INDIANA UNIVERSITY – PURDUE UNIVRSITY FORT WAYNE
SCHOOL OF EDUCATION
TEACHING EDUCATIONAL ACADEMIC METHODS
COURSE SYLLABUS
EDUCATION P253/P254
FALL SEMESTER 2010
Thursday, 4:30 – 7:15
Kettler 226
P253/P254 – Fall 2010 – Page 1
INSTRUCTOR
Dr. Nancy J. Bangel, Assistant Professor
E-mail:
Office: Neff Hall 240H
Office Phone: 260.481.5477
Office Hours:Tuesday 1:00 – 4:00 PM
Wednesday 3:00 – 6:00 PM
P253/P254 – Fall 2010 – Page 1
COURSE TITLE AND DESCRIPTION
EDUCATIONAL PSYCHOLOGY FOR SECONDARY/ALL TEACHERS
The application of psychological concepts to school learning and teaching in the perspective of development from childhood through pre-adolescence. Public school participation is required.
TEXTS
Ormrod, J. E. (2008). Educational Psychology: Developing Learners (6th Ed.). Merrill/Prentice Hall, Upper Saddle River: NJ.
Tomlinson, C.A. (2003). Differentiation in practice: A resource guide for differentiating curriculum, Grades 5 – 9. ASCD, Alexandria: VA. OR
Tomlinson, C.A. (2003). Differentiation in practice: A resource guide for differentiating curriculum, Grades 9 – 12. ASCD, Alexandria: VA.
Additional reading materials will be provided by the instructor throughout the semester.
These textbookswere selected because of their value to this course. There will not be enough class time to discuss every topic presented in these texts. However, as responsible adult learners, you are expected to reflect on reading assignments and take a problem-solving approach to material that is unclear to you. Class assignments will require you to utilize information discussed in these textbooks but not necessarily during lecture.
COURSE OVERVIEW
This educational psychology course is designed to introduce you to concepts of learning and teaching and to provide you with methods of applying these concepts to instruction in the classroom. In addition to lecture, group discussions, and applicable activities in the college classroom, you will be involved in field work that is designed to augment your university experience. This provides you with the opportunity to observe individuals involved in the teaching profession, participate in appropriate activities and discover how academic concepts are applied in existing educational settings.
COURSE AGENDA
Week 1:Aug 26 / Introductions and Course Overview / Assignments for Week 2:
- Read Ch 9
- Begin PortaPortal (PP)
- Add IDOE Website to PP
Week 2:
Sept 2 / Behaviorist Views of Learning
- Teacher Behavior Continuum
- Rules/Procedures
- 3 PP Presentations
- Read Ch 10
- Read Burden Ch 2
- Add sites of particular interest to you to PP
- 3 quiz questions each from Ch 10 and Burden Ch 2
Week 3:
Sept 9 / Social Cognitive Views of Learning
- Theories of Discipline
- PP Presentation
- Book Presentations 1 & 2 – Kozol, Kohn
- Philosophy of Discipline & Discipline Plan
- Read Ch 14
- 3 quiz questions from Ch 14
- Add Discipline sites to PP
Week 4:
Sept 16 / Creating a Productive Learning Environment– Classroom Layout
- PP Presentation
- Book Presentations 3 & 4 – SpEd, Black
- Classroom Layout
Week 5:
Sept 23 / Creating a Productive Learning Environment –
1st Day of School
- Topic 1 – Uniforms
- PP Presentation
- Book Presentation 5 - Grouping
- 1st Day of School Schedule
- Add 1st Day sites to PP
Week 6:
Sept 30 / Student Diversity
- Functional Behavior Assessment and RTI
- Topic 2 – Inclusion
- PP Presentation
- Book Presentation 6 - Payne
- Read Ch 13
- 3 quiz questions from Ch 13
