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MercerCountyCommunity College
Division of Liberal Arts
Trenton, New Jersey08690
COURSE:PSY 201
Educational Psychology
Three Credits
DATE:Fall 2004Spring 2005
COURSE MEETING DAY & TIME: MW 2:50PM – 4:05PMW 7:05P – 9:45P
LOCATION: LA 207LA228
INSTRUCTOR:Elizabeth DeGiorgio
OFFICE:
Location:Liberal Arts Building Room 150
Phone: (609) 586-4800 extension 38623682
Email:
FAX: (609) 588-5148586-3862
OFFICE HOURS: Monday 11:00am - 12:00pm4:10pm - 5:10pm (LA150)
Tuesday 1:00pm - 2:45pm - 4:00pm (LA150)
9:30pm- 10:00pm (LA150)
Wednesday 11:00am – 12:00pm4:10 - 5:10pm (LA150)
Thursday 10:00am – 10:30am (LA150) 3:00pm - 3:40pm (KC)
* All other office hours by appointment
REQUIRED TEXTS: Ormond, J.E... (2003) Educational Psychology: Developing Learners (4 th.ed.). New Jersey: Merill; Prentice Hall, Inc.
and study guide
*Companion website:
* Additional readings as assigned by instructor.
COURSE DESCRIPTION: This course is an in depth study of fundamental concepts and principles that have broad applicability to classroom practice and supports the preparation and continuing development of educational and human-service professionals.
Topics such as, student development, student and diversity, learning, and cognitive processes, motivation, and instructional and assessment strategies will be explored.
RELATIONSHIP TO THE PROFESSIONAL PREPARATION PROGRAM: This course is an option for all students seeking to enter a baccalaureate degree program in education or the human service professions.
Students are provided with the psychological principles of learning, development, motivation, and behavior to help them apply those principles in becoming a more effective teacher.s.
COURSE OBJECTIVES: In addition to the NCATE and INTASC standards the following New Jersey Professional Development Standards are addressed as course objectives:1. / Enhances knowledge of subject content.
2. / Improves understanding of the academic, social, emotional, and physical needs of each learner and ensures that educators utilize appropriate teaching skills to enable students to meet or exceed their potential.
3. / Reflects best available interpretations of relevant knowledge, including empirical research and the consensus of professional opinion in teaching, learning, and leadership.
4. / Encourages educators to develop a variety of classroom based assessment skills.
5. / Provides for integrating new learning into the curriculum and the classroom.
6. / Is based on knowledge of adult learning and development.
7. / Is periodically assessed to show its impact on teaching practice and/or student learning.
8. / Results from clear, coherent, strategic planning that is embraced and supported by the district's governing body and by all levels of the school system.
9. / Develops a school culture that fosters continuous improvement and that challenges traditional roles and relationships among educators.
10. / Is supported by the intellectual and financial commitment which enables the achievement of professional development plans.
11. / Is supported by sufficient time during working hours to engage in collegial consultation and learning and to support professional development.
12. / Empowers educators to work effectively with parent and community partners.
This course adheres to the “Model Standards for Beginning Teacher Licensing and Development” as established by the Interstate New Teacher Assessment and Support Consortium (INTASC). These standards identify a “common core of teaching knowledge and skills” that INTASC deems necessary for effective, high quality teaching. More information about INTASC and the model standards can be found online at:
PSY201 specifically addresses INTASC standards (described as principles) 2.1A, 2.1B, 5.1A, 5.1B, and 8.1A as explained below.
Principle 2.1 A (Understands how children learn and develop)
Evaluation Criteria: Students will read and critique several case studies. They will answer questions and analyze the situations from a developmental perspective focusing on the appropriateness of lessons and teacher expectations. In addition, students will also demonstrate their understanding of development and learning by successfully answering developmental exam questions.
Principle 2.1 B (Understands how children learn and develop)
Evaluation Criteria: Each student will develop a personal Philosophy of Teaching and Learning. At the end of the course students will submit a written philosophy statement that incorporates theories and concepts learned and that also describes their understanding of child development.
Principle 5.1 A and B (Understands individual and group motivation)
Evaluation Criteria: Case studies (text, video, or ILF) focusing on motivational issues will be read or watched. Students will analyze specific situations in terms of types of motivation, effectiveness of practices, and reasons for various behaviors observed. IN addition, the Reflective Teaching Journal includes the observation and analysis of teaching strategies used to promote extrinsic and/or intrinsic motivation. Motivation questions will be included in the final examination.
Principle 8.1 A
Understands formal and informal assessment strategies
Evaluation Criteria: Several methods will address assessment strategies. Students will help create rubrics and criteria for grading course assignments. Students will complete an observational activity based on assessment in which they will create a rubric, grade student artifacts, and discuss their observations. Students will participate in creating their final exam questions.
LEARNER OUTCOMES/ASSESSMENT:
Knowledge
(Subject matter or discipline(s), Professional field of study, Pedagogical knowledge, Pedagogical content knowledge, Professional knowledge)
As a result of this course, students will:
Standard #1: Enhances knowledge of subject content.
Students use their understanding of the nature of learning, cognitive processes, and behavior of children and adolescents to be able to apply the principles to classroom practice.
