SYLLABUS FOR EDUCATIONAL PSYCHOLOGYSYLLABUS FOR EDUCATIONAL PSYCHOLOGY
Term: Spring, 1999-2000 (992) (January 10 - April 19, 2000)
Course Number: EDU300X
Instructor: Dr. Elaine Kisisel
Office: Room # 513
Office Phone: 219 473-4271
E-mail: ekisisel@ccsj.edu
Office Hours
By appointment
Course Time:
Wednesday 7:00-10:00 p.m.
Course Description:
The teacher candidate will examine and reflect on the application of psychology to a variety of situations encountered in teaching/learning situations. Topics include cognitive/language/socio-emotional development of students, cultural diversity, assessment, learning objectives/strategies, pedagogy, learning environment components, and reflective teaching.
Prerequisites:
EDU 100, ED 200
Textbooks:
Biefler, Robert F. and Snowman, Jack (1997) Psychology Applied to Teaching. Boston: Houghton Mifflin Company.
ADDITIONAL BOOKS:
Campbell, Dorothy M., et.al. (1997) How to Develop a Professional Portfolio.
Needham Heights, MA: Allyn and Bacon.
Mackenzie, Robert J. (1996) Setting Limits in the Classroom. Rocklin, CA: Prima.
Palmer, Parker J. (1998) The Courage to Teach. San Francisco: Jossey-Bass.
Livsey, Rachel C. (1999) The Courage to Teach: A Guide for Reflection and Renewal. San Francisco: Jossey-Bass.
Codell, Esme Raji. (1999) Educating Esme. Chapel Hill, NC: Algonquin Books. (Optional)
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).
Class Policy on Attendance:
Attendance is mandatory. Students missing more than three classes may not pass this course.
Class Policy For Assignments:
Calumet College of St. Joseph adheres to citation guidelines as written in the Publication Manual of the American Psychological Association, Fourth Edition. A copy can be purchased from the bookstore. The text outlines how to site references from a variety of sources, including electronic media.
Course Objectives:
PRINCIPLE OBJECTIVE:
The teacher candidate will demonstrate hi/her understanding and reflections about the following:
RELATED INTASC PRINCIPLES:
The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
The teacher uses an underrstanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
The teacher is a reflective practitioner who continually evaluates the effects of hid/her choices and actions on others…and who actively seeks out opportunities to grow professionally.
Assessment:
Grades will be determined as follows:
Class discussion ___10____% of grade
Class assignments ___90____% of grade
Assignments:
#1 Observation
Due January 19, 2000
#2 Development
Due January 26, 2000
#3 Diverse Learners
Due February 9, 2000
#4 Teaching/Learning Theories
Due February 23, 2000
#5 Setting Limits
Due March 8, 2000
#6 Courage to Teach
Due March 22, 2000
#7 Professional Working Portfolio
Due April 12, 2000
CLASSES AND TEXTBOOK READINGS:
January 12, 2000
Topic: Scope of Educational Psychology
Text: Chapter 1
January 19, 2000
Topic: Developmental Theories
Text: Chapters 2
January 26, 2000
Topic: Student Characteristics
Text: Chapters 3 and 4
February 9, 200
Topic: Cultural Diversity in the Classroom
Text: Chapter 5
February 16, 2000
Topic: Student Variability
Text: Chapter 6
February 23, 2000
Topic: Teaching/Learning Theories
Text: Chapters 7, 8 and 9
March 1, 2000
Topic: Teaching/Learning Theories
Text: Chapters 7, 8, and 9
March 8, 2000
Topic: Learning Objectives
Text: Chapter 10
March 15, 2000
Topic: Motivation and Classroom Management
Text: Chapters 11 and 12
March 22, 2000
Topic: Assessment of teaching/Learning
Text: Chapter 12
March 29, 2000
Topic: Assessment of Teaching/Learning
Text: Chapters 12 and 13
April 12, 2000
Topic: Portfolio Presentations
April 19, 2000
Topic: Reflections