- Read Handouts on Bloom’s Taxonomy & PTSM
- Add Special Needs sites to PP
Week 7:
Oct 7 / Instructional Strategies - Differentiation
- PP Presentation
- Topic 3 – Standardized Curriculum
- Book Presentation 7 - Tomlinson
- Add Differentiation sites to PP
Week 8:
Oct 14 / Time Given for Field Experience
Week 9:
Oct 21 / Instructional Strategies –
Cooperative/Collaborative Learning
- PP Presentation
- Topic 4 – Gender Issues
- Book Presentation 8 - Girls
- Read Ch 15
- 3 quiz questions from Ch 15
- Lesson Plan Critiques
- Add general lesson plan sites to PP
Week 10:
Oct 28 / Classroom Assessment Strategies
- PP Presentation
- Topic 5 - Homework
- Book Presentation 9- Assessment
- Read Ch 11
- 3 quiz questions from Ch 11
- Exam Question Critique
- Add specific content area sites to PP
Week 11:
Nov 4 / Motivation and Affect
- PP Presentation
- Topic 6 – Block Scheduling
- Book Presentation 10 - Bullying
- Read Ch 12
- 3 quiz questions from Ch 12
Week 12:
Nov 11 / Cognitive Factors in Motivation
- Topic 7 – Social Promotion
- Book Presentation 11
- Read BurdenCh 4
Week 13:
Nov 18 / Time Given for Field Experience
Week 14:
Nov 25 / THANKSGIVING
Week 15:
Dec 2 / Creating a Productive Learning Environment
Working with Parents
- PP Presentation
- Book Presentations 12 & 13
- Read Ch 16
- 3 quiz questions from Ch 16
- Back-to-School Night / Open House
- Add parent sites to PP
Week 16:
Dec 9 / Summarizing Student Achievement
- PP Presentation
- Book Presentations 14 & 15
Dec 13 - 17 / Finals Week
P253/P254 ASSIGNMENTS AND ASSESSMENTS
Assignments and Point Values:
- 4 Assignments at 50 points each200
- Philosophy of Discipline
- Classroom Layout
- 1st Day of School Schedule
- Working with Parents (BTSN)
- 5 Assignments at 25 points each125
- Lesson Plan Critique
- Exam Question Critique
- Topic Presentation
- Book Presentation
- Portaportal
- 3 Papers during Internship at 25 points each 75
- 4 Quizzes at 10 points each40
- Background Check and TEACH survey at 5 points each10
- Class Contribution/Professionalism Points (13 @ 10 pts) 130
TOTAL 600
Grading Scale:
A+ = 588 – 600 (98%) / B+ = 528 – 539 (88%) / C+ = 468 – 479 (78%)A = 552 – 587 (92%) / B = 492 – 527 (82%) / C = 432 – 467 (72%)
A- = 540 – 551 (90%) / B- = 480 – 491 (80%)
ASSIGNMENTS
Note: Papers with an * are to include an INTASC Reflective Analysis (These include your Philosophy of Discipline, 1st Day of School, BTSN, and Accommodations paper during internship).
*Philosophy of Discipline
- Discipline Philosophy related to Teacher Behavior Continuum, textbook chapters, and classroom discussions
- Discipline Plan
- Rules (what will they be, how and by whom will they be created)
- Consequence/ Reward system
- 3 Prevention Strategies, etc.
- 10 Detailed procedures you will use in your classroom
- Communication with Parents concerning discipline procedures in your classroom
Creating Your Classroom Learning Environment - Classroom Layout
Design your classroom layout for a 32’ x 32’ room. You should include
- 30 student desks or tables
- Teacher’s desk, if desired
- Standard equipment – e.g. trash, storage, bookshelves, filing cabinet, etc.
- Paper describing WHY you placed the items where you did
*Creating Your Classroom Learning Environment - 1st Day of School Schedule
- COMPLETE 1st Day Schedule
- 3 Goals for the Teacher
- 3 Goals for the Students
*Planning To Work with Parents – BTSN
You may choose the format in which to present this information.
