Syllabus for Educational Psychology

Term: &= nbsp; &nbs= p; &= nbsp; Fall 2010

Course Number: &= nbsp; EDU 300 Y

Course Title:&nb= sp; &= nbsp; Educational Psychology

Instructor: &= nbsp; Dr. Michael Livovich

Office: &n= bsp; = ; Room 307=

Office Phone: &n= bsp; = ; 219-730-5646

E-mail: &= nbsp; &nbs= p; mlivovich@ccsj.edu=

= &nb= sp; mlivovich@comcast.net =

Course Time: September 20 – October 7, 2010<= /span>

Office Hours: Arranged

Instru= ctor Background: Educational:

Ph.D. Indiana State University, Terre Haute, Indiana 1999 Educational Leadership

Director of Special Education Certificate, Ball State University, Muncie, Indiana 1977

Master of Arts, Ball State University, Muncie, Indiana<= /st1:place> 1977

Bachelor of Science, Ball State University, Muncie, Indiana<= /st1:place> 1973

Instructor Backgro= und: Professional:

Owner/Senior Partner Partners for Educational Reform

Consultant

Superintendent of Schools 2002-2008

Director of Special Education 1978-1999

Supervisor for Special Education 1977-1978

Teacher (MR/LD/Pre-Vocational) 1973-1976

College Instructor and Adjunct Professor 1980-present

Textbook: = Educational Psychology: Windows on Classrooms (= 2004). Eggen, P., Kauchak, D,

Supplemental: A dictionary of your choosing.=

= <= u>Publication Manual of the American Psychological Association (APA Manual).

Supplies: = Three-ringed binder with college ruled paper or = paper punch.

Course Description:

This course surveys t= he research associated with the physical, emotional, social, moral, and mental developm= ent of children from infancy to adolescence.&n= bsp; Psychological factors that focus on and influence instruction, learn= ing management, assessment and motivation are examined. Field experience required.

Prerequisites: EDU 200

Mission of the Education Program:

The Education Program will provide a multicultural community characterized by diversity, integrity, compassion, and commitment. Respecting the diverse gifts and c= ulture of each student, the education Program of Calumet College of St. Joseph will prepare quality teacher candidates for the 21^st Century through a refining process, which ensures; professional preparation, continuous reflection and ongoing transformation.

Vision of the Education Program:

At Calumet College of= St. Joseph we are committed to developing the natural abilities of our students, refining them into high quality professional educators. Rooted in the Catholic tradition, = the Education Program of Calumet College of St. Joseph values the dignity and w= orth of each teacher candidate; sh= apes attitudes and values; strives= for social justice; instills sens= itivity for the poor and the powerless; and refines professional competency and scholarship of the teacher candidate. =

Program Curriculum and State Licensure:

Calumet College of St= . Joseph has been authorized by the Indiana Professional Standards Board (IPSB) to prepare teachers for Elementary and Secondary licensure. The curriculum includes the CCSJ baccalaureate degree, certification, and a variety of endorsements. Currently, = Indiana has a reciprocal agreement concerning teaching licenses with several states, including Illinois.

Social Justice and Technology:=

A fundamental commitm= ent to the understanding and practice of gospel centered social justice is infused throughout each academic program. This commitment is evidenced in the course content, internships, practicum experiences teaching methodology, and in each and every relations= hip with the academic community. = The practice of social justice principles contributes contributes to distinctive climate to service and to constructive and long-lasting change in local neighborhoods and communities.

Technology expectatio= ns for the 21^st Century include the abilities to garner appropriate information, interpret value, critically solve problems, evaluate potential utilization, and design new strategies incorporating synthesis skills. Quality thinking and problem-solvi= ng skills, complemented by the application of technological competency, prepare students to address and implement a variety of technological approaches to = the classroom.

Class Policy on Attend= ance:

Students are expected to be present and on time for all classes. Hands-on experience= and class interaction are invaluable – and cannot be “made-up” individually A student missin= g more than 2 classes will be in danger of failing the class, more than 2 absences will result in the final grade being lowered by one grade.

Format for Written Assignments:

The professio= nal Education community has adopted the standards in the Publication Manual of the American Psychological Association, 5= ^th Edition, Washington, 2001. The professional standards described therein are those expected in the professional education community; as future professional educators, student= s of education also need to demonstrate in their writing the standards adopted by the professional education community. This publication is available in the bookstore and in the reference section of the Specker Library.

