EDU302A: Fall 2013
Growth, Development and Learning
Instructor: Keith A. Walters, Ed.D.Class Meetings:Tuesday/Thursday12:30– 1:50pm
Office: Yeager Center B242Classroom: YCTRB219
Phone: (office) 951-343-4542Office Hours: Tu. 2:00-5:00; Wed. 2:00-4:30; Th. 2:00-5:00
(cell) 562-481-5604Skype:keith.walters91
E-mail:
Purpose of this Course:
The purpose of this course is to equip students to prepare to be future teachers and to meet the Program Student Outcomes which are closely aligned with California state certification requirements in the area of Educational Psychology. This course is a prerequisite course for all other method courses and provides an introduction to fieldwork and observations in the public school. Students in this course will acquire a solid theoretical foundation and identify applications of education psychology, specifically including typical characteristics of students a various ages and from differing backgrounds, effective instruction, assessment and learning environments for the diverse student population. Understanding of child growth, development, and learning will also aid students in deciding what area of teaching they will choose to develop. Critical thinking is emphasized in the discussions, writing assignments, and exams.
Course Description:
EDU 302 is a survey course for students seeking a career in education. This course is a study of human growth and development during the first two decades of life. Growth, Development and Learning will focus on theories, research and underlying knowledge of the various components that comprise educational psychology. This course also includes topics such as the study of human development, learning theories, assessments and tests, motivation and classroom management. Educational psychology is primarily concerned with the nature, conditions, outcomes and evaluation of classroom learning. In that respect, every attempt will be made to apply the issues and concepts to classroom teaching practices as well as develop a deeper knowledge of personal learning styles and strengths. Many of the major theorists and concepts covered in this prerequisite course are listed in this chart:
Cognitive/Psychosocial Development / Piaget; Vygotsky; BrainPsychosocial/Emotional Intelligence Theory / Erikson, Goleman
Strengths Based Approach / Gender Bias; Cultural Proficiency
Moral Development / Kohlberg; Gilligan; Coe
Intelligence Theories / Spearman; Gardner; Sternberg
Behavioral/Social Theory / Pavlov; Skinner; Applied Behavior Analysis
Information Processing Theory / Ausbel; Sousa
Constructivism / Bandura; Bruner; Piaget; Vygotsky
Motivational/Emotional Intelligence Theory / Skinner; Maslow; Weiner; Lave & Wenger
Required Texts:
- Live Text(An e-portfolio in Live Text will be used to post reflection and critical assignments. A reflective statement concerning meeting SLO(s) will be included in the face of the class section of the portfolio. The critical assignment and syllabus will also be attached in the class section. The portfolio will be prepared and submitted via the Live Text Course Tab. Failure to meet this expectation will significantly affect your course grade.)
- Publication manual of the American Psychological Association (6 ed.). (2001). WashingtonDC: American Psychological Association.
- Woolfolk, A. (2013). Educational psychology(12ed.). Boston, MA: Allyn and Bacon.
Organization of Course Content:
1)General Dispositions:
a)Focus Question:
i)How does the manner in which you engage in class activities reflect a sense of professionalism?
b)Objectives(Connected to Teaching Performance Expectations and Program Student Outcomes)
i)Candidate completes fieldwork and course assignments in ethical manner develop an understanding of ethical educational practice.
(1)SLO 12: Ethical Practice: The candidate applies an understanding of professional codes of ethics and current legal mandates, as well as an awareness of the range of legal issues, such as statutory, regulatory, and case law affecting the delivery of pupil services to practice
ii)Candidate reads research in text and applies ideas in assignments and fieldwork observations/activities. (TPE 12, 13)
(1)SLO13: Research: The candidate is a proficient consumer and disseminator of research and demonstrates competence in evaluating research.
iii)Implement characteristics of a reflective teacher utilizing higher levels of critical thinking (i.e., application, analysis, evaluation, and synthesis) in the written and oral assignments. (TPE 12& 13)
(1)SLO14: Critical thinking: The candidate uses critical thinking, reasoning, and problem solving skills (i.e., analysis, synthesis, application, and evaluation of various forms of data) and presents the results in appropriate oral and written format using academic writing and APA guidelines.
iv)Demonstrate computer/technological competence on all assignments (i.e., written and oral presentation work) which must be of professional quality, properly presented/edited, and formatted. (TPE 13)
(1)SLO15. Technology: The candidate uses technology to enhance their productivity and professional practice.
v)Research and discuss the integration of leading edge technologies in the public school educational setting. (TPE 10)
(1)SLO15. Technology: The candidate uses technology to enhance their productivity and professional practice.
