Dr. Deborah Hill Office: OM 208A
Phone: 865.8628 (O) Hours: MWF 9-11 AM
865.7762 (H) Or as arranged
e-mail: hilld@suu.edu


Course Description:

This course is a study of the relationships of psychology to teaching. It is a survey of learning principles and techniques that create conditions for effective learning. The measurement portion of the course will require study and experiences which develop an understanding of assessment tools including criterion, norm-referenced, performance, portfolios, and their appropriate application to study, learning, instructional design, and reporting to students and parents. Must be officially admitted to the department of teacher education. Prerequisite: PSY 1010, EDUC 2020


Target INTASC Standards

• Standard 2: Student Development: The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social and personal development.
  
  Effective teachers evaluate student performance to design instruction appropriate for social, cognitive, and emotional development. The teacher encourages student reflection on prior knowledge and its connection to new information. Effective teachers provide opportunities for students to assume responsibility for and be actively engaged in learning.
  
  
• Standard 3: Diverse Learners: The teacher understands how students differ in their approaches to learning and creates instructional opportunities adapted to diverse learners.
  
  Effective teachers design instruction appropriate to students’ stages of development, learning styles, strengths and needs. The teacher adjusts instruction to accommodate learning differences or needs of students. Effective teachers use knowledge of different cultural contexts and connect with the learner through types of interaction and assignments. The teacher creates a learning community that respects individual differences..
  
  
• Standard 4: Multiple Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving and performance skills.
  
  Effective teachers select and use multiple teaching and learning strategies to encourage students in critical thinking, problem solving and performance skills. The teacher assumes different roles in the instructional process (instructor, facilitator, coach, audience) to accommodate content, purpose, and learner needs.
  
  
• Standard 5: Motivation and Management: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
  
  Effective teachers engage students by relating lessons to students’ personal interests, allowing students to have choices in their learning, and leading students to ask questions and solve problems that are meaningful to them. The teacher encourages clear procedures and expectations that ensure students assume responsibility for themselves and others, work collaboratively and independently, and engage in purposeful learning activities. Effective teachers analyze classroom environment and interactions and make adjustments to enhance social relationships, student motivation and engagement and productive work.
  
  
• Standard 6: Communication and Technology: The teacher uses knowledge of effective verbal, non-verbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom.
  
  Effective teachers model effective communication strategies in conveying ideas and information and when asking questions. The teacher demonstrates that communication is sensitive to gender and cultural differences. Effective teachers use a variety of media communication tools to enrich and extend learning opportunities.
  
  
• Standard 8: Assessment: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
  
  Effective teachers select, construct, and use assessment strategies appropriate to learning outcomes. The teacher uses variety of formal and informal strategies to inform choices about student progress and adjust instruction. The teacher evaluates effects of class activities on individuals and groups through observation of classroom interaction, questioning and analysis of student work. Effective teachers use assessment strategies to involve learners in self-assessment activities to help them become aware of their strengths and needs and to encourage them to set personal goals for learning.
  
  
• Standard 9: Reflective Practitioner: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others and who actively seeks out opportunities to grow professionally.
  
  Effective teachers use classroom observation, information about students and research as sources for evaluating the outcomes of teaching and learning and as a basis for reflecting on and revising practice. The teacher uses literature, colleagues and other resources to support self-development as a learner and as a teacher. Effective teachers consult with colleagues within the school and other professional arenas as support for reflection, problem-solving and new ideas, actively sharing experiences and seeking and giving feedback.
  
  Standard 10: Community Relationships: The teacher fosters relationships with school colleagues, parents, and agencies in larger community to support student’s learning and well-being.
  
  Effective teachers participate in collegial activities designed to make the entire school a productive learning environment. The teacher seeks to establish cooperative partnerships with parents/guardians to support student learning. The teacher links with counselors, teachers of other classes and activities within the school, professionals in community agencies, and others in the community to support students’ learning and well-being. Effective teachers are advocates for students.
  
  
  

Course Objectives:

To successfully complete this course, each participant must be able to:

1. define educational psychological research.
   
   
2. identify valid and reliable educational psychological research.
   
   
3. describe the influence educational psychological research has had on education of children and young adults.
   
   
4. identify key researchers and their contributions to education (cognitive and behavior).
   
   
5. describe characteristics and stages of personal, social and emotional development.
   
   
6. define concepts of motivation as it affects classroom management and learning outcomes.
   
   
7. differentiate measurement and evaluation, and describe the relationship between them.
   
   
8. identify different types of standardized tests, issues associated with these tests and new directions in testing.
   
   
9. define assessment; pre, formative and summative.
   
   
10. create different assessment tools for specific subject areas.
    
    
11. effectively communicate assessment outcomes with learner.
    
    
12. maintain and improve Professional Educator Portfolio
    
    
    

Professional Dispositions and Personal Characteristics:

As part of the Teacher Education Program and this course, all participants are expected to demonstrate and to continue to cultivate the following professional dispositions and personal characteristics. All participants are expected to:

• value critical thinking, problem solving, and self-reflection.
  
  
• appreciate the value of alternative theoretical perspectives, educational research, and the experiences of colleagues as a basis for reflecting on practice.
  
  
• engage in continuous learning and in professional discourse about student learning and motivation.
  
  
• take personal responsibility for supporting educational practices with research and theory.
  