Class Policy for Assignments:

A number of assignmen= ts will be made during the course. It= will be your task to do the assignment in a professional manner. Each assignment w= ill be graded on content, style, reflection, and a demonstrated understanding, application, or evaluation of the material. Assignments will also be graded= on clear writing (unity, coherence, and sound writing mechanics) and adherence= to APA format. =

There are no make-up quizzes and no make-up exams; these are given once. Assignments need to be completed as scheduled since one assignment builds on another. Late assignments incur a gra= de reduction. Please note the timetable for the deadline for late assignments. Quizzes and assignments are usually announced in advance and will typically cover readings assigned for class that day.

Statement of Plagiaris= m:

The purpose of this course is to assist in your growth. To use another student’s work or to copy work from other sources is not only dishone= st, but it denies you the opportunity to receive the credit and constructive ad= vice that should be given. Further= , to lie to a Professor regarding your work is an insult that stains one’s trust in another.

If an instructor or other Calumet College of St. Jo= seph personnel find that a student has plagiarized or been involved in another f= orm 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 acad= emic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grieva= nces.

Statement on the Use o= f Technology in Class:

The use of lap top computers or hand-held devices may be seen as compliment to class discussions if used to enhance discussions. For example, using lap top compute= rs to take notes is appropriate, but using E-mail to connect with friends is not = only rude, but inappropriate. Usin= g lap top computers and the Worldwide Internet is appropriate to check on a conce= pt being discussed in class, but suing the Internet for other purposes is inappropriate. Cell phones ca= n be appropriate if being used to check on an i-Phone or Blackberry and the Inte= rnet as above, but receiving calls or sending text messages is inappropriate.

Inappropriate use of the devices detailed above will cause a breach of trust and a privat= e discussion. If private discussions are ineffec= tive a discussion when the offense occurs during class will be held and a note wil= l be sent to your file for graduation purposes.= If this does not work, an administrative remedy will be sought.=

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. 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 C= CSJ Catalogue. Students are= to make note of the refund schedule when withdrawing from courses. The request is forwarded to the fa= culty member, who makes the final determination to accept or deny the request. If the request is honored, the stu= dent will receive notification of official withdrawal; if denied, the notificati= on 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). <= /p>

Class Cance= llation:

Every effort will be made to contact you if a class = is cancelled due to the unexpected absence of the instructor. In addition, an announcement will = be posted on the Education Bulletin Board and the Classroom door.

Portfolio:<= /span>

The Education Program of Calumet College of St. Joseph requires student teacher= s to develop a Professional Portfolio as part of the student teaching course. This portfolio, however, should co= ntain examples of professional development from various courses and activities. Projects connected with this course would make appropriate additions to such a portfolio.

Learning Outcomes/Competencies: = &nb= sp; = &nb= sp; = Standards &= nbsp; &nbs= p; &= nbsp; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; INTASC &= nbsp; NBPTS

Demonstrate the relationship between resear= ch,

theory and practice of the classroom teacher. = ; &n= bsp; 2, 3 = 1, 2, 4

Engage in discussion regarding current rese= arch in

education on Blackboard. = &nb= sp; = &nb= sp; 2, 3, 4, 10 = ; 5

Identify and describe the major theories (a= nd theorists)

that have impacted child development, Educational

Psychology, and classroom instruction. = ; &n= bsp; = ; &n= bsp; 2, 3 = 2, 4

Identify and describe factors/issues associ= ated with

academic success and/or risk (i.e., language

acquisition, culture, gender, socio= economic status,

and varying exceptionalities). = ; &n= bsp; = ; &n= bsp; 2, 3 = 1, 3

Propose, develop, and create either an orig= inal research

project or research on a current theory in Educational

Psychology that includes strategies for critical thinking

and problem solving. &nb= sp; = &nb= sp; = &nb= sp; 2, 3 = 1, 4, 5

Analyze underlying views of the cognitive p= rocess and

understand the construct of motivation i= n the learning

process. &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; 2, 3, 4 &nb= sp; 1

Recognize the significance of the knowledge= able,

integrated teacher in the classroom. = &nb= sp; = 2, 3, 4 &nb= sp; 1, 3, 4

Understand the variables associated with st= udent

behavior, classroom management, environment

and discipline. &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; 2, 3, 4 = 1, 2, 3, 4

Explore types and functions of classroom

assessments. &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; 1, 2, 3, 4, 8 3

