EDF 6211: Educational Psychology: Applied Foundations Classroom GC (Graham Center 287-B)

Transcription

1 EDF 6211: Educational Psychology: Applied Foundations Classroom GC (Graham Center 287-B) Professor: Dr. Martha Peláez Office Number: ; COE 242-B Spring 2009 Class Hrs: Thursdays 5:00 7:40 pm Web Site: Office Hrs: Mondays 9-11 am Wednesdays 9-11 am Thursdays 3-5 pm Office Hours by Appointment GENERAL COURSE DESCRIPTION: This is a graduate foundation course designed to teach psychology as applied to teaching with emphasis on both, educational research and practical applications related to contemporary issues in education (effective teaching/learning and assessment). The course bridges the gap between theory, research, and applications and offers the practical knowledge needed to make effective and professional teachers. The rationale for implementing educational methodologies is presented. Successful teaching requires a fundamental understanding and knowledge of how students learn and develop as well as the ability to apply this knowledge in coordinating student learning in specific instruction contexts. This course offers an overview of Educational Psychology focusing on three areas: theory, research and applications. The processes responsible for developmental change and the complexities of infant, child, and adolescent development are emphasized from biopsychosocial and behavior-analytic (learning) perspectives. Genetics, hereditary influences, physical development, neurological, perceptual, and emotional development, as well as the learning processes involved are also reviewed, including those from birth to adolescence. Contemporary issues and educational practices related to parenting, child abuse, school violence, peer relations, behavioral disorders, and moral development are examined from behavior-analytic and mainstream developmental perspectives. This course is a major link between the theory courses and the method courses throughout the College of Education Curriculum. This course requires student s basic knowledge in Psychology as prerequisite. MAIN TEXTBOOKS: Sternberg, R. J. & Williams, W. M. (2002). Educational Psychology. (with Grade Aid work Book). Allyn and Bacon. For support materials go to: bookstore code: and for my summary notes on webpage: Novak, G. & Peláez (2004). Child and Adolescent Development: A Behavior Systems `Approach. Sage Publications. for my summary notes on webpage: RECOMMENDED READING: Publication Manual of the American Psychological Association (5th. Ed.). Washington, D. C.: American Psychological Association. Peláez-Nogueras, M., & Gewirtz, J. L. (1994). The learning of moral behavior: A behavior-analytic approach. In W. Kurtines & J. L. Gewirtz (Eds.), Moral Development (pp ). Boston: Allyn & Bacon. Reynolds W. M., Milller, G. E., & Weiner, I. B. (2003). Handbookk of Psychology: Educational Psychology, Vol, 7. NJ: John Wiley and Sons. (SELECTED READING)

2 Instructor will provide additional supplementary references and materials on special topics for the term paper and in-class presentations handouts. RATIONALE AND MAIN OBJECTIVES: There are two main objectives in this course: (1) To teach students in this course on the psychological principles of learning and motivation and on identify them in the classroom. Students must learn the specific processes involved in teaching-learning effectively in the classroom. The course principal foci are on the processes by which information, skills, values, rules, and attitudes are transmitted from teachers to students. (2) To teach students in this course on the application of those principles of psychology and learning to the practice of instruction; specific information on how the methods, measurement, procedures, and behaviors of teachers impact learners. Course Objectives: (1) Student should be able to conduct literature review on empirical educational psychology topics and research. (2) Student should able to generate testable hypotheses about learning processes, principles, and on teaching skills and techniques. (3) Student should have achieved knowledge of current research and apply it to his/her content area or teaching specialty. (4) Student should able to conduct assessments of learning. (5) Student should able to draw conclusions and implications of their research to influence their own practice as teachers. (6) Student should able to communicate findings of their research in class and transfer that learning to other forums. FLORIDA EDUCATOR ACCOMPLISHED PRACTICES (FEAPS): Students in this course will have met the following FEAPS: FEAP 1) FEAP 5) FEAP 7) FEAP 4 Knowledge of various types of assessments strategies that can be used to determine the students level (cognitive, developmental, academic) and needs (psychological, learning). Identify and sequence learning activities that support study skills and test-taking strategies. Acceptance and fostering of diversity: Showing that you posses knowledge of multiculturalism and a keen sensitivity to varied linguistic backgrounds.) Knowledge of how to apply human development and learning theories that support the intellectual, personal, and social development of students. This knowledge includes the motivational strategies and factors that encourage students achievement; the ability to identify different developmental levels; the application of learning theories to the classroom practices, and knowledge of individual differences including those of students with learning disabilities. Knowledge of strategies, materials and/or technologies that can promote critical thinking skills (Critical Thinking) and creative thinking. FEAP 11 (Covered partially by identifying student behavior indicating possible emotional distress, substance abuse, abuse or neglect and suicidal tendencies. METHODS OF INSTRUCTIONAL DELIVERY Class lectures, discussion, readings, research paper, and examinations.

