Marietta College Education Department - Educators as Leaders for 21^st Century Schools

Educational Psychology

EDUC 202

Fall 2009

Tuesday-Thursday 2:30 to 3:45

Instructor: Dr. Bill Bauer

Office: room 204 Erwin

Contact Information: Phone: 740-376-4768

Email: bauerm@marietta.edu

Face to Face Office Hours by Appt.Virtual Office AIM-(grantmads)

Class Hours: Tuesdays and Thursdays 2:30 to 3:45 p.m.

Course Rationale: This course is designed to give the student a thorough understanding of the theories and principles of psychology as applied to teaching and learning.

Course Description: This class utilizes a multi-dimensional approach to teaching. This is a class devoted to the study of educational systems, their impact on society and the application of psychological theories to education, as well as the interaction of education, psychology and society. Students are expected to be aware of the problems and movements in the field. One way to start thinking about educational psychology is by remembering what went wrong or right with your own education. From your experience, what needs to be changed in school systems? What were some positive experiences of your grade school, middle and high school years. How can schools provide students with the support they need? Or is this too big a job for any teacher or school? Collaboration is the key and quality teacher leaders need to educate about classroom dynamics and the reason for the dynamics in the educational setting.

Click here for the Study Guide for the Final Exam during the next to last week of classes.

Required Texts/Readings:

1. Educational Psychology, 11th edition, by Anita Woolfolk

2. The LiveText subscription fee of $80 must be paid by the end of the first week of classes. Students who do not pay will need to drop the course.
Students need to pay by cash or check payable to Education Department. Pay the secretary in room 101 Erwin Hall.

3. Case Studies-Applying Educational Psychology, 2nd edition, by Ormrod, McGuire

Recommended:

The APA Manual by the American Psychological Association

4. Web CT- We will be using this all semester.

Try this learning style survey!

http://www.engr.ncsu.edu/learningstyles/ilsweb.html

Read this! Very Interesting when thinking of your teaching and learning styles:

Learner Retention

Click here for Learning Style Inventory!

Click here for another Learning Style Inventory!

Click here for Learning Style Types!

Click here for Learning Style Resource Page!

Constuctivism

Course Objectives	Program Outcomes Addressed	Teacher as Leader Framework Component	INTASC/ Ohio Standard	Means of Assessment
Student will understand theoretical foundations about how learning occurs: how they construct knowledge, acquire skills and develop habits of mind	K-1 K-2 K-3	II	2A	Examination Presentation rubric
Student will develop an understanding in the physical social, emotional, moral and cognitive domains	K-1 K-2 K-3	II	2C	Examination
Student will understand difference in the ways students perform	S5 S7	II	3A	Examination and Guest Speakers
Student will understand legislation and institutional responsibilities relating to exceptional students	K-1 K-3 K5	II	10C	Examinations
Students will identify approaches for accommodating various learning styles, intelligences, or exceptionalities	S-5	II III IV	3A	Examinations, presenation rubric and guest speakers
Students will begin to understand the process of second language acquisition and strategies to support the learning of students	S-6	II III	3C	Examinations
Students will understand influences of individual experiences, talents, and prior learning, as well as language, culture, family, and community values on students learning	S-5 S-6	II III	3D 3E	Examinations
Students will understand the theoretical foundations about human motivation and behavior	K-3	II	5A	Examinations
Students will understand human emotion and support individuals in small and or large groups	K-1 K-3	II	5A	Examinations and cooperative learning experiment
Students will demonstrate knowledge of effective management to promote positive relationships, cooperation, and purposeful learning	S-11 S-13	V	5D	Examinations, and cooperative learning via presentation rubric
Students will identify major cognitive processes for student learning	K-1 K-2 K-3	II	4A	Examinations
Students will identify major categories, advantages, and appropriate uses of instructional strategies (conceptual framework)	S-7	II	4B 1B	Examinations
Students will identify principles, techniques, and methods associated with major instructional strategies.	S-5 S-6	II	4B	Examinations and Presentation rubric
Students will identify methods for enhancing student learning through the use of a variety of resources and materials	S-5	II III	4C	Examinations
Student will identify techniques for planning instruction	S-5 S-8	I, II III	7A 7B	Examinations and role playing
Student will identify instruction strategies and characteristics of those strategies	S-5 S-7 S-8	I II	8A 8B 8C	Examinations and role playing
Student will communicate effective verbal and nonverbal communication techniques	S-13 S-14	II III	6C 6D	Examinations and presentation rubric
Students will know the effect of cultural and gender differences	S-5	III	6B	Guest Speaker reflections, Examinations and presentations
Students will identify questions that can stimulate learning growth	S-4	IV	6D	Lecture responses and group presentations.
Students will identify resources that are available	S-5	IV	9B 1A 9A	Examinations and Power Point
Students will understand role of school as a resource to the community	S-13 S-14	V	10A 10B	WCMO -TV presenations and examinations
Student will understand importance of parent communication and parent rights	S-14	V	10C	Parent Panel