Apply knowledge through simulated classroom=

activities and case studies. &n= bsp; = ; &n= bsp; = ; <= /span>1, 2, 3, 4, 5 1, 3, 4

Analyze and adapt the understanding of conc= eptual

ideas appropriate to the developmental level and

learning style of the student. . &= nbsp; &nbs= p; &= nbsp; &= nbsp; 1, 2, 3, 4, 5 1, 3, 4

Course Experiences/Expectations: A= cluster of ten experiences will provide the base for course experiences and assessm= ent and standards as follows. All standards are detailed on pages 7-8: &= nbsp; &nbs= p;

INTA= SC IDOE= NBPTS<= /span>

Blackboard Assignments: Eight (8) Blackboard = &nb= sp; 2, 3, 4, 6, 10 2= , 4, 9 1, 2, 3, 4, 5 =

assignments where all classmates will be

required to sign-in and participate with one another.

Assignments given during the week will be due the

next class day. The Professo= r will check-in by

7:00 pm the night before the assignment is due.= An

example of an assignment may be the viewing of a film

and discussion. There may be addi= tional assignments

depending on the overall participation of the class.

Daily Journal: = Students are expected to keep and &= nbsp; 2, 3, 4, 9 = 12 4

maintain a daily journal of class assigned reading and

discussions for discussions September 20, 21, 22, 23,

27, 28, 29, 30, October 4, 5, and 6. Journal entries will

be maintained in a three-ringed binder and all assignments <= /p>
will be kept in the binder. The following is required:

vocabulary listing with definitions, Active notes from your<= /p>
reading and class discussions (i.e. “Check your

understanding,” etc. Answers to “Meeting Your

Learning Objectives” and “Short Answer Questions”).

        &= nbsp;           &nbs= p;

Daily Assessments: The= re will be daily assessments over    = ;        2, 3, 4, 9        =     12        =    4

the material assigned for reading the class prior at the

beginning of each class. The assessment= s will be taken in

class on the day they are presented, except the first class.

Note: Assessments may account for the an= swers to end

of chapter objective and short answer questions.

Assessments will be expected September 21, 22, 23, 27,

28, 29, and 30.

Class Participation<= /i>: = Class Participation will link attendance         &= nbsp;     10            13      &= nbsp; 5

to this area of evaluation. That= is, if the students are in

attendance for an entire class period, it will be assumed

they are participating. Students are expected to be

present and on time for all classes. Class interaction is

invaluable – and cannot be “made-up” individually.

Students are required to attend class and participate.

A rubric will be provided.

Field Experience= : Students observe in classrooms of = their         2, 3, 4, 9 =     2, 12    1, 4

choice for ten hours. A reflection p= aper incorporating your

learning experiences is required and should be a minimum

of 3 pages. An evaluation by the building admin= istrator or

teacher is required and students must provide a self-addressed

stamped envelope addressed to the Professor.

Research Paper/ Class Presentat= ion: Students will be required        = 2, 3, 4,     &nb= sp;             2         1

to choose a topic from a list of re= levant issues and will present

a research paper no less than eight (8) and no more than ten

(10) pages in length. On October 4= ^th, 5^th, or 6^th they will present

the paper to the class in a fifteen (15) minute presentation.

      =

Reflection Papers: T= wo reflection papers will be required &n= bsp;       2, 3,= 4, 9        12         4

each week and 1 the last week of class (five total).   A rubric will

be provided.     <= o:p>

Artifact: = The artifact required will be determined = ;             =   &nb= sp;         =   2, 3, 4         2          1

by the student with a rationale provided to the Professor.        =

Final Exam: The Final Examination will be give= n in two       <= /span>   2, 3, 4, 9, 10 12, 13&nb= sp; 4, 5

(2) parts: Objective and essay.

&n= bsp;             =             &nb= sp;            =              =

Timeline and Assignments

Topics &nb= sp;            =            Assignm= ent        &= nbsp;         Date of Discussion

Overview, Syllabus, and Educational Research

Chapter 1

Monday, September 20

Development of Cognition and Language= and Cognitive Views of Learning

Chapter 2 and 7.