- Agenda for the Back-to-School Night or Open House event in your classroom
- Introductions you will make
- Information you will present
Analysis of Lesson Plans
Choose the following types of lesson plans and critique them as to their effectiveness in meeting the needs of your students. What would you change if you were to present this lesson to your class? Select one of each of the following lesson types and critique its strengths and weaknesses:
- A teacher’s manual
- One general lesson from the internet
- One tiered lesson from the internet (or other resource)
- One lesson that includes the use of a Smartboard
- One lesson that includes a Virtual Fieldtrip
Critique Exam Questions
You will be given a list of sample exam questions which you will evaluate for their quality. You will give suggestions for how to improve those you feel are of weak quality.
Topic Presentations (in pairs)
- Choose one of the following topics:
- Standardized curriculum improves academic achievement.
- Homework should not be counted in a student’s grade.
- Single-gender classes improve educational opportunities for boys and girls.
- Struggling students should be retained.
- School uniforms improve the school learning environment.
- Block scheduling is advantageous to academic performance.
- Inclusive classroom provide an enhanced learning environment.
- Choose pro or con side of the issue - Find a minimum of 3 sources (eg. Articles, interviews, books) to support your view.
- Present your arguments to your classmates during a 45 minute presentation.
Book Presentation
You will make a 45 minute presentation of one of the additional texts listed in the syllabi (or another approved by the instructor). For these presentations, you must use a form of technology or visual presentation along with your oral delivery. An additional scoring rubric will be provided for clarity. The presentations will be judged based on five criteria: knowledge of the book, analysis of the book, a clear and concise delivery, the ability to field questions from your peers or instructor during/after the presentation, and the ability to include your peers in the discussion/presentation.
PortaPortal
Go to PortaPortal.com and create your own PortaPortal. Your PortaPortal will include at least 3 sites for each of the following 8 categories (these are the minimum requirements and will earn an 80% – i.e. 40 pts maximum):
- Discipline Sites/Rules/Procedure Sites
- 1st Days of School (eg. Getting to Know You activities)
- Parent Sites
- General Lesson Plan Sites
- Differentiated Instruction Sites (One site must be the IDOE Tiered Lessons Site)
- Specific Subject Matter Sites for each subject(s) in which you will be licensed
- Special Needs Sites – Must include ADHD, Autism, ENL, Hoagies Gifted, and 2 additional areas of interest to you (e.g. Hearing impaired, Physical disabilities, Cerebral palsy).
Note: This area requires a minimum of one site for each of the 6 noted areas.
- Additional area of interest to you
You will use your title and last name (e.g. Mr. ______, Ms. ______, Mrs. ______) as your user name and guest access unless this access is already taken.
Quizzes
From your textbook readings you will develop three quiz questions (including answers) from each chapter assigned for that session. These items will be considered for use in the quizzes which will be administered throughout the course. You will bring your quiz contributions to class with you starting with week 2 (September 2).
Papers During Internship:
You will write a 2-3 page critical analysis of these three areas:
- Rules / Procedures
- *Individual Accommodations
- Classroom Layout
These analyses should reflect upon what you are observing as practice in your internship classroom and how these practices relate to the information and materials presented in class. You should include your interpretation of the practices and how you would/would not use these practices in your own classroom (Note: This is not intended to be a criticism of your cooperating teacher but rather a reflection on your part of what you feel will work best for you).
Class Contributions / Professionalism
As adults, it is always your choice as to whether you attend each class session and participate in all discussions and group activities. However, as this course is designed as a discussion course with your input considered to be worthwhile and needed, you will be awarded points for your contributions to class. Additionally, arriving on time, staying for the entire class period, and using time wisely during break are considered to be professional behavior and will result in full points awarded.