Marietta College Education Program Dispositions Addressed in this Course:

Students will:

1. Demonstrate responsible and ethical professional behavior

2. Respect cultural diversity and appreciate the diversity in backgrounds experiences and abilities.

3. Exhibit a belief that students can learn.

4. Exhibit a willingness to collaborate with peers and professional colleagues to enhance professional growth and opportunities for student learning.

5. Appreciate the role of families in facilitating student learning.

6. Exhibit a willingness to try new methods and technologies to enhance student learning.

Technology Components:

Technology Objectives:	ISTE Standards
Students will develop a personal Learning Style Profile using the Resources on the Internet	I, III, IC, V
Students will give a Power Point Presentation/Community Television Program using IMovie or Studio Production	I, V
Students will utilize the Internet (World Wide Web) for resources.	I
Students will also look at the various assistive technologies available for exceptional students	I, VI

Diversity/Multiculturalism: Dr. Bauer will:

1. Remind students that contributions to the classroom should be made from diverse people to solve educational issues that could affect the teaching field.

Make a special effort to emphasize diverse mentors in the teaching field.
Provide an atmosphere where all students are comfortable to express their thoughts and beliefs.
Use a variety of teaching styles (modes) to address a diverse classroom.
Encourage teams or groups within the classroom that foster mutual respect and cooperation.
Special attention will be made to Chapter 5 of the text that deals with Multiculturalism in the classroom
Offer a chance for students to meet with me after class to discuss issues or assignments they may not have understood.

Attendance and Participation requirement:

Regular and active participation is an essential (this means creating a verbal dialogue in class with the Dr. Bauer and your peers in class), unmistakably important aspect of this course. It is critical that you read all of the Power Point notes, and course book as well as any handouts before class.Power Points are online and you must bring them to class. All students are expected to do the work assigned, notify me when emergencies arise. There will be penalties for each assignment handed int late ranging from a grade of an F for the assignment to a lower course grade.

Thinking Critically ( will assist in participation section of grades).

Students are asked to think "critically" about topics discussed in class.Use the following examples of "critical thinking questions" in your written work and class discussions when discussing theoretical perspectives in this class.(King, 1994):

What is an example of…?
How could… be used to…?
What are the implications of…?
What are the strengths and weaknesses of…?
What is…analogous to?
What do we already know about…How does… affect…?
How does…tie in with what we learned before?
Explain why…
Explain how…
Why is…important?
What is the difference between…and…?
How are…and…similar?
How does…apply to everyday life?
What is the counter-argument for…?
What is the best… and why?
What are some possible solutions to the problem of…?
Compare…and…with regard to…?
What do you think causes…Why?
Do you agree or disagree with this statement…? What evidence is there to support your answer?
How do you think…would see the issue of…?

Special Needs/Accommodation Policy:

Students who believe that they may need accommodations due to a documented disability should contact the Academic Resource Center (Andrews Hall, Third floor, 376-4700) and the instructor as soon as possible to ensure that such accommodations are implemented in a timely manner. You must meet with the ARC staff to verify your eligibility for any accommodation and for academic assistance

Policy on Cheating and Plagiarism:

"Academic dishonesty within the academic community is a very serious matter, because dishonesty destroys the basic trust necessary for a healthy education environment. Academic dishonesty is any treatment or representation of work as if one were fully responsible for it, when it is in fact the work of another person. Academic dishonesty includes cheating, plagiarism, theft, or improper manipulation of laboratory or research data or theft of services. A substantiated case of academic dishonesty may result in disciplinary action, including a failing grade on the project, a failing grade in the course, or expulsion from the College" ( Marietta College Undergraduate Programs, 2008-09 Catalog ).

Early Alert Program/Attendance

Because academic success is directly linked to establishing a pattern of attendance early in your academic career, attendance is required in this class . Several short quizzes/writing assignments are due early in the semester to provide early evidence of any difficulty you may be likely to have in your academic career. Attendance in all of Dr. Bauer's classes is mandatory.

Please remember if you willfully disregard copyright law, you accept responsibility and assume all liability for your actions.