  
• express appreciation for human diversity and respect students as individuals.
  
  
• express confidence in the ability of all students to learn and express a willingness to adapt instruction and to persist in helping all students achieve success.
  
  
• demonstrate sensitivity to community and cultural norms.
  
  
• demonstrate enthusiasm for your subject matter.
  
  
• value ongoing assessment as essential to the instructional process
  
  
• demonstrate commitment to the expression and exercise of democratic values (e.g., mutual respect, fairness, equality, and justice) in the classroom
  
  
• value peer relationships in establishing a motivational climate for student learning and appreciate the role of students in promoting each others learning.
  
  
• believe students need career exploration and development opportunities.
  
  
• believe schools and teachers are responsible for helping students develop a positive work ethic including responsibility, initiative, perseverance, creativity, and the ability to work collaboratively.
  
  
• appreciate the value of working with parents, the community and other professionals to improve the learning and well-being of students.
  
  
• respect confidentiality, privacy and other student and parental rights.
  
  
  

Course Content:

Educational psychology is the study of psychology in education. It involves the application of psychological principles in educational settings and thus requires in-depth knowledge of basic psychological principles. These principles can assist a teacher’s understanding of classroom learning and activity. The field of educational psychology is not only concerned with the applications of knowledge but also the generation of knowledge. Because educational psychology involves complex knowledge, students will benefit from sharing ideas, comparing products and generating joint plans.


Text:

Woolfolk, A. (2000). Educational psychology. Boston; Allyn Bacon


ELECTRONIC LIBRARY:

DATE: ARTICLE:

2/14 What do we know from brain research?

2/21 Helping children become more prosocial: Ideas for classrooms, families, schools and communities

3/19 Constructivist theory in the classrooms: Internalizing concepts through inquiry learning

3/21 Ability and expertise: It’s time to replace the current model of intelligence

3/21 A multiplicity of intelligences

3/28 The intelligence-friendly classroom: It just makes sense.

4/2 Caring about learning: The nature and nurturing of subject-matter appreciation

4/4 Moving beyond management as sheer compliance: Helping students to develop goal coordination strategies.

4/25 Making the Grade: what Benefits Students?

Recommended Readings/References:

Alderman, M.K. (1999) Motivation for achievement: Possibilities for teaching and learning. Mahwah, NJ: Erlbaum.

Charles, C.M. (1985). Building classroom discipline: From models to practice. New York: Longman.

Curwin, R.L., & Mendler, A.N. (1988). Discipline with dignity. Alexandria, VA: ASCD.

Dreikurs, R., Grunwald, B.B., Pepper, F.C. (1971). Maintaining sanity in the classroom: Illustrated teaching techniques. New York: Harper & Row.

Evertson, C., Emmer, E.T., & Worsham, M. (2000) Classroom management for elementary teacher. Boston: Allyn & Bacon

Glasser, W. (1969). Schools without failure. New York: Harper & Row.

Gordon, T. (1974). Teacher effectiveness training. New York: Wyden.

Jones, J.F., & Jones, L.S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6^th edition). Boston: Allyn & Bacon.

Kohn, A. (1996). Beyond discipline: From compliance to community. Alexandria, VA: ASCD.

Sacks, P. (1999). Standardized minds: The high price of America’s testing culture and what we can do to change it. Cambridge, Mass: Perseus Books.

Shanor, K.N. (1999). The Emerging Mind. Los Angeles: Renaissance Books

Silver, H., Strong, R. & Perini, M. (2000). So each may learn: Integrating learning styles and multiple intelligences. Alexandria, VA:ASCD.

Stiggins, R. (2001). Student-Involved Classroom Assessment (3^rd Ed.) Columbus, OH: Merrill Prentice Hall.

Stipek. D. (1996). Motivation to learn: From theory to practice. Boston: Allyn & Bacon.

Course Requirements/Assignments Due Date: Value:

1. Attendance will be taken by a quiz or activity at the beginning of each class based on the readings OR by a Clarifications and Insights which are occasional end of class exercises that are designed to help you think about important points and reflect upon strategies you can use in your own teaching. They are also opportunities to identify any lingering questions or issues needing clarification. 0 &emdash; 56
   
   3 absences and you’re exempt from an "A"
   5 absences and you’re out of the running for a "B"
   7 absences and we need to talk (seriously)
   
   
2. Third-term (Essay, Multiple Choice, etc.) 2/23 0 &emdash; 100
3. Third-term (Essay, multiple choice, etc.) 4/4 0 &emdash; 100
4. Issues - Rubric given 4/11 0 &emdash; 50
5. Professional Educator Portfolio 12/11 0 &emdash; 50
6. Final (Summative/Case Study) 4/25 0 &emdash; 100

 


Wad-ja-get?

Letter Points (minimum):

"A" - Exemplary!! Premium Plus 437 AND 96% on all assignments (no opps, skips or slips)
"A-" Up there 429 AND 94% on all assignments
"B+" - Above Expected 401 AND 88% on all assignments
"B" &emdash; Above 392 AND 86% on all assignments
"B-" &emdash; Just above 383 AND 84% on all assignments
"C+"- "Regular octane" 365 AND 80% on all assignments
"C" &emdash; Minimum 356 AND 78% on all assignments

If you are considering a grade below a "C", please see me immediately!