ED 294 EDUCATIONAL PSYCHOLOGY

Transcription

1 ED 294 EDUCATIONAL PSYCHOLOGY Readings and Website Information Required Text: Moreno, R. (2010). Educational Psychology. Hoboken, NJ: John Wiley & Sons Inc. Course Materials/Grades: Syllabus, Daily Outlines, Research articles, Assignments, and Grades will be posted on the D2L website. Course Description Explains psychological theory and research related to learning, motivation, cooperation, and instruction in diverse cultures and settings. Dragon Core Competencies MSUM students will be able to: Describe social, scientific and historical approaches to understanding human behaviors. Understand appropriate methods to gather, analyze and interpret data. Critically analyze objective information and subjective interpretations. Explain the complexity of human interactions and significant social problems from a variety of perspectives. Examine social behavior across a range of historical periods and cultures. Course Objectives Understand the cultural, social, emotional, cognitive, physical, and moral developmental of individuals and how each influence learning.

2 Describe the key principles and theories that guide educators in their efforts to differentiate instruction to students abilities and promote their further development. Explain how self-concept and self-esteem affect the motivation and performance of individuals. Understand the importance of learning life skills such as cooperation and collaboration that allow us to function effectively in diverse relationships. Explain how an individual s moral reasoning and behavior change over time, and what educators can do to promote prosocial development. Compare and contrast the ways in which individuals from various cultural and ethnic groups are apt to be alike and different from one another, and identify the implications of these differences for educational practice. Compare and contrast the ways in which males and females are alike and different, and identify what can be done to provide equitable educational opportunities for both genders. Identify psychological issues/challenges that individuals encounter and how to support healthy coping mechanisms. Identify the qualities of effective learning strategies. Understand how the environment, the instruction, the curriculum, and the uniqueness of the individual affect learning. Grading Your grade will be based on: 3 exams (each worth 50 points). These tests will consist of some multiple choice items and some short-answer essay questions. Choose 7 of 9 assignments to complete. Each assignment has a due date and is worth 20 pts (total of 140 points). These must be completed by the deadline of each assignment. (See assignment page below). No assignments are accepted late, unless okayed by the instructor. A jigsaw format, group research project-- paper and presentation (worth 60 pts) concerning one of the point/counterpoint controversial issues from the text that affects education today (or another controversial topic that is preapproved by the instructor incorporating psychology and education). The group presentation must reference psychological theories and components addressing cultural, moral, socioemotional, biological, and cognitive influences/concerns on both the pro/con sides of the issue. (More specific details will be given in class.) Standards: 2B, 2C, 3H, 9 F; BOT(E): A-2; BOT(M): A-2 Final Grade: You may earn up to a total of 350 points from the tests, the small group research project, and class assignments. Grades will be based on the total number of points earned in the class from a total of 350 points (no curve). The grading scale will be as follows:

3 90%-100% pts A 80%-89% pts B 70%-79% pts C 60%-69% pts D 59% or below 209 pts or below F Course Policies Class attendance: Class attendance is strongly encouraged. Along with the lecture, information for exams and assignments will be given in class, so accumulated absences will surely affect one s grade. Students who miss class are responsible for obtaining course notes, data, and other missed materials from a classmate. Cell phone use and texting: During class time no cell phones or texting is allowed. If a student needs to call or text someone, the student may leave the room to do so. Special Accommodations: Students with disabilities who believe they may need an accommodation in this class are encouraged to contact Greg Toutges, Coordinator of Disability Services at V/TTY, CMU 222 as soon as possible to ensure that accommodations are implemented in a timely fashion. Office hours: Students should feel free to come by to discuss classroom topics or for clarification of or feedback on assignments. The instructor can also be reached by phone or , and appointments can be scheduled outside office hours. It is best to seek help on assignments and class material as early as possible. Maintaining academic honesty: Plagiarizing, inadequately citing, or cheating on exams or assignments will not be tolerated! **Plagiarism is copying someone else s work or something they have said and using it as your own. This may be copying something word for word or copying someone else s ideas without citing their name. Standards of Effective Practice Standards addressed by this course: Standard 2, student learning. A teacher must understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social, and personal development. The teacher must: A. Understand how students internalize knowledge, acquire skills, and develop thinking behaviors, and know how to use instructional strategies that promote student learning; B. Understand that a student's physical, social, emotional, moral, and cognitive development influence learning and know how to address these factors when making instructional decisions; C. Understand developmental progressions of learners and ranges of individual

