SEED 4556

Classroom Applications of Educational Psychology

Spring 2001

@atu.edu @atu.edu @atu.edu

Dr. Linda Bean	206 Crabaugh	968-0422
Dr. Tim Carter	209 Crabaugh	968-0421
Dr. Gwen Morgan	109B Crabaugh	968-0684
Dr. Rebecca Shopfner	128 Crabaugh	968-0207

Conceptual Framework: Professionals for the Future

Course Description:

This course introduces students to educational psychology as a research oriented discipline and a science with practical application in the classroom. The emphasis will be on research-based theory and practice applied to the improvement of teaching and learning. The course also requires that students apply the theories and principles to instructional planning, to the selection of alternative models of instruction, to the formulation of a plan for classroom management, and to design and use of assessment techniques.

Statement of Prerequisites:

All students must be admitted to Stage II or have permission from the Dean of Education.

Textbook:

Eggen, P. & Kauchak, D. (1999): Windows on classrooms: Educational psychology (5^th ed.). Columbus, OH: Prentice-Hall.

Eggen, P. and Kauchak, D. (2001). Strategies for teachers. Allyn and Bacon, Fourth Edition.

Course Objectives:

Upon completion of this course you will be able to:

· define and explain how the theories and principles of educational psychology can improve teaching and learning (Standards 5.1.1, 5.2.1, 5.3.1)

· assess the role of educational research as a process for improving teaching and learning (Standards 5.1.2, 5.2.1, 5.3.2)

· define and explain cognitive development and explain the contributions of Piaget and Vygotsky (Standards 3.1.1, 3.1.6, 3.1.7, 3.1.8, 3.3.1)

· assess the roles of heredity and environment in development (Standard 3.1.7)

· compare and contrast behavioral and cognitive theories of learning and explain how each may be applied to classroom situations (Standards 1.1.4, 1.2.2, 3.1.3, 3.1.5, 3.2.6)

· explain the application of social cognitive theory to classroom situations (Standards 3.1.3, 3.1.5)

· define and explain the concept of motivation from the behaviorist, cognitive, and humanistic perspective, and to design and implement appropriate motivational techniques based on these theories (Standards 2.3.2, 3.2.1, 3.2.3, 3.3,4, 4.3.5)

· identify the characteristics of effective teachers and explain how they promote effective learning and to demonstrate these characteristics in designing and implementing lessons (Standards 2.3.2, 2.3.3, 2.3.6, 2.3.7, 4.3.2)

· construct, use, and understand both formal and informal assessments based on stated objectives that are reliable and valid and which will be used to inform instruction (Standards 2.1.7, 2.2.6, 2.3.9, 2.3.10)

· demonstrate the use of technology for classroom application (Standards 2.1.6, 2.2.5, 2.3.8)

· explain the concept of multi cultural education and apply it to your classroom (Standards 1.1.2, 1.2.3, 1.3.6, 2.2.4, 4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.3.3)

· write a unit plan founded upon the appropriate Arkansas Curriculum Frameworks, demonstrating your understanding of objectives, daily lesson plans, a variety of teaching strategies, appropriate use of technology as a teaching/learning tool and assessment/evaluation procedures (Standards 1.1.3, 1.2.4, 1.3.3, 1.3.4, 2.1.1, 2.1.2, 2.1.5, 2.1.6, 2.2.2, 2.3.1, 2.3.4, 2.3.6, 2.3.7, 3.1.4, 3.3.4, 3.3.5, 3.3.6)

· using a variety of models, create a classroom management presentation appropriate for your discipline (Standard 3.1.2)

· demonstrate lesson presentation skills including, but not limited to, focus, advance organizers, questioning, lecture, discussion, cooperative learning, guided activities, and closure (Standards 1.2.1, 3.1.4, 3.3.2, 3.3.4, 3.3.5)

· demonstrate effective communication skills through reading, writing, speaking, and listening (Standards 1.3.9, 2.3.5, 4.2.2)

· recognize the K-12 continuum for the discipline specialty area based on state and national standards (Standard 2.1.3)

Course Requirements:

Students are expected to attend all classes and participate fully. (See attendance policy.)

In addition, the student must achieve at least 70% on each of the following separate assignments. If below 70% is achieved, the student will have one opportunity to achieve a 70%. If a 70% is not achieved the second time, the grade result will be a zero (0).

