College of Saint Benedict/St. John’s University

Course Syllabus

Spring Semester 2008
 

(On-line course syllabus: http://www.employees.csbsju.edu/esass/education_310_course_page.htm)

 

       Department: Education                                                                                 Instructor: Edmund Sass

 

       Course Title: Educational Psychology                                                         Course Number: EDUC 310          

      

       Text: Snowman and Biehler, Psychology Applied to Teaching (11^th Edition)

 

Course Description:                                                                                                                         

This course, Educational Psychology, is designed to provide foundational knowledge and principles of effective practice to assist students in making appropriate teaching decisions. Course content is correlated with the Minnesota Standards of Effective Practice for Teachers (SEP) and will focus on the following topics: theories of learning and associated models of teaching (SEP Standards 2, 4, and 7), accommodating the needs of diverse learners (SEP Standard 3), classroom motivation (SEP Standard 5), classroom management (SEP Standard 5), principles of educational measurement (SEP Standard 8), and specific assessment/evaluation strategies (SEP Standard 8). A major course goal will be to assist the student in developing a teaching philosophy that realizes the necessity of employing multiple strategies and methodologies to accommodate the needs of all learners.

 

The course is primarily designed for those preparing to become elementary and secondary educators. However, the content should be broad enough for anyone interested in examining classroom teaching and learning. 

 

COURSE OUTCOMES

Please note, outcomes are organized on the basis of the Teacher as Decision-Maker conceptual model and correlated with the Minnesota Standards of Effective Practice for Teachers (SEP).

 

The student:

Commands a diverse, research-based body of knowledge:

1) understands various perspectives regarding the role of the teacher, including the departmental model of "Teacher as Decision-Maker." (ED 310)

2) understands how students internalize knowledge, acquire skills, and develop thinking behaviors, and how to use instructional strategies that promote student learning, including those consistent with behaviorism, cognitivism, and humanism. (SEP 2A)

3) has sufficient knowledge of learning theory, subject matter, curriculum development, and students development  to plan effective instruction and meet curriculum goals.(SEP 7A)

4) knows the cognitive processes associated with various kinds of learning (including memory, recall, concept formation, and problem solving) and how these processes can be stimulated. (SEP 4B)

5) knows the principles and techniques, as well as the advantages and limitations, associated with various instructional strategies including constructivism, confluent education, cooperative learning, computer-based instruction, direct instruction, expository teaching, group discussion, and values education. (SEP 4C)

6) enhances student learning through the use of a wide variety of materials, and human and technological resources (SEP 4D).

7) uses varied viewpoints, theories, ways of knowing, and methods of inquiry in teaching, and varies the instructional process to address the content and purposes of instruction and the needs of students.(SEP 1F and SEP 4J)

8) knows how to ask questions and stimulate discussion in different ways for particular purposes, including probing for learner understanding, helping students articulate their ideas and thinking processes, promoting productive risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, and helping students to question(SEP 6J)

9) uses effective communication techniques in conveying ideas and information (SEP 6H)

10) understands the characteristics, uses, advantages, and limitations of different types of assessments (e.g. norm-referenced and criterion-referenced instruments, traditional standardized and performance-based assessments, and observation systems as well as objective, essay, and authentic assessments) for evaluating student learning and performance.(SEP 8B)

11) is able to select, construct, and utilize assessment strategies, instruments, and technologies appropriate to the learning outcomes being evaluated.(SEP 8E)

12) understands measurement theory and assessment concepts, including reliability, validity, bias, and scoring concerns (SEP 8D)

13) can establish and maintain records of student work and performance, and can appropriately communicate student progress to parents, guardians, and colleagues.(SEP 8L and 8M)

14) is familiar with Bloom's Taxonomy and can identify the cognitive levels of assessments. (ED 310)

15) can use instructional technology  to broaden student knowledge about technology, to deliver instruction to students at different levels and paces, and to stimulate advanced levels of learning.(SEP 4L)

16) knows factors and situations that are likely to promote or diminish students’ motivation, and understands human motivation well enough to know how to help students become self-motivated. (SEP 5F)

Interacts humanely:

17) knows how to create learning communities in which individual differences are valued and respected (SEP 3Q)

18) understands principles of effective classroom management and can use a range of approaches and strategies for promoting cooperation, positive relationships, and on-task classroom behavior.  (SEP 5E)

Teaching in a changing world:

19) understands and identifies differences in approaches to learning and performance, including learning styles, multiple intelligences, and performance modes, and knows how to design instruction that uses students’ strengths as the basis for continued learning, and can identify and design instruction appropriate to a student’s learning styles, strengths, and needs. (SEP 3A and 3.K)

