Stockdale 3308/Sp04

KSU 2004 Theme: 40 Years of Excellence: Daring to Dream and Do

Collaborative Development of Expertise in Teaching and Learning

I. Course Number:EDUC 3308

Course Title:Learning, Motivation, and Management

College:Bagwell College of Education

Semester:Spring 2004

II.Instructor:Dr. Susan L. Stockdale

KH 1008

Phone: 678-797-2060

Fax: 770-420-4334

Email address:

Office Hours:TTH 8:00-9:00am; 3:30-4:30

W 11:00-12:30; 1:30-3:00

(Other times by appointment)

III.Class Meetings: TTH 9:30 am or TTH 11:00 am in KH 2001

IV.Required Text: Sternberg, R. J. & Williams, W. M. (2002) Educational psychology. Boston: Allyn and Bacon.

Required Text: Wong, H. & Wong, R. T. The first days of school: How to be an effective teacher. Sunnyvale, CA: Harry K. Wong Publications.

Supplemental Text (NOT required): Gorski, P. C. (2001). Multicultural education and the internet: Intersections and integrations. NY: McGraw-Hill Higher Education.

V. Catalog Course Description: EDUC 3308. Learning, Motivation, and Classroom Management. 3-0-3.

Prerequisite: Admission to Teacher Education Program. Examines theories, models, and principles of learning, motivation, and classroom management in schools. In level-specific modules, particular emphasis is placed on the application of theoretical principles to early childhood, middle grades, or secondary classroom settings. Addresses learning theories, motivational theories, learning styles, other individual differences, and models and strategies for implementing effective systems of time, material, environment and behavior management in diverse classroom settings. Various technological applications, including the World Wide Web, WebCT, e-mail, and presentation software, will be utilized.

VI.Purpose and Rationale:

KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK: COLLABORATIVE DEVELOPMENT OF EXPERTISE IN TEACHING AND LEARNING

The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning.

Knowledge Base:

Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued development.

Use of Technology:

Technology Standards for Educators are required by the Professional Standards Commission. Telecommunication and information technologies will be integrated throughout the master teacher preparation program, and all candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for Educators. During the courses, candidates will be provided with opportunities to explore and use instructional media, especially microcomputers, to assist teaching. They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional materials, create WWW resources, and develop an electronic learning portfolio.

Professional Portfolio Narrative:

A required element in each portfolio for TOSS, Student Teaching, and the Graduate Program is the portfolio narrative. The purpose of the portfolio narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI with regard to what evidence the candidate has selected for his/her portfolio. Although none of the assignments for this course are “required” for your portfolio, you will need to complete for this course a brief narrative grid in which you reflect on each proficiency and how you make the case that the evidence you have selected supports a particular proficiency.

Diversity Statement:

A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every student. Among these attributes are ethnicity, race, socioeconomic status, gender, giftedness, disability, language, religion, family structure, sexual orientation, and geographic region. An emphasis on cognitive style differences provides a background for the consideration of cultural context.

Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to support students with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services (770-423- 6443) and develop an individual assistance plan. In some cases, certification of disability is required.

Please be aware that there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural variables outlined above. For more information contact the Student Life Center at 770-423-6280.

VII. Course Goals and Objectives:

The KSU teacher preparation faculty are strongly committed to the concept of teacher preparation as a developmental and collaborative process. Research for the past 25 years has described this process in increasingly complex terms. Universities and schools must work together to successfully prepare teachers who are capable of developing successful learners in today’s schools and who choose to continue their professional development.

The teacher education faculty are committed to preparing effective teachers who can facilitate learning in all students. Candidates in Initial Programs focus on developing expertise in the knowledge, skills, and dispositions of effective instruction. They employ standards of best practice to help today’s diverse student population develop as learners and achieve learning outcomes consistent with local and national standards.

To foster collaboration, students will complete several assignments in heterogeneous groups, with a mixture of majors represented in each group. Professionalism will be practiced in communication and collaboration with group members and with the instructor. Professional attitudes and behaviors, including attending class, punctual arrival to class, and quality of work and communication are expected at all times. Students will have an opportunity to demonstrate pedagogical knowledge and skills related to students’ needs and motivation, classroom management, and the process of active learning by participating in inquiry-oriented lessons, comparing instructional strategies for a variety of content and learning styles and by teaching mini-lessons to classmates using various learning theories as a guide.

This course is designed for undergraduate students who are completing a program of study leading to certification to teach. It is essential that students seeking licensure to teach develop competence in the methods used for planning, teaching, and evaluating lessons in their selected grade levels and disciplines. The knowledge base for this course is reflected in the textual readings, references, objectives, assignments, and in-class activities.

The Professional Teacher Education Unit prepares teachers who understand the disciplines and principles of pedagogy, who reflect on practice, and who apply this understanding to instructional decision- making that fosters the success of all learners. As a result of the satisfactory fulfillment of the requirements of this course, the student will accomplish goals as indicated in the grid that follows.