· Examinations--three tests and a final (400 points – 280/400 is minimum requirement)

· Teaching Unit--A five-lesson teaching unit in your discipline area will be developed. (400 points - 280/400 is minimum requirement) (The lessons will support the unit plan objective(s) and include appropriate Arkansas Curriculum Framework Standards. The unit will include one traditional and one performance assessment developed based upon a planned lesson or unit objective(s) and Arkansas Curriculum Frameworks.) Assessments must be created by you and cannot be from a test bank or preprinted exam.

· Observation/Teaching Experience--A secondary classroom in your discipline area will be assigned to you in order to observe, complete case study activities, and teach two videotaped lessons. This experience should consist of a minimum of ten hours. After Dr. Morgan assigns you to your school and teacher, you will need to contact your teacher at the school and make an appointment to meet and work out a schedule for your observations and activities. You must also arrange for the two lessons that you teach to be videotaped.

· You will receive feedback on the first lesson from your college professor while viewing the videotape together. You must view the videotape prior to this meeting and provide all materials used in the lesson including the lesson plan.

· The second lesson will be evaluated by your professor, but you will receive your materials after completion of evaluation. After teaching your second lesson, you should submit the following to your professor: lesson plan, a videotape of the lesson being taught, and a 2 page self-evaluation of the lesson using your knowledge of teaching and learning theory. The classroom teacher will also complete an evaluation of the classroom experience using an evaluation form mailed to them by Dr. Morgan's office. (400 points -- 280/400 is minimum requirement)

· Classroom Management Presentation–A classroom management presentation from Dr. Harry Wongs First Days of School will be made to the class in a creative and engaging manner (200 points – 140/200 is minimum requirement).

· Article Reading, Case Studies, and Classroom Applications–Four articles will be read concerning constructivist and intelligences theories. The articles will be located in the Curriculum Lab and in Pendergraft Library. You will then choose two individual students from your observation experience that you will interview using separate interview forms based upon constructivist and intelligences theories. After reading the articles and interviewing the two students, you will complete a 7-10 page paper that will consist of three sections.

The first section is to be titled, “Constructivism and Multiple Intelligences.” In this section, you will complete an analysis of the four articles you have read concerning constructivist and intelligences theories. You will discuss the points of agreement among the authors concerning how students learn best and what the authors believe this information means for teachers.

The second section is to be titled, “Summary of the Interviews.” In this section, you will discuss what you discovered about your students from your Piaget, Vygotsky, and Intelligences interview questions. In addition, in this section, you should provide appropriate background information about the students you have chosen (e.g., grade level, gender, interests, etc.).

The final section of the paper is to be titled, “General and Specific Applications.” In this section you will discuss general applications based upon the information from the articles and from your interviews that any teacher in any classroom could use. In addition, you will select two to three particular topics from your subject area and you will tell specifically how you would use the information from the articles and from the interviews when teaching these particular topics in your future classroom (300 points – 210/300 is minimum requirement). Specific formatting guidelines will be provided by your professors prior to the completion of this assignment.

· Other quizzes, readings, etc. as assigned (0-150 points)

Please observe the following guidelines:

Assignments

· All assignments must be typed

· Late assignments will be accepted with a penalty of a decrease in a letter grade

· Late assignments must be completed within one week after the due date to receive credit

· No Assignment Will Be Accepted Two Weeks Or More After Its Due Date.

· No Assignments Will Be Accepted After The Final Examination

· A Missed Examination Is Considered A Late Assignment

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. Note: A grade of “C” in this course is required for admission to student teaching. You cannot have an “I” and be admitted to student teaching.

DATES	CHAPTERS	TOPICS
January 17-19	1	Introduction
January 22 - February 14	2, 3, 4, 13	Student Diversity Learning Theory
February 16		EXAM I
February 19-March 7	6, 7, 12 (Information Processing) 14, Appendix	Learning Theory Methods Traditional Assessment
March 9		EXAM II
March 19-23	Spring Break
March 26 - April 13	7, 8, 12, 13, 14, Appendix	Learning Theory Methods Performance Assessment Standardized Testing
April 16		EXAM III
April 18-23	11	Management
April 25-27		Presentations
April 30-May 2	10	Motivation
	FINAL EXAM -- TBA

*Major Assignments Due:*
Unit:	March 2
First Teach:	March 16 (make appointment with professor for feedback during viewing)
Second Teach:	April 6
Article Reading and Case Study Analysis Paper:	April 13

Assignment Sheet -- Spring 2001