3 COURSE REQUIREMENTS AND NOTES: 1. Attendance and participation are encouraged. 2. Students are responsible for the text readings due on the days listed. 3. Everyone is expected to take the exams at the scheduled times; make-up exam will not be given. Approximately one third of each class will be dedicated to in-class group presentations and questions asked of the students about the material covered. The rest of the time will be dedicated to lecture, discussion, video, and testing. (I) There will be a midterm and a final exam (dates listed below). This exam will cover lecture and readings materials. Each exam is worth 30 percent of the final grade. (II) Students must prepare an 8- page paper (maximum 10 pages including references but not cover page and abstract page on their presentation topic). This paper will cover the area stipulated by the professor (the professor will discuss in class the requirements and steps for your review of articles and journals). The term paper should be prepared according to the APA (American Psychological Association) manual guidelines and reflect critical thinking skills and writing ability. (Make sure you don't have less than 8 or more than 10 double-spaced pages, abstract page and correct 1 margins or points will be deducted). The paper and presentation are worth 40 percent and will be graded using the following dimensions: (a) Appropriateness of the literature and data reviewed and summarized in the paper and reported in class; (b) Emphasis and elaboration of the topic (i.e., issue, comparison or question) selected and integration of the research literature reviewed; (c) CRITICAL THINKING AND WRITING SKILLS WILL BE ASSESSED. Examples in applied settings (i.e., bridge the gap between theory and application in educational and learning settings). Three phases of the research paper/artifact (taskstream) will be required: (1st) Your paper/presentation topic will be assigned to you and/or your group by no later than the third class. You are expected to refine the topic after examining the most recent literature. (2nd) Once your topic has been established, you should start immediately a serious library search for current articles (scientific journals must be used) and books in your subject area are permitted. If the information is not available in the FIU library, please request the material via interlibrary loan. Use PSYINFO system through Luis-Web and also Eric database. You should prepare a list of references in APA and a 1-page summary of your intended paper. At least 10 primary sources from Scientific Journal articles already consulted and a one-page summary (abstract) of your paper should be ready by the following week or as specified by me. Your list of references and paper summary will be approved (or not) by the following class. (3rd) Your final paper should be submitted to me on the day scheduled. Term papers will not be accepted after this date. Do not include folders and do not use fancy or bold fonts for your paper. Traditional courier font is preferred (remember to follow APA style and document your findings with empirical data). For special topics I will permit data from surveys conducted by the State of Florida Government--check the: FLORIDA Department OF EDUCATION WEB site: (III) Each student will make an in-class special topic presentation on the area approved. The in-class presentation will consist of an 10-minute exposition by each of the representative students. All the students in the same group will share similar or related research topics in educational psychology. In-class presentations will begin approximately on the third week of classes and the date of the presentations will be determined from a raffle (if you have a problem with the date assigned, you should be responsible for arranging with another student in the class an exchange of dates and obtain for my approval). No more than 25 minutes will be allocated to each group presentation since many students need to present in the semester and other activities and lectures will be scheduled for the same day.