20) can bring multiple perspectives (including various family, socio-economic, and cultural perspectives) to the discussion or presentation of subject matter.(SEP 3P)

Teaches professionally:

21) understands the influence of the teacher’s behavior on student growth and learning (SEP 9C)

22) understands Minnesota Graduation Standards (SEP 4A)

23) analyzes teachers and their teaching based on the terminology, models, and  instructional techniques included  in this course. (Ed 310)

24) describes with some specifics his or her emerging theory/philosophy of teaching (including student learning,    pedagogy, classroom motivation, management, and dealing with student diversity). (ED 310)

25) understands the role of reflection and self-assessment on effectiveness and continual learning (SEP 9E)

26) understands human motivation and behavior and draws from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work (SEP 5A)

 

INSTRUCTION                              

A variety of instructional strategies will be employed including expository teaching, direct instruction, cooperative learning, discovery learning/constructivism, group discussion, confluent education, and simulation.  In all cases, it is the instructor's intention to model the effective use of these strategies.

 

OUTLINE

The following is a tentative outline of topics, assignments, and exams. Dates are approximate.

I. Course Overview and Introduction to Decision-Maker Model

Instruction: Course overview; description of Teacher as Decision-Maker model

Key Concepts/Subtopics: Teacher as Decision-Maker; Reflection; Definition of Educational Psychology?

Outcomes: Ed 310 #1 and SEP 9E

Date: 1-15 (Day 1)                                         

Reading:  Chapter 1

II. An Introduction to Theories of Learning and Associated Models of Teaching

Instruction: Your Emerging Theory and Philosophy of Teaching (Rating Scale) and related discovery/constructivist activity introducing three theories of learning/models of teaching
Key Concepts/Subtopics: Definitions of Learning: Behaviorism, Cognitivism, and Humanism
Outcome: SEP 2A

Date: 1-17 (Day 2)     

III.. Learning and Instruction

A. Behaviorism

Instruction: Explanation of operant and classical conditioning; Overview of direct instructional model with sample lesson plan
Key Concepts/Subtopics: Classical Conditioning, Connectionism, B. F. Skinner and Operant Learning, Behavioral Objectives (Handout), Madeline Hunter's Principles of Instruction, Direct Instruction, Modeling, Task Analysis, Programmed Learning, and Reinforcement

Outcomes: SEP 2A, 4C, and 7A

Dates: 1-21 and 1-23 (Days 3 and 4)

Reading: Chapter 7, pp. 276 - 292 of Chapter 9, and pp. 354 - 358 of Chapter 11    

Letters of application are due 1-23 (Day 4). Drafts of letters are due 1-21 (Day 3) for in-class editing.    

B. Computers and Teaching

Instruction: Students compare their evaluations of educational software, describe an Internet-based lesson plan they have chosen, and discuss computer-based instruction; brief overview of related research
Key Concepts/Subtopics: Computer-Based Instruction, Evaluating and Selecting Appropriate Programs, Finding and Selecting Internet-Based Lesson Plans

Outcomes: SEP 4D and 4L

Date: 1-25 (Day 5)

Reading: Pages 233-236, 269-273, and 339-343

C. Cognitivism               

1. Introduction to the Cognitive Model and Discovery/Constructivism     

Instruction: Constructivist/discovery activity introducing the concept of constructivism; Overview of Piagetian Learning cycle and constructivism using sample lesson plan; Students develop or find a constructivist lesson plan on the Internet (Assignment); Discussion and evaluation of students’ examples of constructivist lesson plans

Key Subtopics/Concepts: Gestalt Theory, Schemata/Cognitive Structure, Cognitive Processes, Discovery/Inquiry, Constructivism, Piaget's Learning Cycle, Sample 

Outcomes: SEP 2A, 4B, 4C, 4D, and 7A

Dates: 1-29 and 1-31 (Days 6 and 7)

Reading: Chapter 8 and pp. 358-370 of Chapter 11

2. Information Processing and Expository Teaching

Instruction: Brief lecture and overview of expository teaching emphasizing connections to information processing theory and research; Analysis of a teacher presentation, various lecture formats, and advantages and disadvantages of the lecture approach (assignment and discussion activity); Concept mapping handout

Key Subtopics/Concepts: Information Processing, Teacher Presentation Formats, Ausubel's Expository Teaching, Types and Characteristics of Effective Teacher Presentations, Concept Mapping