Tuesday, September 21

Personal, Social, and Moral Developme= nt and Behaviorism and Social Cognitive Theory

Chapters 3 and 6.
“To Kill a Mockingbird”

Wednesday, September 22

Constructing Knowledge and Complex Cognitive Processes

Chapters 8 and 9.
Leave early for Field Experience=

Thursday, September 23

Learner Diversity and Learners with Exceptionalities

Chapters 4 and 5

“Antwone Fisher”

“Simon Birch”<= /span>

Monday, September 27

Theories of Motivation and Motivation= in the Classroom

Chapters 10 and 11<= /p>
“Front of the Class”=

Tuesday, September 28

Creating Productive Learning Environments: Classroom Management and Principles of Models of Instruction

Chapters 12 and 13<= /p>

Wednesday, September 29

Assessing Classroom Learning and Asse= ssment Through Standardized Testing

Chapters 14 and 15 =

Thursday, September 30

Application of Knowledge

Presentations (9)

Monday, October 4

Application of Knowledge Continued

Presentations (9)

Tuesday, October 5<= /p>

Application of Knowledge Completion

Post test and discussion

Presentations (remaining), Pre-test d= ue, Journal due, Field Experience due, Reflections due.

Wednesday, October 6

Field Experience Reflections, Final Experience/Exam

Final examination using data from the course and all presentations

Thursday, October 7=

Assignment  &nbs= p;         / Standard    &nbs= p;   Rubric Provided     &= nbsp;    Point Value      Due      =

Blackboard Assignments (8)    &nbs= p;            &= nbsp;    Yes              =           =       80 points          September 21, 22, 23, <= o:p>

27, 28, 29, and 30

Daily Journal/      = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;           Oct= ober 6

Daily Assessments (7)    &nbs= p;         &= nbsp;   Yes              = 70 points          September 21, 22, 23,

27, 28, 29, and 30

Class Participation (12)    &= nbsp;         &= nbsp;   Yes        &= nbsp;         50 points      &= nbsp;   October 7

Field Experience (1)     = ;             &= nbsp;   Yes        &= nbsp;         50 points      &= nbsp;   October 6       =

Research Paper/Class (1)

Presentation &n= bsp;            = ;                &= nbsp;   Yes        &= nbsp;         50 points      &= nbsp;   October 4, 5, or 6

Reflection Papers (5)     &nb= sp;            =    Yes        &= nbsp;         50 points      &= nbsp;

Artifact                    =                   &= nbsp;   Yes              &= nbsp;   (No point value)

Final Exam (1)s     &nbs= p;                   &= nbsp;   Yes        &= nbsp;         50 points      &= nbsp;   October 6 and 7

Grading Scale: A rubric will be used for most requirements.      = ;              &= nbsp;

Grade

Points<= /p>

A

368-400

A-

360-367

B+

352-359

B

328-351

B-

320-327

C+

312-319

C

288-311

C-

280-287

D+

Not acceptable

D

Not acceptable

D-

Not acceptable

F

Not acceptable

&nbs= p;

        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;

        &= nbsp;           &nbs= p;            &= nbsp;

80% Competency:              A minimum of 320 point= s

INTASC Principles, NBPTS Core Propositions, and = IDOE Teaching Standards: The course of study relates to the INTASC principles, all five of the NBPTS Core Propositions and several Department of Education Teaching Standa= rds.

Inte= rstate New Teacher Assessment and Support Consortium (INTASC) Principles

The ten INTASC principle= s are listed below. Specific standa= rds for knowledge, dispositions, and perf= ormance accompany each principle. Stu= dents will determine whether their Artifact will be knowledge, disposition, or performance-based.

Principles:

<= o:p>

1. &n= bsp;      The teacher understands the central concepts, tools of inquiry, and the structu= res of the discipline(s) he or she teaches and can create learning experiences = that make these aspects of subject matter meaningful for students.

<= o:p>

2. &nb= sp;      The teacher understands how children learn and develop, and can provide learning opportunities that supports their intellectual, social, and personal development.

<= o:p>

3. &nb= sp;      The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. <= /p>

4. &nb= sp;      The teacher understands and uses a variety of instructional strategies to encou= rage students’ development of critical thinking, problem solving, and performance skills.

<= o:p>

5. &nb= sp;      The teacher uses an understanding of individual and group motivation and behavi= or to create a learning environment that encourages positive social interactio= n, active engagement in learning, and self-motivation.

<= o:p>

6. &nb= sp;      The teacher uses knowledge of effective verbal, nonverbal, and media communicat= ion techniques to foster active inquiry, collaboration, and supportive interact= ion in the classroom.