Co-curricular Probation

"A student on academic probation may enroll in no more than 14 credit hours each semester. The following co-curricular restrictions will apply to a student on academic probation:

a) They are ineligible to participate in any college athletic team or club sport;
b) They may not hold office in any campus organization or social fraternity or sorority.
c) They may not travel off campus to a meeting or trip with any college organization or club unless required to do so for an academic program.
d) They may not represent the college in any on campus or off campus public events or other co-curricular activities (e.g. plays, musical performances, student newspaper) unless required to do so for an academic course.
e) They may not register for courses that require co-curricular participation unless required by their major.

The restrictions continue in force until the student has returned to "good academic standing", with the exception that when a student on academic probation earns a semester grade point average of 2.0, or better, co-curricular restrictions will be removed for the following semester." ( Marietta College Undergraduate Programs, 2009-10 Catalog,).

Understanding your Grades:

A (90 – 100%) = Excellent; all expectations met or exceeded; explicitly demonstrates thorough understanding of Educational Psychology; no substantive shortcomings or only minor shortcomings; writing is well organized; adheres to rules of grammar, spelling, and syntax with no or very few exceptions 97-100=A+, 93-96=A, 90-92=A-

B (80 – 89%) = Good; most or all expectations are met; explicitly or implicitly demonstrates good, if not thorough, understanding of Educational Psychology; only minor substantive shortcomings; writing is generally well organized; mostly adheres to rules of grammar, spelling, and syntax. 87-89=B+, 83-86=B, 80-82=B-

C (70 – 79%) = Satisfactory; directions are followed, most expectations are met but with at least one significant shortcoming; despite any shortcomings, demonstrates basic level of understanding of Edcuational Psychology; writing is organized well enough and with enough technical accuracy to be understandable. 77-79=C+, 73-76=C, 70-72=C-

D (60 – 69%) = Passing, but less than satisfactory; directions only partially followed; more than one significant shortcoming; deficiencies indicate only the most rudimentary level of understanding of Educational Psychology; and/or writing is difficult or impossible to understand. 67-69=D+, 63-66=D, 60-62=D-,

F (0 – 59%) = Failing; not completed or directions not followed; deficiencies indicate lack of understanding of Educational Psychology; and/or incoherent writing" 59-under =F

Assessment Outcomes:

Course Assignments	Assessment
Attendance and Participation (75points) 2.5 points per class Participation=contributing to discussions and asking or answering questions.	Attendance Sheet
Exam # 1 (100 points)	Exam Score
Exam #2 (100 points)	Exam Score
Exam #3 (100 points)	Exam Score
Final Exam (200 points) Comprehensive	Exam Score
I-Movie Presentation/Television Station (Community) (100)	Presentation Rubric
Individual or Group Research Paper (100 points) Please be sure to use the APA Publication Manual (5th Edition). Major point deduction will be given for papers not written in this style. DO NOT USE websites that offer formatting in this style... The best resource to use is the actual APA Guide. Several copies of this text are located in the library and in the writing center.	Completed Paper APA Style
Learner Profile (10 points)	Paper
Case Studies (20 points a piece)	Case study rubric
Value Added Assignment (50 points) on Livetext and Written Take home (this is a research project).	Value Added Rubric

Individual or Group Paper

Individual or Group Research Paper (100 points) Please be sure to use the APA Publication Manual (5th Edition). Major point deduction will be given for papers not written in this style. DO NOT USE websites that offer formatting in this style... The best resource to use is the actual APA Guide (5th edition by the AMerican Psychological Association). Several copies of this text are located in the library and in the writing center. At least 7 sources must be used.. You can use your text as a resource. Those that choose the Group Paper route must be sure to assume that the grade for paper will be given to all members of the group.

I-Movie Television Presentation:

The class will be divided into equal groups and present a topic related to the information in the Educational Psychology 202 class. All participants will also be teamed up with production specialists from the Mass Media dept. to produce an "Ed Psych Show". Since research shows that students retain information the best by "learning by doing and demonstration" the students will display their knowledge on an Educational Psychology topic on Television Show that will be aired later in the semester. Presentations will be evaluated by peers and the instuctor using a rubric provided by the course instructor. Lack of participation of any group member will cause a reduced grade or a final grade of F for the assignment. If a member does not participate equally in the project, that member will recieve a grade of F for the project. Topics for the presentations should be given to Dr. Bauer by the end of the fourth week of class. THE EDUCATION DEPT HAS THE CAMERA BUT TO BURN THE CD YOU MAY ASK USE THE MEDIA CENTER COMPUTERS THAT HAVE I-MOVIE ON THEM. You will need to get permission from them. MAKE SURE THAT THE COMPUTERS ARE COMPATIBLE WITH QUICKTIME AND THAT YOU CAN UPLOAD YOUR DIGITAL MOVIE TO THE COMPUTER YOU ARE USING BEFORE DOING THIS PROJECT. DO NOT WAIT UNTIL THE LAST MINUTE.

