CALUMET COLLEGE OF SAINT JOSEPH
Education Program
Fall Semester 2003-04
ED 300 Educational Psychology
Syllabus
Stuart Swenson, Ed.D.
Asst. Professor in Education
Office:
Hours: By Appointment
Phone: 473-
219-865-3306
E-mail: sswenson@ccsj.edu
COURSE DESCRIPTION: The teacher candidate will examine and reflect on the application of psychology to a variety of situations encountered in teaching/learning situations. Topics include the following general headings: cognitive development, socio-emotional development, and assessment. Preparation of the student portfolio, as part of the study of assessment, is also included in the course.
PRE-REQUISITES: PSY 100 OR ED 200
PRINCIPAL OBJECTIVES:
The field of educational psychology has seen many fine developments over the years. At one time, introductory educational psychology was indistinguishable from the introductory course in a psychology department. It was simply taught in the education division. In the interim, the literature has served teachers and students well. We now know the critical behaviors that characterize effective teaching and other successful educational relationships. We have more effective classroom management tools than ever, and incredible access to information for all students who sincerely want to learn how to work with children.
In this course, students will learn what, according to current psychological research, is effective in classrooms along with the theory that supports and unifies it. Students will learn what the smartest and most efficient teachers do as they manage learning environments and direct the energetic children whose lives they touch. They will ultimately appreciate what excellence in teaching really means in the context of a fluid and energetic field, the classroom. The most successful student will learn that before one can truly understand how children learn and feel, one must learn those same things about oneself first. For any life activity to be meaningful, it must be subject to constant examination and reflection. It will be hard work, even for the most serious and conscientious students, but students who master the contents of this course in the college classroom will learn the research-based tools that will help them succeed in even the most difficult teaching situations.
RELATED INTASC PRINCIPLES: 2, 3 and 4.
TEXTBOOK: Santrock, John W. (2004). Educational Psychology, Second Edition. Boston: McGraw-Hill.
ADDITIONAL BOOK: Campbell, Dorothy M., et al. (2001). How to Develop a Professional Portfolio. Needham Heights, MA: Allyn and Bacon.
ATTENDANCE AND GRADING:
Attendance is mandatory and is included in the participation grade. Furthermore, such variables as attendance, participation, appearance and attitude are all included in the second aspect, “disposition” in the INTASC principles. Students need to master all three aspects of each of the INTASC principles to be learned: knowledge, disposition and performance.
The final student grade will be based on attendance, punctuality, classroom participation, next day assignments, projects and performance on formative assessments (for the purpose and function of formative assessment, see Boston, Carol. “The Concept of Formative Assessment”. http://ericae.net/pare/getvn.asp?v=8&n=9, or go to the web page cited on page 35 in your text à Student Center à Chapter 1 (Go) à Internet Exercises à Question 3 site). These are not mutually exclusive categories. For example, to participate in the formative assessments, and understand what is required in the major projects students must be present in class. To understand and fully participate in the class discussions and formative assessments, students must read the assigned materials.
Classes are held for three weeks, Monday through Thursday, between 8:00 a.m. and 12:00 p.m. with one break per class. If a student misses a class, that person will probably miss the formative assessment(s) administered during that class and the possible points gained from participation. Points earned on assessments along with presence during the session and participation are cumulative, not averaged. Therefore, the student will not earn the points one can potentially earn by being present. The opportunity to take in-class assessments will come only once. Students who are tardy, and miss the first half hour of class may miss an assessment. There will be no exceptions. To use a metaphor, if you miss a train, people may understand your reasons for missing it, but it will still be gone.
Throughout the classes, students may notice the instructor
taking notes on their comments as well as behavior. All teachers should do this.
Such an activity is in the student’s best interest because the
instructor cannot possibly remember every detail that takes place in
class.
READINGS AND GENERAL SCHEDULE:
(All readings should be finished by the date of the lecture, with the exception of the first chapter.)
Introduction to Educational Psychology (Day 1)
Text: Chapter 1
Developing your Portfolio (Day 2)
Text: pp. 516-520
Campbell, et al. All chapters
Cognitive Development, Learning and Teaching (Days 3-5)
Chapter 2: Physical and Cognitive Development
Chapter 8: Cognitive Information Processing Approach and Teaching
Chapter 10: Planning, Instruction and Technology
Smith-Harvey: Study Skills
Socio-emotional Development, Behavior Theory, Motivation and Management (Days 6-8)
Chapter 3: Social Contexts and Socioemotional Development
Chapter 11: Motivating Students to Learn
Chapter 7: Behavioral Approaches, Social Cognitive Approaches and Teaching
Chapter 12: Managing the Classroom
Knowledge of, Assessment of and Accommodating to Student Diversity (Days 9-12)
Chapter 5: Sociocultural Diversity
Chapter 6: Exceptional Learners
Chapter 4: Individual Variations
Chapter 13: Standardized Tests and Teaching
Chapter 14: Assessing Student Learning
Other assignments and tasks during the course:
Along with formative assessments and assignments, students will be assigned the following projects briefly described below, but detailed on separate sheets:
The Excel worksheet used to calculate the final grade is available through e-mail or from the instructor.
While students are notified of the final grade through the regular mail, when the student has a functioning e-mail account, with this instructor the final grade calculation is sent to the e-mail account as soon as it is finished.
ACADEMIC DISHONESTY:
If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. Dismissal from the college becomes a metaphor of what the student is doing to him/herself relative to the community at large, and is done to send the difficult but necessary message to the person that such behavior left unchecked destroys and alienates the person from society. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances.
The issue of academic integrity is especially critical in the educational cohorts. Students who engage in deceitful tactics are usually known by their peers, a situation which places everyone in the class in a vulnerable position and subtly implicates them in the offense. In essence, those engaging in academic dishonesty place the entire program, including the collective morale, at risk, not just themselves. If any student has any questions about any ethical issue, including the proper management of information, that person is encouraged to discuss the matter with this instructor or, indeed, anyone on the faculty until he/she is fully satisfied with how to proceed in the matter.
WITHDRAWAL FROM CLASSES POLICY:
After the last day for class changes has passed (see College calendar), students may withdraw from a course in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed with the Registrar. The Registrar must receive written request for withdrawal by the last day of classes prior to the final examination dates specified in the catalogue. Written requests may be mailed to the Registrar or faxed to the College. … Dropping the course without written permission automatically incurs an “F” grade for the course. (See refund schedule).