Course Objective Alignment Grid

(INTASC PRINCIPLES to be completed collaboratively by students)

Course Goal

/ Candidate Performance Instrument (CPI)*, PSC/NCATE Standard**, INTASC Standard*** / Course Activities/
Assignments
(See descriptions in section VIII of syllabus)
1. Apply principles of learning and motivation to curricular and instructional planning and implementation in the classroom.
a. Analyze given examples and cases to determine whether teachers’ instructional methods and motivational strategies are developmentally and culturally responsible and likely to facilitate learning with diverse students and classrooms. /
  • CPI Outcome 2: Facilitators of learning
  • PSC/NCATE Standard I: Candidate Knowledge, Skills, and Dispositions
  • INTASC

b. Construct theoretically consistent instructional methods and motivational strategies, which are developmentally and culturally responsive and likely to facilitate learning in all student. /
  • CPI Outcome 2: Facilitators of learning
  • PSC/NCATE Standard I: Candidate Knowledge, Skills, and Dispositions
  • INTASC

c. Identify the most appropriate and effective teaching/learning approaches for a variety of lessons, concepts, settings, and students. /
  • CPI Outcome 1 and 2: Facilitators of learning
  • PSC/NCATE Standard I: Candidate Knowledge, Skills, and Dispositions
  • INTASC

d.Understand the differences between various learning theories and identify situations when they would or would not be most appropriate. /
  • CPI Outcome 2: Facilitators of learning
  • PSC/NCATE Standard I: Candidate Knowledge, Skills, and Dispositions
  • INTASC

e.Design and team teach to peers a lesson which incorporates effective teaching, motivational and management techniques. /
  • CPI Outcome 2: Facilitators of learning
  • PSC/NCATE Standard I: Candidate Knowledge, Skills, and Dispositions
  • INTASC

f. Use technology appropriately to enhance learning. /
  • CPI Outcome 2: Facilitators of learning
  • PSC/NCATE Standard I: Candidate Knowledge, Skills, and Dispositions
  • INTASC

2. Apply principles and processes of classroom and behavior management to the classroom.
a. Design an effective and appropriate classroom management and discipline plan. /
  • CPI Outcome 2: Facilitators of Learning
  • PSC/NCATE Standard I:
Candidate Knowledge, Skills,
and Dispositions
  • INTASC

b. Describe the relationship of the principles of motivation to classroom and behavior management and how effective teaching practice can be used to prevent discipline problems and /
  • CPI Outcome 2: Facilitators of learning
  • PSC/NCATE Standard I: Candidate Knowledge, Skills, and Dispositions
  • INTASC

c. Relate his/her philosophy of education to discipline and classroom management practices.
d. Demonstrate the ability to select discipline strategies most suitable for diverse learners. /
  • CPI Outcome 2: Facilitators of learning
  • PSC/NCATE Standard I: Candidate Knowledge, Skills, and Dispositions
  • INTASC

e. Demonstrate an understanding of the significance of P.L. 94-142, multicultural education, and other current issues that impact on classroom management and discipline. /
  • CPI Outcome 2: Facilitators of learning
  • PSC/NCATE Standard I: Candidate Knowledge, Skills, and Dispositions
  • INTASC

f. Demonstrate the ability to establish guidelines for conducting a parent-teacher conference. /
  • CPI Outcome 2: Facilitators of learning
  • PSC/NCATE Standard I: Candidate Knowledge, Skills, and Dispositions
  • INTASC

g. Evaluate a classroom management plan to ensure that it is congruent with his/her values, skills, age of competency, and recent school reform. /
  • CPI Outcome 2: Facilitators of learning
  • PSC/NCATE Standard I: Candidate Knowledge, Skills, and Dispositions
  • INTASC

h. Describe models of discipline based upon broad theoretical categories. /
  • CPI Outcome 2: Facilitators of learning
  • PSC/NCATE Standard I: Candidate Knowledge, Skills, and Dispositions
  • INTASC

3. Exhibit commitment to professionalism in teaching.
  1. Exhibit ethical standards in course work and relationships with others.
/
  • CPI Outcome 3: Collaborative Professional
  • PSC/NCATE Standard I: Candidate Knowledge, Skills, and Dispositions
  • INTASC

  1. Exhibit ability to work cooperatively with peers, parents, and/or paraprofessionals.
/
  • CPI Outcome 3: Collaborative Professional
  • PSC/NCATE Standard I: Candidate Knowledge, Skills, and Dispositions
  • INTASC

c. Exhibit willingness to develop as a professional. /
  • CPI Outcome 3: Collaborative Professional
  • PSC/NCATE Standard I: Candidate Knowledge, Skills, and Dispositions
  • INTASC

d. Describe ethical issues related to motivational techniques in schools. /
  • CPI Outcome 3: Collaborative Professional
  • PSC/NCATE Standard I: Candidate Knowledge, Skills, and Dispositions
  • INTASC

e. Demonstrate understanding of ethical and legal issues related to classroom and behavior management. /
  • CPI Outcome 3: Collaborative Professional
  • PSC/NCATE Standard I: Candidate Knowledge, Skills, and Dispositions
  • INTASC