4 The presenters should be considered the "local experts" on the material. As such, they should be prepared to make a clear and instructive presentation, to lead a discussion, and to answer questions afterwards. Please prepare your presentations ahead of time with the assistance of the rest of the group. Be sure to provide applied examples related to the topic of educational psychology in general. You may speak with notes (use index cards and overhead/transparencies). Remember that the other students, your audience, may not be as familiar with the materials as you are, so please organize your presentation carefully and speak clearly. The use of transparencies or PowerPoint is highly recommended; do not speak too fast; remember to state your objectives at the beginning and your conclusions at the end of your presentation. The presentation will be graded based on: (1) The accuracy and clarity of your presentation (based on content and the references for data surveyed you used); (2) The examples you present related to applied school/instructional settings. GRADING SYSTEM & SCORING RUBRIC: The course grade will be based on the midterm exam (30 %); final exam (30 %); the presentation (5%); and the term paper (35%). The term paper/artifact will have to be posted on web as part of your e-folio by the end of academic term (see calendar). In addition, intermittently points might be given for constructively participation in class. Grades will be assigned based on the following distribution: = A (4.00 gradepoints) Excellent; superior = A- (3.67 gradepoints) Very Good = B+ (3.33 gradepoints) With merit; good = B (3.00 gradepoints) Good = B- (2.67 gradepoints) Above-satisfactory = C+ (2.33 gradepoints) Above-satisfactory = C (2.00 gradepoints) Satisfactory; minimum = C- (1.67 gradepoints) graduate competency = D (1.33 gradepoints) Unsatisfactory Calendar DATE TOPIC Readings Due: Introduction to Educational Psychology 1/08 Becoming an Expert Teacher and Student Ch. 1 Sternberg & Williams PAPER presentation dates and TOPICS assigned 1/15 Cognitive Development: Piagetian Foundations Ch. 2 Sternberg Cognitive Development Ch. 7 Novak & Pelaez 1/22 Personal, Gender, Social Development Ch. 3 Sternberg Social Development and Morality Ch. 3 Sternberg Attachment, Social Referencing, Fears Ch. 10 Novak & Pelaez 1/29 Individual Differences: Intelligence, Cognitive And Learning Styles, and Creativity Chap 4 Sternberg

5 2/05 Behavioral Approaches to Learning: Ch. 7 Stenberg Classical and Operant Learning Ch. 5 Novak & Pelaez 2/12 Behavior Analysis of Learning & Classroom Management Ch. 7 Novak & Pelaez PRESENTATIONS BEGIN 2/26 Thinking: Concept Formation, Reasoning, Ch. 9 Sternberg and Problem Solving PRESENTATIONS 3/05 MIDTERM EXAM 3/12 Motivation and students Achievement Ch. 10 Sternberg PAPERS DUE-No-face-to-face class PAPERS DUE in Dr. Pelaez s mail box at the College of Education 213 3/19 SPRING BREAK 3/26 Behavior Analysis in Education and Classroom Management Presentations Ch. 11 Stenberg 4/03 Antisocial Interactions Ch. 12 Novak & Pelaez Presentations 4/09 Classroom Assessment Ch. 14 Stenberg REVIEW OF ALL CHAPTERS and GUIDES ASSIGNED FOR FINAL ESSAY EXAM 4/16 Final Exam Last Day to Upload your Task Stream/Artifact/Paper

6 Special Topics to be Covered in Class lectures, for Paper-Presentations, and for Potential Exam Questions Group 1 1a List the main features of No Child Left Behind. Evaluate whether it has been a success or failure. 2a Define the concept of Charter School and present advantages and disadvantages of this new system in several states (Philadelphia, NY Florida). Present data of recent surveys of student s learning success. 3b Discuss school vouchers and the process of privatizations. Standards and regulations for voucher schools. 4c Is Florida Achieving a successful Educational Reform? Why yes/no. How does it compare to other States. Group 2 2.a What do FCATs really measure? Provide many examples from the real TEST and examine weather generalization to other task has been shown. 2b How to Teach to the test in FCAT training. Advantages and disadvantages. Any remedies? 2c. Results of FCAT Testing in the last few years in Florida. How do they impact learning (reading and math). Group 3 3a Students with Developmental Delays and/or Learning Disabilities: Origins/Causes 3b Students with Learning Disabilities: Assessments/Diagnostics 3c Learning Disabilities: Treatments and Teaching Interventions 3d. Precursors of Autism and related disorders Group 4 4a Explain Headsprout system of teaching reading in 80 sessions 4b PSI System (Personalized System of Instruction by Fred Keller). 4c Discuss Mastery Learning and Precision teaching) 4d. Contemporary research findings in Distant Learning Group 5 5a Discuss the origins (etiology) and causes of Antisocial Behavior in preschoolers (discuss Patterson et al.,) 5b Oppositional Defiance Disorders (ODD) in Early Childhood: Causes and Variables 5c Conduct Disorders in the Classroom: Discuss diverse Treatments and Interventions--including behavior management techniques and provide examples. 5d Causes of school violence and incidence per state in the US. 5e. Indicators of emotional distress, substance abuse, abuse or neglect and suicidal tendencies Group 6 6a Character Education and Morality: Should teachers teach moral values in the classroom? Discuss the 2 sides of the controversy (Lieberman, & others) 6b Discuss similarities and Differences between Piaget, Kohlberg stage- theories of Moral Development and Behavior, and the Analytic Approach (the Learning Approach) to moral development (by Pelaez-Nogueras & Gewirtz, 1991; 1995). 6c Discuss the Taxonomy of Rules and classroom management implications (Stenberg; Pelaez & Moreno, 1998).

