|
SYLLABUS FOR EDUCATIONAL
PSYCHOLOGY
|
Term: Fall, 2003 (9/13,
9/20, 9/27)
Course Number: TE
300C
Instructor: Chris Jones, Ph.D.
Office: 514
Office Phone: 219-473-4290
E-mail: cjones@ccsj.edu
Office
Hours: MTWT 10:00-4:00 or by appointment
Course Time: Saturday 8:00-4:30 Room 306
Course
Description: The class will examine
and reflect on the application of psychology to a variety of situations
encountered in the classroom. Topics
include the following general areas:
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.
Prerequisites: PSY 100 or ED 200
Learning
Outcomes/ Competencies:
Students in
this course will learn:
·What, according to current psychological research, is effective in
classrooms along with the theory that
supports it.
·Analyze the underlying views of cognitive process and motivation
in various classroom issues.
·Identify and describe factors/issues associated with academic
success and risk.
·Apply knowledge in simulated classroom situations and case
studies.
·Understand the major views of learning and motivation.
·Recognize the significance of the teacher in the classroom.
·Discuss the impact of technology in the classroom.
·Understand the variables associated with classroom management, discipline,
and motivation.
Related INTASC Principles: 2, 3, and 4
Textbooks: Santrock,
John. (2004). Educational Psychology, Second Edition. Boston:
McGraw-Hill.
Campbell,
Dorothy M., et al. (2001). How to Develop a Professional Portfolio. Needham Heights, MA: Allyn and Bacon.
Learning
Strategies: Group Discussions, Team Projects, Collaborative Learning,
Lecturing
Class Policy
for Assignments: Assignments will be due in class.
Any assignment turned-in outside of class will be considered late. Late
assignments will be taken only in the next class period. These assignments will be marked down one
letter grade (i.e., the best possible grade would be a B). After this period no late assignments will be
accepted.
Class Policy on
Attendance/Participation/Final Grade: The final grade will be based on attendance, punctuality, classroom
participation, group presentation, article and chapter reviews, field
experience, video summary, and Blackboard activities.
Readings and
General Course Outline:
|
Date |
Topic |
Reading/Materials |
Assignment |
|
September 13 |
Cognitive
Development and Portfolio Training |
Chapters 1,
2, 8, 10 Video |
Introduction,
Library, Portfolio Presentation, In-class Activities |
|
September 20 |
Socio-emotional
Development |
Chapters 3,
7, 11, 12 Video |
Group
Presentations, Article Review, Chapter Review |
|
September 27 |
Assessment |
Chapters 4,
5, 6, 13, 14 Video |
Field
Experience, Videotape Summary, Article Review |
Group
Presentation 100 Points: Due 9/20. Each
member of the class will be assigned to a group to complete research on an
assigned educator. The group needs to
investigate the educator and instruct the class on the ideas/theories that he
or she has developed. In addition,
groups should present how these theories can be applied in the classroom. Any critique or current usage of the
educator's ideas/theories should also be included, when possible. Each member of the group will be expected to
present a portion (at least 5 minutes) of the group presentation. Presentational format (e.g., PowerPoint,
video clips, handouts, transparencies, activities) is up to each individual
group. Have fun. Be creative.
Article Reviews
(50 Points Each): Due 9/20 and 9/27. Two pages in
length. The topic of the articles is
left to the student's interest and discretion.
The only requirement is that each article deals with the same topic, but
in a different approach or application (i.e., a review vs. an empirical piece;
applying a topic to different environments or populations). The objective is for the student to gain
both breadth and depth of knowledge about a particular topic. The review should be word processed and
double-spaced. The first page is a
summary of the key concepts discussed in the article, the conclusions reached,
and any classroom/teaching application.
The second page is the student's reflection/reaction to the reading.
Chapter Review
of Chapter 3, 6, or 7 (50 Points): Due 9/20. Two pages in length. Student's
will chose one chapter to review. The paper will include a summary of the key concepts of the
chapter, how those key concepts will affect your teaching, and finally your
reaction to the reading.
Field
Experience (100 Points): Due 9/27. Three pages in length. Creating a "practice" lesson
plan. The student, keeping in mind the
age and level of students they plan on working with, will develop a fictitious
lesson plan. Using the relevant chapters,
class discussion, their own research and experience students will discuss what
objectives they want to reach with their day plan, how they will obtain those
objectives, how they will present the lesson (i.e., instructional,
technological), how they will motivate their students, what classroom
management issues they may encounter, and how would they resolved those
issues. Finally how would they assess
their "imaginary students".
Videotape
Summary/Synthesis (50 Points): Due 9/27. Age 7 and Age 14 in America. Three Pages in length. After viewing both parts of the video
students will discuss and give specific examples on how family interactions can
influence a person's academic performance, how peers can provide both positive
and negative effect on adolescent achievement, and how cultural factors can
additionally influence achievement.
Lastly, students should provide a reaction to the students portrayed in
the video.
Blackboard Discussion Questions (50
Points Total or 16.67 Points per Question):
1. How would you classify your learning style? How do you learn the best? Have past teachers influenced your
style? How will you use your learning
style in the classroom? Answer and post 9/13-9/18.
2. Explain the basic tenets of constructivism? How will you use this knowledge in the
classroom with your students? Answer and post 9/20-9/25.
3. There is currently an emphasis on cooperative
learning. What approach do you feel
works the best and why? And how would
you use it in your classroom? Answer and post 9/27-10/2.
Class
Participation/Attendance (50 Points): Is expected and wanted. The class
can only be informative and entertaining if both the professor and student get
involved.
Final Grade
Distribution: 450 - 500
A
400
- 449 B
350 - 399 C
300 - 349 D
0 - 299 F
Class Policy on
Electronic Devices: All cell phones should be turn-off or set to vibrate. Under no circumstances will students
answer their phones during class.
This is not only a public curtsey, but also dictates professional
behavior. A break will be provided so
that students can return or make any phone calls.
Center for
Academic Excellence:
Tutoring
assistance is free to all students of Calumet College of St. Joseph. Call the
Center for Academic Excellence (CAE), to make an appointment at 473-4287. The
Center has experienced and well-trained tutors in most subject areas to help
students who are struggling in a course or who are doing well and would like to
do better. Regular weekly tutoring sessions are likely to improve your grade.
Statement of
Plagiarism:
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. The procedures for judicial review are listed under the
section of CCSJ handbook that addresses student grievances.
Please note:
Calumet College of St. Joseph subscribes to Turnitin.com and all papers can and
may be submitted for checks on plagiarism from the Internet/Electronic
sources/Databases.
Citation
Guidelines:
Calumet College
of St. Joseph adheres to citation guidelines as prescribed by the particular
discipline (i.e., MLA, APA, and Chicago Manual of Style or Turabian.). All of these guidelines are available in the
Calumet College of St. Joseph library or bookstore. These texts outline how to cite references from a variety of
sources, including electronic media.
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 fax number 219-473-4259. Students are to
make note of the refund schedule when withdrawing from courses. The request is
forwarded to the faculty member, who makes the final determination to accept or
deny the request. If the request is honored, the student will receive
notification of official withdrawal; if denied, the notification will indicate
why the withdrawal is disallowed.
An official
withdrawal is recorded as a "W" grade on the student's transcript.
Dropping a course without written permission automatically incurs an
"F" grade for the course (see Refund Schedule).