Dr.
@atu.edu
968-0421
Office hours: M 8-10 a.m., 2:30-4:00 p.m.; T 8:30-9:00 a.m.; W
8:45-10:00 a.m., 1-2 p.m., 3:45-5:00 p.m.; R 8-9 a.m., F 8:30-10:00 a.m.
Conceptual
Framework: Professionals
for the Future
Catalog
Description: Prerequisite:
Admission to Stage II of the Middle Level teacher education program. General principles of learning, the
learner’s potentialities with attention to individual differences, the
environment of effective learning, application of psychology to educational
problems.
Course
Description: What
makes a successful interdisciplinary team member in the middle school? This course is the link between the content
of educational psychology and the “real world,” and the implications it has for
learning and teaching. Through a
learner-centered orientation this course introduces students to educational psychology
as a research oriented discipline and a science of practical application. The integration of research and application
of the social, emotional, intellectual, and physical characteristics is
achieved through observation and interaction in the middle school setting. Prominent theories of learning, motivation,
and development are tailored to the adolescent learner, the text of successful
collaboration.
Textbook:
Eggen,
P., & Kauchak, D. (2001). Educational
psychology: Windows on classrooms (5th ed.). Upper Saddle River, NJ: Prentice-Hall.
Bibliography:
Brandt, R. S. (2000). Education in a new era.
Alexandria, VA: ASCD.
Graber, J. A., Brooks-Gunn, J., & Petersen, A.
C. (1996). Transitions through
adolescence. Mahwah, NJ: Lawrence
Erlbaum.
Kellough, R. D., & Kellough, N. G. (1996). Middle school teaching. Upper Saddle River, NJ: Prentice-Hall.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard Press.
Course
Objectives:
Upon completion of this course,
teacher candidates will be able to:
1.
Define
educational psychology, relate these theories and principles to the development
of middle level learners, and use these theories to improve teaching and
learning in the middle grades.
2.
Explain
how the theories and principles of educational psychology can be used in the
field to improve teaching and learning for students in the middle grades.
3.
Analyze
and assess the role of appropriate educational research as a resource and a
process for improving teaching and learning for students in the middle grades.
4.
Define
and discuss the roles of heredity and environment in creating differences among
middle level learners.
5.
Compare
and contrast behavioral, cognitive, and observational theories of learning and
apply them to middle level classroom situations.
6.
Define
the concept of motivation from the behaviorist, cognitive, and humanistic
points of view; design and implement appropriate motivational techniques in the
middle school setting.
7.
Determine
the characteristics of effective middle school teachers and explain how these
characteristics promote effective learning.
8.
Describe
the functions of planning and apply these functions to middle level classroom
situations.
9.
Explain
the concept of multicultural education and apply it in the middle school
setting.
10.
Plan
and implement unit and daily lesson plans which utilize a variety of teaching
models including direct instruction (mastery learning), inquiry learning,
guided discovery, individualized learning, cooperative group learning, and
concept attainment as they are related to middle school learners and
classrooms.
11.
Write
performance-based objectives and questions in the cognitive, affective, and
psychomotor domain that are appropriate for the early adolescent learner.
12.
Demonstrate
appropriate questioning techniques for the middle school classroom.
13.
Demonstrate
lesson presentation skills including set induction, advance organizers, lecture
discussions, guided and independent practice and closure that are appropriate
for middle school students.
14.
Selecting
from a variety of management models, design a management system appropriate to
the needs of middle level learners.
Course
Content:
I.
Educational
Psychology and Research
II.
Behavioral,
Cognitive, and Social or Observational Theories of Learning
III.
Contributions
of Piaget and Vygotsky to Cognitive Learning Theory
IV.
Roles
of Heredity and Environment in the Creation of Individuals
V.
Behaviorist,
Cognitive, and Humanistic Theories of Motivation
VI.
Effective
Teaching Characteristics for the Middle Level
VII.
Multicultural
Education
VIII.
Management
Models for the Middle Level
IX.
Teaching
Models for the Middle Level
X.
Performance-Based
Objectives and Questions
XI.
Questioning
Techniques
XII.
Lesson
Presentation
· Developmental profile of either a culturally different or “challenging” student at the assigned middle level classroom (50 points)
Second, as part of the paradigmatic you will plan a
unit that takes into consideration a variety of instructional strategies, useful
planning, appropriate theoretical background, learner diversity, and effective
management techniques outlined in the Course Objectives listed above. The unit should be based upon the
appropriate Arkansas Curriculum Framework Standards.
IF YOU ARE CONCURRENTLY
ENROLLED IN MLED3034 - LITERACY DEVELOPMENT, YOU WILL USE THE UNIT DESIGN FROM
THAT COURSE AS A TEMPLATE FOR CONSIDERING THE COURSE OBJECTIVES IN YOUR
UNIT FOR THIS COURSE.
IF YOU ARE NOT CONCURRENTLY
ENROLLED IN MLED3034, YOU MAY MODIFY/ADJUST A SUCCESSFUL UNIT (GRADE “C” (75%)
OR HIGHER) YOU HAVE CREATED IN ANOTHER COURSE TO MEET THE CURRENT COURSE
OBJECTIVES. (Total project – 200
points)
Please
observe the following guidelines:
Assignments
Class Absences
·
Students who miss two classes are sent a warning letter and are dropped
from the class upon the third absence.
For emergency absences please refer to the Arkansas Tech University
WebPage under the Student Services
link (www.atu.edu).
Plagiarism and
Other Academic Misconduct
·
Any
student found to have committed academic misconduct including, but not limited
to cheating, plagiarism, or other forms of academic dishonesty is subject to
the disciplinary sanction outlined in Article IV in the Arkansas Tech Student
Handbook, 1998-1999.
·
Plagiarism
is defined as “to take and use ideas, passages, etc. from another’s work
representing them as one’s own”. (1993 Randon House Webster’s Dictionary).
Incomplete Grade Contract
·
An
“I” at the end of any semester may be assigned only under the following
conditions:
·
A
grade of incomplete is appropriate ONLY in situations where the student has an
illness or other circumstances beyond the student’s control, and has completed
at least seventy-five percent of the course requirements, provided work already
completed is of passing quality. If a grade of “I” is assigned, the student and
instructor, together, will complete and sign this contract.
·
The
signed contract must be attached to the final grade sheet if a grade of “I” is
assigned, and is only valid if both parties have signed.
·
If
the remaining course requirements are not completed and final “C” grade
reported by the end of the next regular semester (fall or spring) the grade
will be automatically changed to a grade of “F” for grade and grade purposes.
Course
Date Outline
January 24 Syllabus
discussion, Introduction to Middle Level Ideals,
Educational
Psychology Overview, Learning Theory Intro.
January 31-February 14 Chapters 6 & 7 - Learning Theory,
Chapter 12 – Objectives and lesson planning
February
21 EXAM I,
Piaget, Vygotsky, and Constructivism- Chapter 2
February 21-March 7 Piaget, Vygotsky, Constructivism,
and Motivation – Chapters 2 & 10
March 14 EXAM II,
Introduction to Learner Diversity – Chapter 4
March 28-April 11 Learner Diversity, Concept
Learning, Transfer, and Problem-solving – Chapters 4 & 8
April
18-May 2 EXAM
III, Management Issues – Chapter 11
FINAL
EXAM TBA
Assignment
Due Dates:
Developmental Profile: March
14
First Teach with Lesson Plan
and Evaluation: March 28
(make appointment with professor for feedback and viewing)
Second Teach with Lesson
Plan and Evaluation: April 18
Paradigmatic/Unit Plan
Assignment: April
25