In addition, as you are embarking on your professional career, you will be expected to display professional behavior at all times and in all products and projects created for this class. This involves, but is not limited to, your adherence to appropriate dress code during field experiences, assignments which are error-free, professional conduct during discussions, etc. Although this is not a Language Arts class, due to the professional nature of your career, all assignments will be expected to be grammar and spelling error free. Those which are not will be subject to point reductions.
Note: Satisfactory completion of your internship is a requirement of this course. If you do not satisfactorily complete your internship, you will fail this course.
COURSE POLICIES
The instructor will adhere to the Educational Psychology Teaching Methods Handbook concerning cheating / plagiarism as well as withdrawals and incompletes. Late assignments will have points deducted for each day late (10% of the possible points for the assignment per day late). Assignments are due at the beginning of each class session – any time after that will be considered late.
WRITING CENTER
You may improve your writing for any class through free individual conferences with experienced writing consultants in Kettler 234, the IPFW WRITING CENTER. To insure an appointment, sign up on the bulletin board outside the Center.
Hours: M 10-5, TWR 10-7, F 10-2, Sun 1-5.
Online Consulting:
SERVICES FOR STUDENTS WITH DISABILITIES
If you have or develop a handicap which may impair your ability to perform any assignment for activity in this course, please notify the instructor. For further assistance you may want to direct questions to the director of Services for Students with Disabilities at 481.6657 (voice/TTY). The office is located in Walb Room 113.
SPECIAL NOTES
The instructor reserves the right to change the content of this syllabus as circumstances dictate to enhance, extend and deepen your learning. In case of the cancellation of a class session, the instructor will modify the course syllabus to cover relevant topics
Additional Required Reading (choose one)
Armstrong, T. (1994). Multiple intelligences in the classroom. ASCD, Alexandria: VA.
Beane, A. L. (1999). The bully free classroom: Over 100 tips and strategies for teachers K-8. Free Spirit Publishing, Minneapolis, MN.
Charles, C. M. (2000). Synergetic classroom: Joyful teaching and gentle discipline. Addison Wesley Longman, New York, NY.
Coil, C. & Merritt, D. (2001). Solving the assessment puzzle piece by piece. Pieces of Learning, Marion: IL.
Gardner, H. (2000). The disciplined mind: Beyond facts and standardized tests. The K-12 education that every child deserves. Penguin Group, New York: NY.
Glasser, W. (1998). The quality school: Managing students without coercion, HarperCollins: New York, NY.
Kohn, A. (1999). Punished by rewards: The trouble with gold stars, incentive plans, A’s, praise, and other bribes. Houghton Mifflin: New York, NY.
Kozol, J. (1992). Savage inequalities: Children in America’s schools. HarperCollins Publishers, Inc, New York: NY.
Mastropieri, M.A. & Scruggs, T.E. (2007). The inclusive classroom: Strategies for effective instruction (3rd. ed.). Pearson Prentice Hall, Upper Saddle River: NJ.
Orienstein, P. (1994). SchoolGirls: Young women, self-esteem, and the confidence gap. Anchor Books: New York. NY. OR
Sadker, M. (1995). Failing at fairness: How our schools cheat girls. Scribner.
Parry, T. & Gregory, G. (1998). Designing brain-compatible learning. SkyLIght Professional Development, Arlington Heights: IL.
Payne, R. K. (2001). A framework for understanding poverty. Aha! Process, Inc.: Highlands, TX. OR
Payne, R. K. (2006). Working with students: Discipline strategies for the classroom. Aha!Process, Inc., Highlands: TX.
Tatum, B.D. (1997). Why are all the black kids sitting together in the cafeteria? Basic Books: New York, NY.
Whitaker, T. (2004). What great teachers do differently. Eye on Education, Larchmont: NY.
Winebrenner, S., & Brulles, D. (2008). The cluster grouping handbook. Free Spirit Press, Minneapolis: MN.
Wormelli, R. (2006). Fair isn’t always equal: Assessing & grading in the differentiated classroom. Stenhouse Publishers, Portland: ME.
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