longer due

3              Chapter 11 cont.     Assessment Strategy #6 - Short Answer

 

8        III: Creating Productive Learning Environments: Classroom Management (Chapter 12)

10              Chapter 12 continued     Assessment Strategy #7 - Essay

 

15        Journal Article #2 Discussion – Review due today              

17        III: Creating Productive Learning Environments: Principles of Instruction  (Chapter 13)

 

            22        III: Assessing Classroom Learning (Chapter 14 Assessment Strategy #8 - Small Groups (Student Choice)

 

29        Chapter 14 cont.   Assessment Strategy #9 - Small Group (Random/Chance Selection)

Dec       1        III: Assessment Through Standardized Testing (Chapter 15)

                        Lesson Plan due  Lesson Plan Format; Teaching Models: Traditional, Multiple Intelligences, Learning Cycle, the Five E’s, Conceptual Change

                        Lesson Plan Example

6              Chapter 15 cont.   Assessment Strategy #10 - Small Group (Teacher Choice)

8           Cultural Psychology

13        Course Summary and Evaluation

 

FINAL:   FRIDAY, DEC. 17th                                   12:00 – 1:50 p.m.

 

ALL COURSEWORK WORK MUST BE HANDED IN BY DECEMBER 10th TO RECEIVE CREDIT!

 

Updated 12/13/04