Outcomes: SEP 2A, 4B, 4C, 4D, and 7A

Date: 2-4 (Day 8)
Reading: Chapters 9 and 11

D. Humanism

1. Introduction to Humanism and the Concept of Teacher as a Facilitator

Instruction: Brief lecture and overview of the humanistic model and teacher as a facilitator; “Summerhill” video, discussion, connection to Maslow’s Needs Hierarchy

Key Subtopics/Concepts: Teacher as Facilitator, Characteristics of Humanistic Classrooms, Thematic Teaching, Maslow’s Needs Hierarchy, Summerhill School

Outcomes: SEP 2A and 7

Date: 2-6 (Day 9)

Reading: Chapter 11

 

Note: The Elementary Immersion Experience is scheduled for March 2-7 to 2-13. Class will NOT meet during this week. Refer to Assignment 2 prior to this week.
      

2. Confluent Education, Cooperative Learning, and Teaching through Discussion

Instruction: Flander’s Interaction Analysis discussion activity; Confluent/holistic lesson plan assignment and discussion activity

Key Subtopics/Concepts: The Affective Domain, Responsive Classroom, Teaching through Discussion handout, Cooperative Learning, Values Education, Flander’s Interaction Analysis

Outcomes: SEP 2A, 4C, 4D, 6J, and 7A

Dates: 2-14 and 2-18 (Days 10 and 11)

Reading: Pp. 370-387 of Chapter 11.

                   

E. Summary and Synthesis

Instruction: Summary/Synthesis discussion and review activity

Outcome: SEP 1F and 4D                           

Date: 2-20 (Day 12)

Note: October 2-21 and 2-22 are FREE DAYS!!

 

TEST #1: 2-26 (Day 13) This exam addresses Topics I, II, III; and SEP Outcomes 1F, 2A, 4B, 4C, 4D, 4J, 4L, 7A, 9E; and Ed 310 Outcome #1.

                   

IV. Learning Styles, Multiple Intelligences, and Diversity               

Instruction: Learning styles jigsaw activity; Multiple intelligences, learning styles, motivation, and multiculturalism assignment and discussion activity 

Key Subtopics/Concepts/Theorists: Gardner’s Multiple Intelligences, Dunn and Dunn, Gregorc, Kolb, Myers-Briggs, Jigsaw Classroom, James Banks’ Approach to Meeting the Needs of Culturally Diverse Students, Peggy McIntosh’s Phases of Personal and Curricular Revision, Internet Resources for Multicultural Lessons)

Outcomes: SEPT 1F, 3A, 3K, and 3P.

Dates: 2-28 (day 14)

Reading: Chapter 5 and pp. 113-118 of Chapter 4

V. Classroom Motivation

Instruction: Classroom motivation discussion activity; high and low-motivation classes (research overview); Four motivational factors lecture-pause activity; Motivation application activity

Key Concepts/Subtopics: Reward/Avoidance Factors, Competitive vs. Cooperative Reward Systems, Teacher Factors, Task Factors, Intrinsic Needs; Behavioral, Cognitive, and Humanistic Viewpoints)

Outcomes: SEP 1F, 4J, 5A, and 5F

Dates: 3-3 and 3-5 (Days 15 and 16)

Reading: Chapter 12

VI. Classroom Management

A. Introduction and Common-Sense Ideas

Instruction: Teachers with good and poor management discussion activity, summary, and research overview; Overview of common-sense approaches to classroom management including the ideas of Redl and Dobson; ASCD Videos “Classroom Management that Works” and related discussion

Key Concepts/Subtopics/Theorists: Characteristics of Classrooms with “Good” and “Poor” Management, James Dobson's "Dare to Discipline," Redl's Influence Techniques, ASCD Videos “Classroom Management that Works”

Outcomes: SEP 5E

Dates: 3-7, 3-11, and 3- 13 (Days 17, 18, and 19)

Reading: Chapter 13

Note: Paper 2 is due 3-27 (Day 21) Drafts MUST be ready for in-class editing 3-25 (Day 20).            

