Syllabus for Educational Psychology

Term:                         Fall  20061

Course Number         Edu300:  Educational Psychology

Instructor:                  Barbara O’Block, Ed.D.

Office Phone:             219-473-4294

E-mail: boblock@ccsj.edu

Office Hours:             By appointment

Instructor Background:  Barbara O’Block served as teacher, elementary principal, central office consultant and associate superintendent of schools in the Archdiocese of Chicago. She holds a Bachelor of Science in Education degree, worked for a degree in Fine Arts with an emphasis on piano performance, earned a Master’s Degree in Administration and Supervision and a Doctorate in Curriculum and Instruction; both advanced degrees were awarded by Loyola University of Chicago.

Course time:              August 12, 19, 26, 2006         8:00 AM -4:00 PM

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

Field experience is required.

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

Text(s):  Eggen, Paul and Don Kauchak (2004). Educational Psychology: Windows on Classrooms. New Jersey:  Pearson Education. Inc.

Learning Outcomes/Objectives:

Students in this course will

• Identify and describe the major theories (and theorists) that have impacted child development, educational psychology, and classroom instruction.
• Identify and describe factors/issues associated with academic success and/or risk (i.e., language acquisition, culture, gender, socioeconomic status, and varying exceptionalities).
• Analyze underlying views of the cognitive process and understand the construct of motivation in the learning process.
• Recognize the significance of the teacher in the classroom.
• Understand the variables associated with student behavior, classroom management, and discipline.
• Explore types and functions of classroom assessments.
• Apply knowledge through simulated classroom activities and case studies.
• Analyze and adapt the understanding of conceptual ideas to a form appropriate to the developmental level and learning style of the student.

Learning Strategies: Students who participate in this course will engage in lecture, group discussions, individual assignments, collaborative learning, and other instructional methodologies.

Reading assignments are the identified materials reviewed as preparation for participation in class discussion.

The oral presentation researches an assigned theorist and provides information to the class on the ideas/theories for which the person is best known and the influence/impact the theory has on teaching and learning. The presentation is approximately 10 minutes in length and will employ creative, appropriate use of a variety of instructional strategies.

Topical reviews (three) are listed in the outline; students prepare a (minimum) two-page summary/review of the topic.  The review supports class discussion and is submitted for a grade.

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, and a review of instructional strategies presented in the lesson. The classroom observation form guides the summary. A final reflection page notes reaction to and impression of the observation.

Portfolio artifact is a comprehensive assignment due on the last day of class.  The assignment provides the opportunity to demonstrate acquisition of one of the INTASC Principles 2, 3, or 4. Students may select any modality (PowerPoint, notebook, an art work, etc.) to demonstrate an understanding of an identified INTASC principle.  This artifact may later be incorporated into the professional portfolio.

Slogan/Quotation is a description of an “energizer” for building class community and/or student motivation. The slogan is presented in class; a written explanation is provided on the reverse side; the use of color, graphics, or other embellishments enhance the work

Requirements/Assessment:

Class attendance, participation, collaboration	15 points
Topical reviews (three @ 5 points each)	15 points
Oral/written presentation of theorist	20 points
Field observation and reflection	20 points
Portfolio artifact	25 points
Slogan	5 points
	100 points total

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

Attendance Policy:  Intellectual growth and success in college are reinforced through interaction in the classroom.  Students reach personal goals and course outcomes through regular and prompt attendance.  The Education Department’s accelerated classes are intense and rigorous and demand student presence and participation.  Therefore, if a student is absent from one Transition-to-Teaching class, the student will be academically withdrawn by the instructor.

Grading Scale:

A: 90-100            B: 80-89            D: 70-79            D: 60-69            F: 59 and below

Tentative Calendar:

Calendar                                 Assignments                            Topics

Day One	Presentation of the Syllabus Discussion of Chapters 1 – 5 “Me Bag” presentations	Intellectual development    p. 37-53 Social development p. 82-87 Language development p. 63 - 70 Identity/Self-concept   p. 93-98 Character education   p.109 Intelligence  p.117-128 Learning Disabilities  p.167-170 Behavior Disorders  p.170-172 The inclusive classroom p.181-186
Day Two	Discussion of Chapters 6-10 Oral presentations on theorists First written topic review due	Conditioning  p. 196-212 Memory (working/long-term) p. 240-244 Constructivism  p. 281-290 Metacognition   p. 259 & 330 Cooperative Learning   p. 298-300 Critical Thinking    p. 334 Attribution Theory   p. 367
Day Three	Discussion of Chapters 11-15 Field observation/reflection due Presentation of slogan Second topic review due	Motivation  p. 389-390 Teacher characteristics . p. 393-400 Creating and teaching rules p. 431-436 Interventions  p. 443-453 Planning for instruction p. 464-470 traditional assessments p. 498-509 Alternative assessments P. 510-514 Standardized tests p. 542-554 Issues in standardized testing p. 558-565
In One Week	Final assignment due (INTASC PRINCIPLE) Third written topic review due

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.

INTASC Principles:  The course of study relates to all ten of the INTASC principles, therefore, readings, assignments, and projects in this class should refer to an appropriate INTASC principle.  This correlation should be noted in the written assignments.  Artifacts submitted for a grade may later be included in the Professional Portfolio.

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.

Citation Guidelines: 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).