4. Demonstrate skill in methods of scholarship.
a. Demonstrate understanding of multiple points of view about a topic or issue. /
  • CPI Outcome 3: Collaborative Professional
  • PSC/NCATE Standard I: Candidate Knowledge, Skills, and Dispositions
  • INTASC

b. Express ideas clearly in written language, using correct form. /
  • CPI Outcome 3: Collaborative Professional
  • PSC/NCATE Standard I: Candidate Knowledge, Skills, and Dispositions
  • INTASC

c. Analyze current research on learning theory, motivation theory, individual differences, learning styles, and classroom and behavior management. /
  • CPI Outcome 3: Collaborative Professional
  • PSC/NCATE Standard I: Candidate Knowledge, Skills, and Dispositions
  • INTASC

*CPI – Candidate Performance Instrument. This outcomes-based instrument will be used to evaluate teacher candidates before they enter TOSS and student teaching, and before graduation. See Link on WebCT or

**INTASC = Interstate New Teacher Assessment and Support Consortium. The Consortium, made up of representatives of the teaching profession along with personnel from state education agencies, developed a list of model standards for licensing new teachers that represent a common core of teaching knowledge and skills. See link on WebCT or

***PSC = Georgia Professional Standards Commission. Sets rules for teacher certification in Georgia and standards for teacher education programs in Georgia. See Link on WebCT or

NCATE = National Council for Accreditation in Teacher Education. Go to Awards accreditation to programs of teacher education across the nation. Kennesaw State University’s program is accredited by the PSC and NCATE. Go to

VIII. Course Requirements and Assignments:

Assignment specifics and rubrics for each of the following are available under Assignments on WebCT(

1. Web of Support (25 points):

Identify five (5) Internet resources for classroom management, motivation, and learning that would be helpful for you as a classroom teacher. Include at least one resource that addresses a multicultural or special needs issue. Provide an specific evaluation of each resource and then rank the five in terms of how helpful they may be to you as a classroom teacher. We will pool our resources and create a web of support from all sources identified by the class.

2. Classroom Management Document Portfolio (35 points):

Your classroom management document portfolio will include communication and procedural documents helpful to you as a classroom teacher. You will work cooperatively in homogenous groups of three based on grade level or subject you plan to teach. Your documents should be original documents that are appropriate with the grade level you plan to teach. Attention to multicultural and special needs students in the classroom should evident in the documents.

The documents will include the following:

  1. Introductory letter to parents and students
  2. Invitation to open house
  3. Classroom rules and consequences for broken rules
  4. Classroom procedures
  5. Classroom layout

Limited class time will be available during the appropriate weeks of class to meet with your group to complete your portfolios. A rough draft of each document will be checked. After the CPR2 displays (which are discussed below), each group will complete and submit the final draft of their classroom management portfolio.

3. Classroom Procedures, Routines, and Relationships (CPR2) Display (35 points):

Each group will prepare a tri-fold board presentation, with accompanying materials if needed, representing their ideal classroom’s layout; key procedures and routines they would implement; and specific activities, and strategies they would use to building good relationships with parents and students. This presentation draws heavily on your group’s portfolio materials; however, these displays will be presented to classmates in the form of a professional seminar poster session. Attention to multicultural and special needs students in the classroom should be represented in the presentation.

4. Classroom Management and Parent Conferencing Vignettes (35 points):

This project is a group project (4-6 members) that involves role-playing and specific prescriptive plans for handling classroom management problems and parent conferencing issues. Candidates will respond to scenarios that will include opportunities to address multicultural and special needs issues. Candidates will be evaluated on appropriateness of responses and effectiveness of interventions as well as use of resources.

5a., 5b., 5c. Three Exams (75 points each):

These written, in-class exams will consist of multiple-choice questions that require you to apply your knowledge of learning, motivation, and classroom management to scenarios provided by the professor. Scenarios will include attention to multicultural and special needs issues. You will be allowed to bring one page of handwritten or typed notes to the first exam and two pages of notes for the second exam to which you may refer.

6a., 6b., 6c. Teaching for Reflection (75 points):

Each group will demonstrate their understanding of learning, motivation, and management by teaching a lesson to the rest of the class. This experience is designed to help each of you “pull it all together” in your application of all you have experienced in the course. Evaluation will be based primarily on the planning, and one’s reflection on the lesson, regardless of success of the actual teaching experience.