2)Instructional Units:
a)Professionalism:
i)Focus Question:
(1)How does a person develop the perspective of an expert?
ii)Objective(Connected to Teaching Performance Expectations and Program Student Outcomes):
(1)Learn more about yourself as a lifelong learner by applying learning strategies and current research to various learning tasks. (TPE 13)
(a)SLO 9: Professional Growth: The candidate is a responsible, reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
(2)Implement characteristics of a reflective teacher utilizing higher levels of critical thinking (i.e., application, analysis, evaluation, and synthesis) in the written and oral assignments. (TPE 12 & 13)
(a)SLO 9: Professional Growth: The candidate is a responsible, reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
(3)Candidates develop an understanding of theoretical ideas from various viewpoints including a Christian Worldview perspective. (TPE 12)
(a)SLO 11 Faith Integration: The candidate integrates the principles of the Christian faith and philosophy in all aspects of education with students, families, and communities.
b)Human Development Theory:
i)Focus Question:
(1)How do your views of human development impact the learning expectations you have for children?
ii)Objectives(Connected to Teaching Performance Expectations and Program Student Outcomes):
(1)Acquire/develop a solid theoretical foundation and identify applications of educational psychology specifically including typical characteristics of students at various ages and of differing cultural and linguistic needs, types of instructional objectives, providing effective instruction, assessment, and learning environments for a diverse student population in the public educational system. (TPE 3, 6, 7, 9 & 10.)
(a)SLO2: Student Development: The candidate demonstrates an understanding of how people learn and develop and can provide learning opportunities that support their intellectual, social, spiritual, and personal development.
(2)Relate the theories of growth, development, and learning to current teaching practice by completing all fieldwork observations and activities. (TPE 4, 5, 6, 7, 8 & 11.)
(a)SLO2: Student Development: The candidate demonstrates an understanding of how people learn and develop and can provide learning opportunities that support their intellectual, social, spiritual, and personal development.
(3)Identify ways in which teachers can meet the varying needs of exceptional and diverse student populations in accordance with current legislation (IDEA 2004), California’s Proposition 227, and/or Title VII. (TPE 6 & 7)
(a)SLO2: Student Development: The candidate demonstrates an understanding of how people learn and develop and can provide learning opportunities that support their intellectual, social, spiritual, and personal development.
(4)Identify key characteristics in a variety of stage theories of children’s psychological, cognitive, and moral development. (TPE 6)
(a)SLO2: Student Development: The candidate demonstrates an understanding of how people learn and develop and can provide learning opportunities that support their intellectual, social, spiritual, and personal development.
(5)List and discuss ways a teacher can avoid cultural and gender stereotyping in the classroom and become more sensitive to the needs of diverse students, including the English language learner. (TPE 6 & 7)
(a)SLO3: Diversity: The candidate demonstrates an understanding of how students differ in their approaches to learning and creates instructional opportunities that encourage empathetic, culturally relevant engagement in learning supporting the belief that all children can benefit from an education
(6)List and discuss ways teachers can assist pupils in identifying their own cultural and gender biases and how biases affect behavior. (TPE 6, 7 & 11)
(a)SLO3: Diversity: The candidate demonstrates an understanding of how students differ in their approaches to learning and creates instructional opportunities that encourage empathetic, culturally relevant engagement in learning supporting the belief that all children can benefit from an education
c)Learning Theory:
i)Focus Question:
(1)How does the implementation of learning theories into the educational setting reflect your philosophy and impact learning?
ii)Objectives(Connected to Teaching Performance Expectations and Program Student Outcomes):
(1)Become knowledgeable about learning style theories and apply this information to methods of instruction, learning, and assessment observed in fieldwork and personal schooling experience. (TPE 2, 3 & 9)
(a)SLO4: Variety of Strategies: The candidate demonstrates understanding and skill in using a variety of research based strategies to encourage students’ development of critical thinking, problem solving, and performance skills
(2)Develop an understanding of information processing theory to better enable students to become strategic teachers and learners. (TPE 4, 8, & 9.)
(a)SLO4: Variety of Strategies: The candidate demonstrates understanding and skill in using a variety of research based strategies to encourage students’ development of critical thinking, problem solving, and performance skills
(3)Develop a framework of understanding between motivation for learning and assessment through readings, fieldwork investigations, and evaluation of personal learning experiences. (TPE 4, 5, 6, 7)
(a)SLO5 Motivation and Management: The candidate uses an understanding of individual and group motivation and behavior to create a learning/counseling environment that encourages positive cross cultural interaction, active engagements in learning, and self-motivation.