Students
As a result of this course, students will understand the importance of each content area in learning. They will know demonstrate an understanding of the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and cancanthe importance of each content area in learning. They will also be able identify resources to deepen their understanding.
This will be assessed through reviewingreviewingthe review of resources in the educator learning center ( discussion topics and cooperative learning activities.
Standard #2: Improves understanding of the academic, social, emotional, and physical needs of each learner and ensures that educators utilize appropriate teaching skills to enable students to meet or exceed their potential.
know about, understand,
As a result of this course, students will demonstrate an understandingand value the importance and complex characteristics of learners. This will enable students Students will be able to adjust instructional strategiesbased on knowledge of how students learn and develop, encourages the establishment of a . Students will design learning environment that enhances student learning and critical thinking.
This will be assessed through the design and supports a philosophyphilosophyevaluation of school and classroom-based management which maximizes student learning. Students use their own knowledge and resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for all students.
This will be assessed through case studies, out of class activities, reviewing videos.
Standard #3: Reflects best available interpretations of relevant knowledge, including empirical research and the consensus of professional opinion in teaching, learning, and leadership
As a result of this course, students will keep abreast of current educational research and integrate new understandings into content and instruction.
This will be assessed through the reviews of research journal articles.
Standard #4: Encourages educators to develop a variety of classroom based assessment skills.
knowknowStudents will demonstrate an understanding about and understand the goals, benefits, and uses of assessment. They know about and will use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals to positively influence children’s development.
This will be assessed through the design of assessment plans, team activities, review of observation videos and classroom discussions.
Standard #5: Provides for integrating new learning into the curriculum and the classroom
As a result of this class, students will be empowered to connect their learning to what they will teach and to incorporate new concepts into practice.
This will be assessed through presentations and lesson designs.
Performance (Skills)
(The ability to use content, professional and pedagogical knowledge effectively and readily in diverse teaching settings in a manner that ensures that all students are learning.)
As a result of this course, students will:
Standard #2
Standard #6: Is based on knowledge of adult learning and development
recognize
As a result of this course, students will be able to understand motivation,the stages of development,and personal goals and needs, and levels of expertise, and. They willalso be able to apply what is known about motivation for growth and the development of positive self esteem.
This will be assessed through the review of case studies and group activities.
Disposition(s)
(Values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator’s own professional growth—guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility and social justice.)
As a result of this course, students will:
Standard #7: Is periodically assessed to show its impact on teaching practice and/or student learning
use assessments and self-assessments to evaluate the impact of professional development.
Standard #8: Results from clear, coherent, strategic planning that is embraced and supported by the district's governing body and by all levels of the school system
Students delineate what students are expected to know and be able to do.
Students will analyze desegregated student data (i.e., gender, socioeconomic, ethnicity, and language) and in making decisions based on that data.
Students engage in the use of reflection and self-assessment in professional and intellectual growth.
Standard #9: Develops a school culture that fosters continuous improvement and that challenges traditional roles and relationships among educators.
Students understand and are provided with opportunities for ongoing and meaningful collaboration among peers. Students engage in and encourage creativity and innovation.
Standard #10: Is supported by the intellectual and financial commitment which enables the achievement of professional development plans.
As a result of this course, Students understand and use technologies and other modern resources that are essential will be able to effective professional work and learning.
Students identify and conduct themselves as members of the teaching profession.
They will know and use ethical guidelines and other professional standards related to practice. TheyTheyStudents are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
Standard #11: Is supported by sufficient time during working hours to engage in collegial consultation and learning and to support professional development
Students are provides time for to team plan, collaborate, analyze data and student work, develop and implement instructional practices, curricula and assessments, implement federal, state, and local mandates, etc.
Standard #12: Empowers educators to work effectively with parent and community partners
Students are enabled to identify and use community resources to foster student learning.
This will be assessed through assessments, attendance at workshops, conferences, conducting research, reviewing journal articles.
INSTRUCTIONAL PROCEDURES:
Classroom experiences include discussion, activities, role-play, lecture, class presentations, case studies, fieldwork, and individual projects.
COURSE REQUIREMENTS: Guidelines and rubrics will be provided
1. Class Participation/Preparation (5 points per class = 75150 points)
Students are expected to read text and supplementary readings as assigned. Students are also expected to attend class prepared to actively participate in class discussions, assignments, and activities. Communication skills are strengthened and a great deal is learned through interactions with peers in class.
2. Lesson plan/Activity presentation (co teaching)design (100150 points)
Lesson plans/ Activities will address the key features of a positive learning environment and attend to the healthy, respective, supportive, and challenging dimensions.
Student co teachersteachersteamsare required to develop lesson/activity plans with clear and concise learner objectives and outcomes.
A demonstration lesson (15 minutes) will be taught in and present theirs ideas to the class with peers as learners. Students will complete self-evaluations and peer evaluations.
Additional information and a lesson plan format formats will be provided in class.
3. Field Experience/ Observation (400 points) guidelines will be provided.
Team observations (12 hours) will be conducted and presented to the class. Guidelines will be provided.