4 variation within the physical, social, emotional, moral, and cognitive domains, be able to identify levels of readiness in learning, and understand how development in any one domain may affect performance in others. H. Demonstrate knowledge and understanding of concepts related to technology and student learning. Standard 3, diverse learners. A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. The teacher must: A. understand and identify differences in approaches to learning and performance, including varied learning styles and performance modes and multiple intelligences; and know how to design instruction that uses a student's strengths as the basis for continued learning; C. know about the process of second language acquisition and about strategies to support the learning of students whose first language is not English; E. understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values; H. understand cultural and community diversity; and know how to learn about and incorporate a student's experiences, cultures, and community resources into instruction; K. identify and design instruction appropriate to a student's stages of development, learning styles, strengths, and needs. Standard 4, instructional strategies. A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. The teacher must: B. understand the cognitive processes associated with various kinds of learning and how these processes can be stimulated; C. understand principles and techniques, along with advantages and limitations associated with various instructional strategies. L. use educational technology to broaden student knowledge about technology, to deliver instruction to students at different levels. Standard 5, learning environment. A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.

5 A. understand human motivation and behavior and draw from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work; B. understand how social groups function and influence people, and how people influence groups; C. know how to create learning environments that contribute to the self-esteem overall persons and to positive interpersonal relations; F. know factors and situations that are likely to promote or diminish intrinsic motivation and how to help students become self-motivated; J. recognize the relationship of intrinsic motivation to student lifelong growth and learning; K. use different motivational strategies that are likely to encourage continuous development of individual learner abilities. Standard 6, communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must: A. understand communication theory, language development, and the role of language in learning; E. understand the power of language for fostering self-expression, identity development, and learning. Standard 7, planning instruction. A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals. The teacher must: A. understand learning theory, subject matter, curriculum development, and student development and know how to use this knowledge in planning instruction to meet curriculum goals. Standard 9, reflection and professional development. A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth. The teacher must: E. understand the role of reflection and self-assessment on continual learning; F. understand the value of critical thinking and self-directed learning; Board of Teaching Elementary Education Standards addressed by this course:

6 A. A teacher of children in kindergarten through grade 6 must: 2. understand and apply educational principles relevant to physical, social, emotional, moral, and cognitive development of young children. 3. the concepts of "belonging" and "family connectedness as crucial to the development of children. I. A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental social studies concepts and the connections among them. The teacher must know and apply: 1. tools of inquiry and problem solving. 2. concepts of: c. the interaction between people, places, and environments. d. individual development and identity. Board of Teaching Middle Level Education Standards addressed by this course: A. A teacher of middle level students understand the nature of early adolescence and the needs of young adolescents. The teacher must understand and apply: 2. the educational principles relevant to the physical, social, emotional, moral, and cognitive development of young adolescents 3. the concepts of "belonging" and "family connectedness as crucial to the development of young adolescents. CONCEPTUAL FRAMEWORK OF THE EDUCATION UNIT MSUM candidates are professionals who are knowledgeable, reflective, humanistic, and creative. Knowledgeable: MSUM candidates display competence in their subject matter, built upon a strong grounding in liberal studies. MSUM candidates understand the principles of learning, assessment and technology. They understand and apply legal and ethical considerations in all aspects of their work. MSUM candidates are able to integrate theory and practice, and view learning as an active process. MSUM candidates demonstrate the ability to model connections between philosophical foundations and best practices in the field. As life-long learners, MSUM candidates engage in research and complex thinking. They design opportunities for others to seek knowledge and to understand themselves as members of the world community. Reflective: MSUM candidates engage in thoughtful analysis of the meaning and significance of their actions, decisions, and results with regard to their work in order to assess progress in meeting this guiding principle. It is through this reflective process that instruction is improved, new ideas are implemented, ineffective methodologies are abandoned, and learning outcomes for students are enhanced. MSUM candidates are skilled at analyzing their teaching from a variety of perspectives and identifying