7 Group 7 7a Discuss Behavioral approaches to Learning and Education and the role of Incentives (reinforcement) in Learning. What is Accountability? Who in the educational system is accountable and how? (e.g., parents, teachers, teachers, school, state) 7b Provide examples of skill acquisition and discuss Skinner s impact on Programmed Instruction. Discuss what Keller did to translate Skinner s work into applied educational programs. 7c Discuss current virtual education programs in the US (and the world) in the elementary and pre-k years. Focus on the successful programs. Group 8 8a What is the retention to graduation (and drop out) in High School and Community Colleges in Florida and how does it compare to other states? 8b Current Existing measurements/assessments as exit/graduation requirements in High school and Colleges in the US. 8c Discuss the main factors associated with high school and college dropouts and retention; provide research data to support the points. All papers should use evidence-based journals (refereed journals) and/or report supporting empirical data/surveys of recent National/state studies. Check the Federal and State Government Web pages; the Department of Education; as well as the Florida Board of Education. Scientific Journal references are preferred. Point will be deducted for not following these guidelines. Theoretical papers should use refereed scientific journals approved by instructor.

8 EDP DR. MARTHA PELAEZ EDUCATIONAL PSYCHOLOGY GRADUATE EVALUATION FORM FOR PRESENTATIONS Name of Presenter Date Please use the following scale to evaluate the various aspects of the presentation: Outstanding Very Good Good Average Poor The presenter was well prepared and informed on the topic The presentation revealed a thorough library search (literature) The presenter provided a valuable handout or transparencies The presenter delivered the material clearly and in an organized fashion The presenter allowed time for questions and responded accurately The content of the presentation was interesting and relevant The overall rating of the presentation Please feel free to add any written comments on the presentation: Name of evaluator: Student ID number * Your evaluation will be treated confidentially.

9 Students at Florida International University are expected to adhere to the highest standards of integrity in every aspect of their lives. Honesty in academic matters is part of this obligation. Academic Integrity is the adherence to those special values regarding life and work in an academic community. Any act or omission by a student which violates this concept of academic integrity and undermines the academic mission of the University, shall be defined as academic misconduct and shall be subject to the procedures and penalties that follow. DEFINITION OF ACADEMIC MISCONDUCT Academic Misconduct is defined as the following intentional acts or omissions committed by any FIU student: 1.01 Cheating: The unauthorized use of books, notes, aids, electronic sources; or assistance from another person with respect to examinations, course assignments, field service reports, class recitations; or the unauthorized possession of examination papers or course materials, whether originally authorized or not. Any student helping another cheat may be found guilty of academic misconduct Plagiarism: The deliberate use and appropriation of another's work without any indication of the source and the representation of such work as the student's own. Any student who fails to give credit for ideas, expressions or materials taken from another source, including internet sources, is guilty of plagiarism. Any student helping another to plagiarize may be found guilty of academic misconduct Misrepresentation: Intentionally lying to a member of the faculty, staff, administration, or an outside agency to gain academic advantage for oneself or another, or to misrepresent or in other ways interfere with the investigation of a charge of academic misconduct Misuse of Computer Services: The unauthorized use of any computer, computer resource or computer project number, or the alteration or destruction of computerized information or files or unauthorized appropriation of another's program (s) Bribery: The offering of money or any item or service to a member of the faculty, staff, or administration anyone in order to commit academic misconduct Conspiracy and Collusion: The planning or acting with one or more fellow students, any member of the faculty, staff or administration, or any other person to commit any form of academic misconduct together Falsification of Records: The tampering with, or altering in any way any academic record used or maintained by the University Academic Dishonesty: In general, by any act or omission not specifically mentioned above and which is outside the customary scope of preparing and completing academic assignments and/or contrary to the above stated policies concerning academic integrity. If you have special needs or require special classroom arrangements due to a disability please contact the instructor for support.