EDUCATIONAL PSYCHOLOGY1

Term: Summer Term

Course Number: EDU 300

Instructor: Dr. Leslie Rittenmeyer

Office: None

Office Phone: None call at home

E-mail: lrittenmeyer@aol.com

Home Phone: (219) 838-1576

Office Hours: By appointment

Course Time: August 24, August 30, September 6. 8am-4pm

Discussion forum as arranged.

Course Description:

This course surveys the physical, emotional, social, moral, and mental development of children from infancy to adulthood and the psychological principles involved in learning.

Prerequisites: Education 200; Education 210; Psychology 100.

Learning Outcomes/ Competencies:

Students in this course will:

examine and articulate the relationship between educational theory and practice
describe major historical developments in Educational Psychology thought and practice.
Identify, examine, and evaluate current Educational Psychology theories, issues, and trends regarding student description, curricular objectives, classroom instruction (pedagogy), and student learning assessment while noting relevant arguments inherent in these topics.
sample and critique periodical literature regarding current Educational Psychology issues

Teacher Education Candidates will understand and articulate:

the process of learning at the preschool, elementary, intermediate, and secondary levels.
teaching strategies and their effectiveness in various school settings
assessment procedures for student learning feedback, and curriculum revisions
methods of implementing educational reform and/or restructuring

Teacher Education Candidates will demonstrate understanding and reflection about:

the influence of a students development on the design, implementation, and assessment of teaching/learning strategies in educational settings.
the design, implementation, and assessment of teaching/learning strategies
the impact of student cultural diversity on teaching/learning strategies
the importance of multi-cultural education
classroom management and monitoring strategies

Teacher Candidates will have frequent opportunities to participate in the group process in class and to consider the value of collaborative learning (team teaching) as an integral part of innovative curriculum design and implementation.

Textbooks:

Santrock, J,W. (2001). Educational Psychology (1^st ed.). McGraw Hill Higher Education, McGraw Hill.

Assessment:

Assignment		Total Points
Midterm	30%	30

Final Exam	30%	30

Class Participation	25%	25

Paper	15%	15
Total Points	100%	100

Note:

Students will also be expected to participate in a field experience.

Grading Scale:

A: 92-100 A-: 90-91 B+: 88-89 B: 82-87 B-: 80-81 C+: 78-79

C: 72-77 C-: 70-71 D+: 68-69 D: 62-67 D-: 60-61 F: 59 & below

Class Policy on Attendance:

Students are expected to attend class. If a student misses more than two classes it may be recommended that the student be administratively dropped from the class.

Portfolio:

As of the 1996-97 academic year, the Education Program of CCSJ is requiring teacher candidates to develop a professional portfolio prior to the student teaching course. This portfolio should contain examples of professional development from various courses and activities. Many of the projects connected with this course would make appropriate additions to such a portfolio.

Format for Written Assignments:

The professional Education and Psychology communities have adopted the standards delineated in the Publication Manual of the American Psychological Association. The current work is the Fourth Edition, 1994, available in the bookstore and the library. Plagiarism is a serious unprofessional practice. Please consult the CCSJ Student Handbook as well as the APA Publication Manual for a) a description of plagiarism and b) how to avoid it.

Interstate New Teacher Assessment and Support Consortium (INTASC) Principles

The Ten INTASC principles are listed below. Specific standards for knowledges, dispositions, and performances accompany each principle, but space does not permit listing them below. For a complete copy of the INTASC standards, contact

Jean Miller, Director of INTASC, Suite 700, One Massachusetts Avenue NW, Washington DC 20001-143

Principle #1

The teacher understands the central concepts, tools of inquiry, and structure of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Principle #2:

The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

Principle #3:

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Principle #4:

The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills

Principle #5:

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.

Principal #6:

The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Principle #7:

The teacher plans instruction based upon knowledge of subject matter, the community, and curriculum goals.

Principle #8:

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Principle #9:

The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and action on others (students, parents, and other professionals in the learning community) and who actively seek out opportunities to grow professionally.

Principle #10:

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

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.

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.

Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA, 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. Written request for withdrawal must be received by the Registrar 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. Note: Degree Completion Division (DCD) students should consult the DCD Student Handbook for information on DCD withdrawals.

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).

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.