7 connections between teaching strategies and student learning. In addition, candidates utilize a variety of techniques to question their procedures and consider alternatives for instruction and student growth. MSUM candidates are able to recognize learning, motivational, and developmental variables in their instructional practice and relate those dimensions to their teaching practices. Finally, MSUM candidates bring a questioning spirit to received wisdom and conventional practice when needed. Humanistic: MSUM candidates value the personal worth of each individual. This is based on a belief in people's potential and their innate ability to develop to their fullest. MSUM candidates' actions are grounded in knowledge of different cultural and ethnic groups within the world community, and in knowledge of the influence of culture and history, ethnicity, language, gender and socio-economics on one's life. This knowledge base informs candidates' decision-making as they create environments that promote freedom, compassion, and success for all learners. MSUM candidates are fair-minded in their interactions with others, as well as sensitive to and accepting of individual differences. Further, MSUM candidates have an understanding of aesthetics and the diversity that is part of the human experience and will incorporate this knowledge into their work. MSUM candidates recognize and accommodate a variety of linguistic and nonlinguistic interpersonal skills in their actions with others. MSUM candidates foster resiliency in the students with whom they work, and model these qualities in their own work. Creative: MSUM candidates understand the powerful resources of the arts and sciences, and use their knowledge of these areas to bring the best of their imaginative and creative acts into the classroom. MSUM candidates recognize the important role creativity plays in the design of instruction and classroom environment. They will, for themselves and for their students, meet new situations with resourcefulness, excitement and curiosity, with an investigative attitude, and with the ability to pose, seek and design solutions to problems. MSUM candidates are cognizant of the aesthetic elements of the world and draw on that knowledge to make curricular decisions designed to help students not only learn about aesthetics, but to also learn how to think about the world at large. Tentative Schedule Date Agenda Assignments Due: Welcome & Introduction to Educational Psychology Intro to research/expert Teachers Diversity in the classroom -Group differences -Individual differences -Exceptional students Diversity Read Chapter 1 Standards: 2D, 5A BOT(E): A2 BOT(M): A2 Read Chapter 2 Standards: 2B, C; 3A, C, E, H, K BOT(E): A2, 3; I2c BOT(M): A2, 3 Assignment 1 due Jigsaw group 1 presents

8 -Intelligence -family support differences -Problem Solving Brain Development & Language Development -neuron system -parts of the brain Language Development -films on language/piaget -Piaget s Theory -Vygotsky s Theory Personal, Social, & Moral Development -Nature/Nurture -family influence/parenting styles/ types of families -peer influences Personal, Social & Moral -societal influences -Development of self -Erikson s theory Humanistic Theory Ecological Theory -Kohlberg s theory -diversity in development -film on moral theory Exam 1 Chapters 1-4 Classical Conditioning -Pavlov Operant Conditioning Behaviorist theory -Skinner/Watson -films on conditioning Behaviorism in the Classroom -shaping -ABC behavior analysis Information Processing Model -Memory -Living w/out memory film -Memory -Theory of Mind/Metacognition --Films on theory of mind & memory Complex Cognitive Processes -Concept Formation -Critical thinking -Study strategies -creativity -teaching a strategy -problem solving/bias Read Chapter 3 Standards: 2A, B, C, H; 3C, E; 4B; 6A, E; 7A BOT(E): A2 BOT (M) :A2 Read Chapter 4 Standards: 2A, B, C; 3E, H; 5B, C; 7A; 9E, F BOT (E): A2, 3; I2c, d BOT (M): A2, 3 Read Chapter 5 Standards: 5A, C, F, J, K Read Chapter 6 Standards: 2C; 4A; 7A Read Chapter 7 Standards: 2A, B, C; 3A, K; 4B, C, L, 7A BOT(E): A2, I1 BOT (M): A2 Assignment 2 due Jigsaw group 2 presents Assignment 3 due Jigsaw group 3 presents Assignment 4 due Jigsaw group 4 presents Jigsaw group 5 presents

9 -transfer -diversity Sociocognitive Theory-- Bandura -social learning/modeling -self-regulation Constructivist Theory- Vygotsky -discovery learning -inquiry-based -cooperative learning -problem-based -diversity in learning/differentiation Exam 2-Chapters 5-8 Motivation theories -Behavioral -Cognitive -Sociocognitive -Humanistic Read Chapter 8 Standards: 2B, C; 3A, E, K; 4B,C, L; 5B, C, F, 7A, 9E, F BOT(E): A2; I1, 2c, d BOT(M): A2 Read Chapters 9 & 10 Standards: 2B, C, E; 5A, B, C, F, J BOT(E): A2 BOT(M): A2 Assignment 5 due Assignment 6 due Film on Motivation Affect in the Classroom -Anxiety/Depression -Eating Disorders -Diversity -psychosocial needs -student characteristics -teacher characteristics -Resiliency Classroom Management/Environment -PBIS -organization/leadership -classroom arrangement -structure -collaboration with parents -problem behaviors/violence -diversity in management Assessment in the Classroom/Standardized Tests/Grading Technology in the Classroom Read Chapter 11 Standards: 2B, H; 5C, F BOT(E): A2, 3; I2c BOT(M): A2, 3 Read Chapter 12 & 13 Standards: 2H; 4L; 9E, F Read Chapter 14 Standards: 2H; 4L Final --Chapters 9-14 **This schedule is subject to change as the needs of the class demand. Assignment 7 due Jigsaw group 6 presents Assignment 8 due Jigsaw group 7 presents Assignment 9 due Jigsaw group 8 presents Assignments for Educational Psychology General Instructions: Please put your name, the assignment number, and class time at the top of your assignment as the example shows (Example: John Doe.A1.1:30) All