<= o:p>

7. &nb= sp;      The teacher plans instruction based upon knowledge of subject matter, the community, and curriculum goals.

<= o:p>

8. &nb= sp;      The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

<= o:p>

9. &nb= sp;      The teacher is a reflective practitioner who continually evaluates the effects = of his/her choices and actions on others (students, parents, and other profess= ionals in the learning community) and who actively seeks out opportunities to grow professionally.

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

<= o:p>

Nati= onal Board for Professional Teaching Standards (NBPTS) Five Core Propositions

1.        &= nbsp;    Teachers are committed to students and their learning.

2.  &n= bsp;          Teachers kn= ow the subjects they teach and how to teach those subjects to students.

3.&= nbsp;         Teachers are resp= onsible for managing and monitoring student learning.

4.&= nbsp;         Teachers think systematically about their practice and learn from experience.

5. &n= bsp;        Teachers are memb= ers of learning communities.

Indiana Department of Education Te= aching Standards

1.     &nb= sp;   Teaching across the content areas of English/Language Arts, Math Science, Social Studies, P.E./Health, Music, Visual Arts (see content standards).

2.  &n= bsp;      Developmentally appropriate literacy standards based on scientifically-based reading resear= ch and developed and approved by the board.

3.  &n= bsp;      Understanding of historical and contemporary development of early childhood education.

4.  &n= bsp;      Application of effective teaching practices for teaching young children through a varie= ty of early and ongoing clinical experiences with infant and toddler, pre-primary-aged, and primary-aged children within a range of educational programming models.

5.  &n= bsp;      Psychology of child development, including, but not limited to the development of exceptional needs students.

6.  &n= bsp;      Competence in multicultural education.

7.  &n= bsp;      Differentiation of instruction and teaching methods, including methods for teaching English= as a new language and students with exceptional needs, designed to maximize student engagement.

8.  &n= bsp;      Classroom and behavioral management, including, but not limited to the legal rights a= nd responsibilities of teachers, students, and families.

9.  &n= bsp;      User of technology to support instruction, access and manipulate data, enhance professional growth and productivity; communicate and collaborate with colleagues, families, and community agencies And conduct research.

10.  &= nbsp;    Curriculum development, lesson planning assessment and data used in informing instruct= ion.

11.  &= nbsp;    Use of informal and formal assessment and evaluation strategies in collaboration with others to plan individualized curriculum and teaching practices.<= /o:p>

12.  &= nbsp;    Reflection on and evaluation of professional practices, professional conduct and leadership.

13.  &= nbsp;    Collaboration and consultation with team members, including colleagues, families, primary caregivers, agency personnel, and other service personnel to design and implement experiences and instruction.

&nbs= p;

Overview, Syllabus, and Educational Research	Chapter 1	Monday, September 20
Development of Cognition and Language= and Cognitive Views of Learning	Chapter 2 and 7.	Tuesday, September 21
Personal, Social, and Moral Developme= nt and Behaviorism and Social Cognitive Theory	Chapters 3 and 6. “To Kill a Mockingbird”	Wednesday, September 22
Constructing Knowledge and Complex Cognitive Processes	Chapters 8 and 9. Leave early for Field Experience=	Thursday, September 23
Learner Diversity and Learners with Exceptionalities	Chapters 4 and 5 “Antwone Fisher” “Simon Birch”<= /span>	Monday, September 27
Theories of Motivation and Motivation= in the Classroom	Chapters 10 and 11<= /p> “Front of the Class”=	Tuesday, September 28
Creating Productive Learning Environments: Classroom Management and Principles of Models of Instruction	Chapters 12 and 13<= /p>	Wednesday, September 29
Assessing Classroom Learning and Asse= ssment Through Standardized Testing	Chapters 14 and 15 =	Thursday, September 30
Application of Knowledge	Presentations (9)	Monday, October 4
Application of Knowledge Continued	Presentations (9)	Tuesday, October 5<= /p>
Application of Knowledge Completion Post test and discussion	Presentations (remaining), Pre-test d= ue, Journal due, Field Experience due, Reflections due.	Wednesday, October 6
Field Experience Reflections, Final Experience/Exam	Final examination using data from the course and all presentations	Thursday, October 7=

Grade	Points<= /p>
A	368-400
A-	360-367
B+	352-359
B	328-351
B-	320-327
C+	312-319
C	288-311
C-	280-287
D+	Not acceptable
D	Not acceptable
D-	Not acceptable
F	Not acceptable