Child observation - domains of development
Setting 1 observation
Setting 2 observation – comparison report
4. 4 Examsquizzes (400 points)
Exams Quizzes may include multiple choice, true-false, short answer/essay, and analysis/application questions. Material may include text readings, supplemental readings as assigned, class lecture, discussion, and activities.
5. Individual and Identifying and Using Professional Resources (200 points)Cooperative learning activities (10 points each)
Student teams (4 maximum) will review critical websites and resources available for teachers, paraprofessionals, and families in the field of early childhood education. An annotated bibliography of 20 professional resources (books, journals, articles, websites, professional organizations, etc.) will be completed and shared with the members of the class. Guidelines will be provided.
Groups will conduct a variety of instructional activities related to the concepts in Educational Psychology. Discussion topics and guidelines will be provided.
6. Designing a quality preschool program (100 points)
7. Designing an action plan (100 points)
. Reflective journals (100 points)
Students will write their response to issues and questions in the field of early childhood education.
COURSE CONTENT/SCHEDULE:
All lecture dates/topics are tentative. Any modifications to this schedule will be announced in class.
SessionDateTopicsDue
Week 1 Course Overview Requirements guidelines/forms/handouts
Student inventory/writing personal goals
Educational Psychology
Educational Research
MODULE 1: UNDERSTANDING STUDENT DEVELOPMENT AND DIVERSITY
Week 2 & 3 Cognitive and linguistic development
Theory
Linguistic development
Week 4 Personal, Social, and Moral Development
Week 5 Individual/Group differences
(Abilities, learning styles, temperaments,
Developmental profiles)
Week 6 Students with special needs
MODULE 2: UNDERSTANDING HOW STUDENTS LEARN
Week 7 Cognitive psychology
Memory
Week 8 Knowledge Construction
Conceptual change
Week 9 Higher-level thinking skills
Problem solving
Week 10 Behaviorism
Applied behavior analysis
Week 11 Social Cognitive Theory
Week 12 Motivation and Affect
Week 13 Cognitive factors in Motivation
MODULE 3: UNDERSTANDING INSTRUCTIONAL PROCESSES
Week 14 & 15 Instructional strategies/assessment
CLASS POLICIES:
Special Accommodations
Students with disabilities should meet with the appropriate disability service provider on campus as soon as possible. In order to receive accommodations, students must be registered with the appropriate disability service provider on campus as set forth in the student handbook and must follow the college procedure for self-disclosure, which is stated in the Guide to Services and Accommodations for Students with Disabilities. Students will not be afforded any special accommodations for academic work completed prior to the completion of the documentation process with the appropriate disability service office.
Academic Honesty
Plagiarism is the use of another’s words or ideas without acknowledgment. It is the equivalent of theft. Some plagiarism is extreme and willful (i.e., buying term papers). Other forms of plagiarism may arise from carelessness or ignorance (i.e., misusing quotation marks or citations). Plagiarism of any kind is not acceptable nor will it be tolerated.
Attendance Policy
Attendance is mandatory. More than 2 absences will result in the lowering of your final grade. Excessive absences will result in a WI (withdrawn from class by instructor).Please try to attend all classes. In addition, if you come to class late or leave early, your grade will also be affected. Three late arrivals or early departures or a combination of these will equal one class absence. Attendance will be taken at the beginning of every class. In the event of an unavoidable absence, it is the student’s responsibility to keep abreast of all assignments and material covered. Networking with fellow students via phone or email will help resolve any concerns during your absence.
Professionalism
Professional behavior is expected of all students. Students should refrain from talking while peers or the instructor is talking and should participate to the best of their abilities in all class activities. Cell phones must be turned off during class. Anyone who does not adhere to this policy will have points deducted from the class participation grade.
Work Quality
It is assumed that all work will be of professional quality. All assignments must by typed and in APA format. Any student’s work containing numerous spelling, typographical, or grammatical errors will result in the loss of points. Work that is illegible will be returned ungraded and zero (0) points will be earned.
Late Assignments
Late assignments will not be accepted. Absence from class is not a legitimate excuse for turning in a late assignment.
BIBLIOGRAPHY:
Bailey, D. & Wolery. M. (1992). Teaching infants and preschoolers with disabilities (2nd ed.). Boston: Merrill.
Batshaw, M. L., & Perret, Y. M. (1992). Children with disabilities:Clarizio, H. F., Mehrens, W. A medical primer (3rd ed.). Baltimore: Brookes.
Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs (Rev... & Hapkiewicz, W. G. (6th Ed.). Washington DC: NAEYC. (1994). Contemporary issues in educational psychology. New York: McGraw-Hill.
Division for Early Childhood. (1993). DEC recommended practices: Indicators of quality in programs for infants and young children with special needs and their families. Reston, VA: Council for Exceptional Children.Cobb, N. J. (1998). Adolescence: continuity, change, and diversity. Mountain View CA: Mayfield Publishing Co.
Friend, M., & Bursuck, W.
Csikszentmihalyi, Mihaly. (1996). Including students with special needs: A practical guide for classroom teachers. Boston: Allyn and Bacon.Creativity: flow and the psychology of discovery and invention. Harper Collins.