SYLLABUS FOR EDUCATIONAL
PSYCHOLOGY
Term: Spring 2004
Course Number: TT300sea
Instructor:
Tim Gobek
Office
Phone: 219- 473-7770
E-mail:
Office
Hours: 8:00a.m. – 4:00 p.m. Saturday
Course
Time: January 10, 17, 24
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. Field Experiences Required.
Learning
Outcomes/ Competencies:
Students in this course will:
·
Identify and describe the major theories (and
theorists) that have impacted child development, educational psychology, and
classroom instruction.
·
Analyze the underlying views of cognitive process
and motivation in various classroom issues and observations.
·
Identify and describe factors/issues associated with academic success/risk (i.e.
language acquisition, culture, gender,
socioeconomic status, and exceptionalities).
·
Apply knowledge in simulated classroom situations
and case studies.
·
Develop an understanding of the learning process
and relationship to developmental level, task complexity, and individual
differences.
·
Understand the major views of learning and
motivation.
·
Recognize the signifance of the teacher in the
classroom.
·
Discuss the impact of technology upon child
development, learning theory, and
classroom instruction.
·
Understand the variables associated with classroom
management, discipline, and motivation.
·
Analyze and adapt the presentation of conceptual
material to a form appropriate to the developmental level and learning style of
the student.
Textbooks:
Educationl
Psychology/John W. Santrock(McGraw Hill Company, 2001)
Learning
Strategies: (Group Discussions, Individual Assignments,
Collaborative Learning, Lecturing…etc.
Reading assignments are listed in the
topical outline, as minimum preparation for class discussion and participation
, students should read the chapters to be examined.
Group
Presentation: 30 PTS. each member of
the class will be assigned a group to complete research on an assigned
educator. The group needs to promote
the educator and instruct the class on the ideas/theories the educator is best
known for. Each member of the group will be expected to present a portion of
the group presentation; the group presentation should be at least 10 minutes in
length. Be creative! Presentations will occur on Feb. 8.
Article Reviews: (15 points each) Due for each class as per
attached topical outline, students are to prepare a summary/review of the
article. The review should be word
processed and double –spaced. These
reviews will be used in class discussion and then collected. The first page is a summary of the key
concepts discussed in the article, and
the second page is the student’s reflection/reaction to the readings. Due Feb. 8.
Field Experience: 3 page paper which
will include a brief summary of date, time , place, location, number of students,
etc. , summary of lesson presented, (5
points), review of MI strategies presented in lesson (15 points) , the
attached classroom observation form to guide your observation (10 points and
the attached CCSJ Observation form- 5 pts.),
the final page should focus on your reaction to the observation as a
reflection – 5 pts. Due by February
20. Possible school sites : Homan
School in Schererville, Wadsworth Elementary in Griffith, Thornton High school
in Harvey
Videotape Summary/Synthesis of Age 7
and Age 14 in America (25 points) 3 page paper which will provide specific
student information as to how family dynamics may influence a youth’s academic
performance , an explanation of how association with peers can provide both
positive and negative impact on adolescent achievement, and an explanation of
the key features of culture that potentially can influence achievement. Provide your reaction to the students
portrayed. Due Feb. 15.
Chapter Review of Chapter 6, 7 or 8
(20 points) 2 page paper which will include a summary of the key contents of
chapter covered in the first page, the second page is your reflection to how
the key concepts will effect your teaching as well as your reaction to the
reading. Due Feb. 8.
Slogan/Quotation Assignment: (15
points) Create your own slogan/quotation for student motivation, one that has
personal meaning for you. Will be
presented in class( (5 points), written explanation needs to be provided on
back side (5 points), be sure to use color, graphics , size (5 points). Due Feb. 15.
Blackboard Discussion Questions:
(10 points per question)
1.
How
would you classify your learning style?
How do you learn best? Have past
teachers influenced your style? Answer
and post Feb. 1 – Feb. 6
2.
Explain
the basic tenets of constructivism.
Answer and post Feb. 8 – Feb. 13
3.
There
is currently an emphasis in teacher education on student-centered learning-
what are goals of student-centered learning?
Answer and post Feb. 15 – Feb. 20.
Class
Policy for Assignments:
Assignments need to be completed
as scheduled.
Grading
Scale:
Attendance 15 pts.
Class Debate 30 pts.
Article reviews 15 pts.
Field Experience 40 pts.
Video Summary 25 pts.
Slogan 15 pts.
Chapter Summary 20 pts.
Blackboard activities 30 pts.
180 -190 pts. A
170-179 pts. B
160-169 pts. C
140-159 pts. D
0-139 pts. F
Class
Policy on Attendance:
Attendance is mandatory,
students are expected to be present and on time for all classes.
Class
Policy on Electronic Devices: (Optional)(Cell phones, Beeper, Pagers…etc.)
Students may need to be
contacted by those outside of class due to an emergency. However, should the use of electronic
devises become habitual to the point of disrupting the class, the student will
be asked to turn-off such disruptive devices.
Course
Outline:
January 10 Chapter 1 What is Educational psychology?
Kinds of research
Major theorists
Brain research
Chapter 2 Piaget/ Vygotsky
Approaches to reading
Whole language vs. phonics
Chapter 3 Early childhood
Emotional intelligence
Peer status
Moral Education
Character education
Chapter 4 MI Theory
Learning Styles
January 17 Chapter 5 Culture, Ethnicity
Multi-cultural
education
Gender differences
Chapter 6 Special needs students
Gifted Education
Chapter7 Pavlov/Skinner
Reinforcement
Chapter 8 Memory
Kinds of
thinking
Teaching for transfer
January 24 Chapter 9 Constructivism
Cooperative learning
TIMS
Chapter 10 Direct instruction
Mastery
learning
Discovery learning
Madeline hunter
Homework
Chapter 11 Motivating students, Rewards, Managing time
Chapter 12 Classroom management strategies
Chapter 13 Standardized
testing
Chapter 14 Assessment
Report cards
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. (Academic Planner 2001/2002 p.27)
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. 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).
Related
INTASC Principles:
#2
The teacher understands how children learn and develop, and can provide
learning opportunities that support their intellectual, social and personal
development.
#3
The teacher understands how students differ in their approaches to learning and
creates instructional opportunities that are adapted to diverse learners.
#4 The teacher understands and uses a variety
of instructional strategies to encourage student”s development of critical
thinking, problem solving, and performance skills.