B. Behavioral Approaches to Classroom Management

Instruction: Behavior analysis handout and discussion activity; Punishment and Assertive Discipline overview and discussion activity

Key Subtopics/Concepts/ Theorists: Behavior Analysis Techniques, Effective and Ineffective Use of Punishment, Canter's Assertive Discipline

SEP 5E

Date: 3-27 and 3-31 (Days 21 and 22)    

Reading: Pages 212-216 and 221-229                                                           

 

C. Humanistic Approaches to Classroom Management

Instruction: Overview of humanistic management principles and models; “Cooperative Discipline” video

Key Concepts/Subtopics/Theorists: Humanistic Principles of Management, Developing a Classroom Community, Gordon's T.E.T., Glasser's Reality Therapy, Rudolf Dreikurs, Linda Albert's Cooperative Discipline

SEP 3Q and 5E

Date: 4-2 (Day 23)

 

D. Summary and Application of Approaches to Classroom Management                                 

Instruction: Review and discipline scenarios activity

Date: 4-4 (Day 24)

              

TEST #2: 4-8 (Day 25) This exam addresses Topics V, VI, VII and SEPs 1F, 3A, 3K, 3P, 4J, 5A, 5E, 5F. 

VII. Assessment Concepts

A. Standardized Tests

Instruction: Overview, types of assessments, and simulated standardized test activity

Key Concepts/Subtopics: Norm-Referenced and Criterion Referenced Assessments, Teacher-Made vs. Standardized Tests, Minnesota Basic Skills Tests)

Outcome: SEP 4A

Date: 4-10 (Day 26)

B. Interpreting Standardized Test Data

Overview and calculations of descriptive statistics using data from above simulation; application assignment

Key Concepts/Subtopics: Descriptive Statistics and Test Data Interpretation

Dates: 4-14 and 4-16 (Days 27 and 28)

Outcome: SEP 8D

Reading: Chapter 15
C. Reliability and Validity

Overview of definitions, calculation of standard error of measurement, handout

Key Concepts/Sub-Topics: Types of Validity and Reliability, Standard Error of Measurement)

Outcome: SEP 8B

Date: 4-18 (Day 29)  

Reading: Chapter 15

D. Bloom’s Taxonomy and Assessment

Instruction: Constructivist sorting activity and overview of Bloom’s Taxonomy

Key Concepts/Sub-Topics: Levels of the Cognitive Domain, Types of Assessments, Strengths/Weaknesses

Outcomes: SEP 8B and ED 310 #14

Date: 4-22 (Day 30)

Reading: Pp. 348-354
Paper 3 is due 4-22 (Day 30) Drafts ready for in-class editing on 4-18 (Day 29)

E. No Child Left Behind (NCLB)
Instruction: NCLB Jigsaw Cooperative Learning Activity and follow-up discussion

Key Concepts/Subtopics: Requirements and Implications of NCLB, Minnesota Comprehensive Assessments

Date: 4-26 (Day 31)

VIII. Constructing Assessments and Assigning Grades

A. Objective Assessments

Instruction: Presentation of general assessment construction guidelines; Objective test activity and handout

Key Concepts/Subtopics: Construction Guidelines, Advantages/Disadvantages

Outcomes: SEP 8B and 8E
Date: 4-29 (Day 32)

B. Essay Assessments

Instruction: Overview of essay construction guidelines, advantages and disadvantages; Essay scoring activity

Key Concepts/Subtopics: Construction/Scoring Guidelines, Advantages/Disadvantages

Outcomes: SEP 8B and 8E

Date: 5-1 (Day 33)

C. Performance/Authentic Assessments and Rubrics

Instruction: Brief lecture and handout; Assessment rubrics handout and discussion activity

Key Concepts:/Subtopics: Construction Guidelines, Advantages and Disadvantages; Assessment Rubrics

SEP 4A, 8B and 8E

Date: 5-5 (Day 34)

D. Keeping Records and Assigning Grades                                                                       

Instruction: Brief overview and handout

Key Concepts/Subtopics: Criterion-Referenced/Absolute, Norm-Referenced/Relative, Individual-Referenced/IEP Grading; Computer-Based Record Keeping

Outcomes: SEP 8L and 8M                  

Date: 5-5 (Day 34)

Chapter 14

 

TEST #3: (This exam addresses Topics VII and XIII, SEP Outcomes 4A, 8B, 8D, 8E, 8L, 8M, and ED310 Outcome 14) Final Exams are scheduled for the following times and dates: Period IV – May 8 at 10:30 a.m.; Period V – May 7 at 8:00 a.m.                                            

ASSIGNMENTS

1. The student will write a letter of application for acceptance into the Education major or minor. 

This assignment should be viewed as a piece of technical writing and should use a business letter format (Consult your style manual for proper form). In this letter, you will include the following:

·     your reasons for applying to the Education Department, specifically explaining why you chose this major/minor

·     personal information regarding those characteristics that you feel will make you an effective teacher

·     recent (within the last two years) professional experiences that relate to teaching, such as attendance at conferences and workshops, papers you have written, books or articles you have read, travel, etc.

