Education 300: EDUCATIONAL PSYCHOLOGY

Term: Cohort Spring 2005

Course Number: Edu 300

Instructor: Barbara O’Block, Ed.D.

Office Phone: 219- 473-4294

E-mail: boblock@ccsj.edu

Office Hours: By appointment

Course Time: Monday through Thursday from 8:15 a.m. to noon.

Monday through Thursday from 5:00 p.m. to 8:45 p.m.

Course Description: The physical, emotional, social, moral, and mental development of children are surveyed. Psychological factors that focus on and influence instruction, management, assessment, and learning are examined. Field experience is required.

Prerequisites: PSY 100 or EDU 100 Cross listed: PSY 260

Text(s):

Educational Psychology: Windows on Classrooms by Paul Eggen and Don Kauchak (Pearson -Merrill, Prentice Hall, 2004).

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 cognition and the learning process and the relationship to developmental levels, task complexity, and individual differences.

· Identify and describe factors/issues associated with academic success/risk (i.e. language acquisition, culture, gender, socioeconomic status, and varying exceptionalities).

· Understand the construct of motivation in the learning process and classroom management.

· Recognize the significance of the teacher in the classroom.

· Understand the variables associated with classroom management and student behavior/discipline.

· Explore the types and functions of classroom assessments.

· Apply knowledge through simulated classroom situations and case studies.

Learning Strategies:

The student will:

Engage in lecture, group discussion, individual assignments, collaborative learning, and other instructional methodologies.

Reading assignments are listed in the topical outline; students will read identified chapters as minimum preparation for class discussion and participation.

The Oral Presentation will research and promote an assigned theorist and provide instruction to the class on the ideas/theories for which the person is best known. The presentation is at least 10 minutes in length and will employ creative, appropriate use of (a variety of) instructional strategies.

35 points

Article Reviews are listed in the topical outline; students prepare a (minimum) two page summary/ review of the topic. The reviews support class discussion and are then submitted for a grade. 10 points each

50 points total

Field Experience includes a brief summary of the date, time, place, location, number of students in the class visited, etc. A summary of the lesson presented (5 points); a review of instructional strategies presented in the lesson (10 points); the attached classroom observation form to guide your observation (5 points). The final page is a reflection of your reaction to the observation (10 points). The paper is at least three pages in length.

30 points total

Portfolio Artifact is a comprehensive assignment due on the last day of class. The assignment provides the student with the opportunity to demonstrate acquisition of one of the INTASC Principles 2, 3, or 4. Students may select any modality (PowerPoint, reflection, research, activity, lesson plan, artwork, etc.) to demonstrate an understanding of an identified INTASC Principle. This artifact will later be incorporated into the professional portfolio.

35 points.

Slogan/Quotation is a description of a personal slogan/quotation for student motivation -one that has personal meaning for you. The slogan is presented in class (5 points); a written explanation is provided on the reverse side (5 points). Use color, graphics, or other embellishment to enhance your work (5 points).

15 points

Assessment:

1. Attendance, Participation 15 points

2. Written Article Reviews 50 points (10 points each)

3. Oral Presentation 35 points

4. Field Experience 30 points

5. Portfolio Artifact 35 points

6. Slogan 15 points

180 points total

Please Note: All written assignments are to be typed, double-spaced, and in appropriate grammar/sentence structure; assignments follow APA style rules.

Also Please Note: Regular attendance reflects the INTASC Principles noted as “disposition.” Absenting oneself from class (or a significant part of class) does not allow the student to earn the points that can be potentially accumulated by participating in class. Students who are tardy, or choose to leave early, also jeopardize their ability to fully participate in class experiences.

Grading will be according to the following point scale:

A: 170-180 B: 155-169 C: 140-154 D: 125-139 F: 0-124

Portfolio:

As of the 2002-03 academic year, the Education Department of CCSJ is requiring teacher candidates to develop a professional portfolio prior to the student teaching course. The portfolio contains examples of professional growth and/or professional experiences from various courses and activities. Many of the projects connected with this course would be appropriate additions to the portfolio. Portfolios are submitted twice: the presentation portfolio is due once the student has applied for student teaching; the professional portfolio is due after student teaching.

Tentative Calendar:

Calendar	Assignments	Topics
Day One	Syllabus/Assignment Presentation INTASC Principles Discussion of Chapters 1 –2
Day Two	Discussion of Chapters 3-4
Day Three	Discussion of Chapters 5-6 Written Topic Review due	Role of Research p. 12-16 Three Influences of Development p. 36 Parenting p. 80 Identity/Self-Concept p. 93-98 Character Education p. 109 Multiple Intelligences p. 118-120 Nature vs. Nurture p. 122 Ability Grouping p. 126
Day Four	Recap/Review Written Topic Review due	Learning Disabilities p. 167-170 Behavior Disorders p. 170-172 The Inclusive Classroom p. 181-186 Punishment p. 205 Modeling p. 217
Day Five	Oral Presentations Discussion of Chapter 7
Day Six	Discussion of Chapters 8-9
Day Seven	Recap/Review Written Topic Review due	Working Memory p. 240- 242 Long Term Memory p. 243-244 Metacognition p. 259. Cooperative Learning p. 298-300 Concept Learning p. 312-317 Problem-Based Instruction p. 329 Critical Thinking p. 334
Day Eight	Field Experience	No Class
Day Nine	Field Experience Reaction/Reflection Oral Presentations (if necessary) Discussion of Chapters 10-11
Day Ten	Discussion of Chapters 12 –13 Written Topic Review due	Maslow’s Hierarchy of Needs p. 354-355 Roger’s Positive Regard p. 355-356 Attribution Theory p. 367-369 Affective Values in Motivation p. 378-380 Teacher Characteristics p. 393-400
Day Eleven	Discussion of Chapter 14-15 Written Topic Review due	Creating and Teaching Rules p. 431-436 Interventions p. 443-453 A Standards-Based Environment p. 470 Learning Activities p. 468-469 Questioning/Prompting/Wait-Time p.478-481 Student Diversity/Cultural Minorities and Test Bias p. 560-562
Day Twelve	Presentation of Slogan/Quotation Recap/Review
One week after cohort ends	All written assignments due

INTASC Principles Applicable to this Class:

Principle 2. The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.

Principal 3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Principal 4. The teacher understands and uses a variety of instructional strategies to encourage the student’s development of critical thinking, problem solving, and performance skills.

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. Experienced and well-trained tutors (in most subject areas) 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 a student’s grade.

Academic Integrity: If an instructor or other Calumet College of St. Joseph personnel finds 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 the CCSJ Handbook that addresses student grievances. (Academic Planner).

Class Policy on Electronic Devises: Cell phones, pagers, or other electronic devices that may potentially disrupt the class should be disabled.

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 conducting the course. A written request, detailing the reason(s) for the withdrawal, must be filed with the Registrar. The 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. The written request may be mailed to the Registrar or faxed to the college fax number 219-473-4259. Students are to note the refund schedule when withdrawing from courses. The request is then 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 the reason the withdrawal has been 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).