(4)Learn how to recognize and create a positive learning environment using motivation strategies and classroom management techniques described in the text as well as observed in classrooms during the fieldwork experience. (TPE 11)
(a)SLO5 Motivation and Management: The candidate uses an understanding of individual and group motivation and behavior to create a learning/counseling environment that encourages positive cross cultural interaction, active engagements in learning, and self-motivation.
d)Data Driven Instruction:
i)Focus Question:
(1)How does a teacher appropriately use the various learning theories and strategies to ensure optimal learning?
ii)Objectives(Connected to Teaching Performance Expectations and Program Student Outcomes):
(1)Demonstrate understanding of how to apply learning theory to assessment for a diverse student body through class discussions, written assignments, and fieldwork. (TPE 2 & 3)
(a)SLO8: Assessment: The candidatemonitors student learning and assesses student proficiency by using formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, physical, and spiritual development of the learner and to inform programmatic development and improvement.
(2)Evaluate the strengths and weaknesses of standardized tests as well as a variety of other tests currently in use in the public schools. (This includes methods of placement testing, CELDT, and assessments used by local school districts to identify skill levels of students with special needs such as the English language learner.) (TPE 2, 3 & 7)
(a)SLO8: Assessment: The candidatemonitors student learning and assesses student proficiency by using formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, physical, and spiritual development of the learner and to inform programmatic development and improvement.
Grading Scale:
Letter Grade / Percentage*A / 94 - 100
A- / 90 – 93.99
B+ / 88-89.99
B / 85-87.99
B- / 80-84.99
C+ / 78-79.99
C / 75-77.99
C- / 70-74.99
D+ / 68-69.99
D / 65-67.99
D- / 60-64.99
Course Requirements Information:
Category / Assignment / Due Date / Maximum PointsProfessionalism Assignments /
- Attendance - Arrive to class on-time, attend the majority of class sessions, and for occasions where an absence is necessary inform the professor in a timely fashion.
* Please note negative points can be awarded in this category
- Background Information
- Essential Question
Blackboard Assignments /
- APA Writing
- Cognitive Development
- Holistic Development
- Social Cognitive Theory
- Current Research
Original Research / APA paper on helping a special needs student / October 15 / 75
Critical Assignment /
- Fieldwork – Cognitive Development
- Fieldwork – Self, Social, and Moral Development
- Fieldwork – Learning Theory
- Tutoring and Live Text Submission
Course Requirement Notes
1)Your attendance record provides a glimpse into your ability to act as a professional. Subsequently, I enforce the following:
a)If you mustmiss a class meeting due to illness or other emergency, failure toinform mewithin 24 hourswill result in a 5 point grade reduction.
b)If you must arrive to class late or leave class early, deductions will be based on the following criteria:
i)Each time you are 0-10 minutes late/early, you will be charged with one-fourth of an absence
ii)Each time you are more than 10 minutes late/early, you will be charged with one-half of an absence
iii)Each time you arrive more than 45 minutes late/early, you will be charged with a full absence
c)Starting with your fifth absenceeach full absence will result in a 20 point grade reduction.
2)Late assignments will not be assessed a late penalty. However, please note that I cannot guarantee that I will be able to provide feedback on assignments submitted late and you will still be held to the criterion that each assignment is one step closer to perfect mastery of the relevant skill.
3)Work completed inappropriately will receive a score of 68%. Assignments not submitted will receive a score of 60%.
4)Unless special arrangements have been made, work will not be accepted after December 10, 2013. Any work not turned in by December 10, 2013 will be given a grade of sixty-percent of point total. Please note filing for an incomplete extension does not negate any late penalties already accrued.
Course Calendar
Date / Agenda / Date / AgendaTuesday, September 3 /
- Syllabus Review
- Power of Perspective
Tuesday, September 10
(Background Information) /
- Teacher as Researcher
- Teacher as Researcher - continued
- APA Manual
Tuesday, September 17 /
- APA Manual - continued
- APA Writing
Tuesday, September 24 / Developmental Theory
- Piaget
- Vygotsky
Tuesday, October 1 /
- Brain Research
- Cognitive Development
Tuesday , October 8 /
- Completing Fieldwork
- Impact of Culture
Tuesday, October 15
(APA Paper) /
- Personal Development
- Social and Emotional Development
Tuesday , October 22 /
- Moral Development
- Holistic Development
Tuesday, October 29 / Learning Theory
- Behaviorism
- Personal Constructivism
Tuesday , November 5
FW: Cognitive Development /
- Social Constructivism
- Information Processing
Tuesday, November 12 /
- Motivation
- Social Cognitive Theory
Tuesday, November 19
FW: Self, Social, Moral /
- Comparing Options
- Current Research
Tuesday, November 25 / THANKSGIVING / Thursday , November 28 / THANKSGIVING
Tuesday, December 3
FW: Learning Theory / Data Driven
- Standardized Testing
- Classroom Assessment
Tuesday , December 10
Essential Question Response
Tutoring & Live Text / All Work Due
When conditions warrant, the professor reserves the right to modify any of the above policies.
EDU 302 –Fall 2013
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