Case Studies

Throughout the semester, Dr. Bauer will be giving the students case studies. These case studies will have children portrayed hypthetically. The student will read the case study and answer the questions to the study. The answers will be submitted on livetext. YOU MUST SUBMIT THESE TO ME BY THE DUE DATE. NO PAPER COPIES ACCEPTED. DO NOT SEND ATTACHED WORD DOCUMENTS. JUST TYPE AS TEXT IN THE TEXT BOX YOU CREATE FOR YOUR ASSIGNMENT. Make sure you state the number of case study that you are doing...

Value Added assignment

Students will display their knowledge of value added assessment via a project handed in via livext (This must have charts, graphs and an explanation of the progess included). Student will use the computer program (Inspire Data) to show growth of the student over the course of the academic year, several academic years etc.Answer the questions on the Mini-Portfolio and hand in the Take home test to Dr. Bauer.

Class Schedule

All class participants should come to class with the power point slides downloaded and ready to discuss the topic assigned to the day. Exams will include material that is to be read in the text as well as discussions, powerpoints, and study guides.

ANY LATE ASSIGNMENT WILL BE PENALIZED 10 PERCENT PER DAY PAST DUE DATE.

Date	Topic to be Addressed	Readings	Assignments Due
Aug 25	Introductions and Assignments	Students are to come prepared with PowerPoints	Review Syllabus and Download lst set of PP's
Aug 27	Learning, Teaching, and Educational Psychology	Chapter 1	Power Point Learner Profile Due
Sept 1	Research Group Assignments		Selection of Poster-Power Point Presentation
Sept 3 and 8	Cognitive Development and Language	Chapter 2	Power Point Case Study due: ECE- MC- AYA-
Sept 10 and 15	Introduction to Value Added Assessment	Case study assignments	School Value Added Assessment Report from WEB
Sept 17	The Self, Social, and Moral Development Exam Review	Chapter 3	Power Point Case Studydue: ECE- MC- AYA-
Sept 22	Value Added Assessments review and Review of I- Movies (may show some previous ones)
Sept 24	Exam 1	Chapters 1-2-3	Mid-term Exam
Spet 29 Oct 1	Learner Differences and Learning Needs I-Movie Review	Chapter 4	Power Point Case Study due: ECE-3 MC-8 AYA-11
Oct 6	Continuting with Learner Differences	Chapter 4	Power Point Guest Speaker-?
Oct 8	Culture and Diversity	Chapter 5	Case study due: Power Point ECE-13 MC-18 AYA-23
Oct 15	Behavioral Views of Learning Review for Exam # 2	Chapter 6	Power Point Take the Pavlov test! Case Study Due: ECE-29 MC-32 AYA-39
Oct 20th	Exam 2	Chapters 4-5-6	Mid-term Exam
Oct 22	Cognitive Views on Learning	Chapter 7	Power Point Case Study Due ECE- MC- AYA-
Oct 27	The Learning Sciences and Constructivism	Chapter 9	Power Point Case Study Due" ECE-42 MC-43 AYA-47
October 29th	Group I-Movie due TV Program and research paper due.	Group I-movie
Nov 3	Social Cognitive Views of Learning and Motivation	Chapter 10	Powerpoint Case Study Due: ECE- MC- AYA-
Nov 5	Motivation in Learning and Teaching	Chapter 11	Powerpoint
Nov 10	Catch up on Chapter 10, and 11. Exam review		Power Point
Nov 12	Exam 7 - 9- 10-11		Value Added Assignment Due on Livetext.
Nov 17	Creating Learning Environments Group Dynamics in the Education Community	Chapter 12	Case study Due: PowerPoint ECE- MC- AYA-
Nov 19	Teaching Every Student	Chapter 13	Power Point Special Guest:
Nov 24	Classroom Assessment, Grading and Standardized Testing	Chapter 14	Power Point
Dec 1	Classroom Assessment, Grading and Standardized Testing	Chapter 14	Power Point Case Study Due ECE- MC- AYA-
Dec 3	Psychological Impact on Parents and Students	Bauer	Handouts from Dr.Bauer.
Finals week	Dec 7-11	All Chapters	A good Study Guide

Final Exam will be held the week of Dec 8th..Any late assignments will have a 10% deduction per day after the assignment due date.CLick here for Learning Theories! Click here for Thematic Instruction Techniques!Click here for Cooperative Learning Techniques!Click here for Jigsaw Classroom Techniques!

Click here for information on Multiple Intelligence!