10 written portions must be typed, double-spaced, with one inch margins, and point font. At least one full page is required for any writing assignment/reflection. Assignment 1: Each student will read one research study from the National Undergraduate Research Clearinghouse, What Works Clearing House, or Intervention Central websites to understand the importance of research in guiding our instructional decisions. For this assignment, you must: 1) Explain the intervention thoroughly, 2) Include pros and cons of the intervention, 3) Give your opinion of the intervention, and 4) Include one source that teacher s could use for future reference. Choose from the following: Write a letter to a principal about one particular intervention that should or should not be used in your school. OR Create a brochure about a particular intervention. 2C, 4C, 4L, 9E, 9F; BOT(E): I clearinghouse.missouriwestern.edu Assignment 2: Each student will watch 15 commercials on tv observing whether the commercials starred a male or female, what ethnic group the individual belonged to, what the individual was selling, and what perceived class (lower, middle, upper) the individual was a member of? Create a table or graph displaying what you found then choose from the following: Write a reflection on how diversity in media can affect a child s self-efficacy in education OR Create a cartoon demonstrating how media can affect a child s self-efficacy in education OR Write a letter to the tv station about your concerns regarding a child s self-efficacy in education according to what you witnessed when watching the commercials. OR A creation of your choice that addresses how media affects a child s self-efficacy in education (okay your idea with the instructor). (Ecological Theory & Sociocultural Theory). 2B, 3A, 3C, 3H Assignment 3: Family connectedness and the sense of belonging have been repeatedly shown to strongly influence a student s academic, social, emotional, and behavioral wellbeing. Several issues such as poverty, addictions, cultural/language barriers, homelessness, overworked/overstressed parents, too many extracurricular activities, emotional or physical health of a family member, divorce, disabilities, etc., may affect family connectedness. Choose one issue and explain how it can negatively affect family connectedness, relate it to a family connectedness issue in your own family, and from your research give some possible solutions to overcome this issue OR Interview 3 different families and write a summary explaining what issues disrupted their families connectedness and what they did to overcome the issues. Include 2-3 references. (Psychosocial and Sociocultural Theories) 5B, 5J; BOT(E): A-3; BOT(M): A-3 Assignment 4: Through the use of a classical, operant, or observational learning conditioning, define a specific behavior that someone currently does and make 3 attempts within the next week to alter someone s behavior. In a written reflection, document what occurred and then create your own scenario of how a teacher could use

11 whichever conditioning you did to alter a child s behavior in school. (Behaviorist Theory). 5A, 5B, 5F, 5K Assignment 5: Students will work within collaborative groups. Each individual will other members of the group. Then the student will write a reflection about the teaching experience and explain how this strategy could be used in a teaching experience. Also give your opinion of the strategy. (Cognitive & Information Processing Theories). 2A, 4B, 4C, 7A Assignment 6: Students will work to differentiate a training/lesson on one topic of their choice. You must create a written plan as to how you would differentiate a training/lesson for 3 levels of learners: struggling learners, average learners, and above average learners OR using Sternberg s Triarchic theory differentiate a lesson for each type of learner: analytical, practical, and creative. For each level/type, you must explain what the students should know, understand, and do. Each of these learners must be taught at their zone of proximal development (Vygotsky s Sociocultural Theory and Constructivist Theory). 2C, 3A, 3K, 7A, 9E, 9F; BOT(E): I-2d Assignment 7: Students will watch a research video in class about motivating individuals. Students will write a reflection about the research findings and how they can use this information when trying to motivate individuals in a classroom (Behavioral Theory of Motivation). 5A, 5B, 5F, 5J, 5K Assignment 8: Students will view one of the following videos from the PBIS (Positive Behavioral Supports in Schools) website showing system-wide models of Positive Behavioral Supports in school settings using a 3-tiered model of intervention. Students will watch the video on their own time and 1) create a brochure on PBIS, 2) write a reflection on PBIS or 3) create a 60 second video promoting PBIS. You must include an explanation of PBIS, explain how a PBIS school compared to your own school, and give your own opinion on PBIS. (Humanistic Theory). 5A, 5B, 5C, 9E, 9F; BOT(E): I-2c Go to: and watch one of the following videos: "Positive Unified Behavior Support: A Model of School-Wide Positive Behavior Support" Discovering School-Wide PBIS: Moving Towards a Positive Future" "Creating the Culture of Positive Behavior Supports" Assignment 9: Design the perfect learning environment (no financial barriers) for students for example, you could create a diorama of your environment, a drawing of your environment, a computer layout of your environment then you need to show an explanation of why this would be a good, respectful learning environment (Learner- Centered Theory; Sociocultural Theory). 4L, 5C; BOT(E): I-2c