·     experiences (paid, volunteer, or through your course work) that have involved working with children or youth  of the age level you would like to teach

·     a very brief description of your current beliefs regarding teaching and learning (e.g. perhaps you see yourself as a humanist because you believe that learning must involve the total development of the person)

·     a request for an interview

This letter should be addressed to S. Ann Marie Biermaier, Education Department Chair. Its overall intent should be to make your best case for acceptance into the department. The letter should not exceed two single-spaced pages.

DUE DATE: Day 4 (1-23) Drafts for in-class editing MUST be ready on 1-21 (Day 3) or 1 point will be deducted.) This assignment addresses SEP Outcome 6H.

 

Please note that students neither majoring nor minoring in education may modify this assignment to suit their needs, such as writing a letter of application to the department from which they are seeking a major.

 

Assignment 1 is worth a maximum of 10 points. See the scoring rubric for details.

 

2. All students must complete one of the four assignment options listed below. Elementary majors must complete assignment A during their Elementary Immersion Experience.  Secondary/K-12 students may complete either assignment A or B. If they choose option A, they may utilize either an already-completed clinical or immersion experience or one completed during this semester. In cases where students are basing their paper on a previously-completed experience they must return to that classroom during this semester for at least two hours. In all cases, the interview MUST be completed DURING the current semester. Interviews should be conducted in person or by phone, not by e-mail! Paper 2 is due 3-27 (Day 21) Drafts MUST be ready for in-class editing 3-25 (Day 20).    A. The student will spend 20 hours during the semester observing and interacting in an elementary or secondary classroom. S/he will also complete a brief interview with his/her cooperating teacher. Students will keep a log of this experience and will write a paper summarizing their observations and the interview responses. When observing and interacting in the classroom, the student should pay particular attention to:

        a. the overall classroom climate (is it relaxed or tense, warm or cold, etc.).

        b. the teacher’s rapport with his/her students

        c. the particular instructional techniques utilized.

        d. the teacher's approach to student motivation.

        e. the type of classroom management (discipline) used.

The interview will center on an important component of the decision-making process, the teacher's philosophy of teaching/instruction. However, since many teachers are uncomfortable describing their "philosophy," the student should obtain this information indirectly by asking the following questions:     

·        What models, theories, or instructional approaches do you use for making teaching decisions? (This question does NOT relate only to behaviorism, cognitivism and humanism. Teachers may use a variety of models/theories. If the teacher replies that s/he uses many models or theories, ask if s/he could name some of the models used)

·        What specific teaching techniques do you use?

      ·    How do you typically go about teaching your students?  What do you do?  What do you have them do?

      ·    What are your favorite ways of teaching?

      ·    How do you think students learn best?

      ·    How do you accommodate the needs of the diverse learners in your classroom?

      ·    How do you teach your students about diversity and multiculturalism?

      ·    How do you get students motivated to learn?

      ·    What is your discipline plan?

      ·    What discipline techniques do you find most effective?

If time permits and if the teacher is willing, additional questions might center on the teacher's perceptions of the teaching profession and those aspects s/he finds most rewarding and most frustrating. It might also be interesting to ask the teacher to describe the types of students s/he enjoys working with most and least.

The written aspect of this assignment should be approximately 5-8  typewritten pages and should give equal emphasis to the observation and the interview.  (It is generally preferable to devote separate parts of the paper to the interview and observation so the reader can determine from where the information came.)  In summarizing this material, it is important to relate your observations and interview responses to class material, not only in regard to the three models of teaching/instruction, but also to specific techniques/ideas within those topics addressed to this point in the course. (Please Note:  Rather than merely attempting to classify the teacher as a behaviorist, cognitivist, or humanist, you should categorize individual techniques and ideas and provide an explanation for these categorizations. Teachers typically use ideas and techniques from more than one perspective and generally cannot be neatly categorized as behaviorists, etc.)  In addition to the above, this paper should describe the student's reaction to the observation and interview. (Suggested length: 5‑8 typed pages)

B. The student will interview two K-12 classroom teachers utilizing the format and questions from Option A (including the instructions provided in Option A for writing up the interview). As in Option A, connections between the teachers’ responses and course concepts must be emphasized. In addition, the written aspect of this assignment should make an attempt to compare and contrast the teachers' responses as well as describing the student's reaction to each interview.  (Suggested length 5-8 typed pages) 

C. (Unless permission is obtained from the instructor, this assignment choice is limited to those not pursuing Education majors or minors.)  The student will read 2 books (or one lengthy book of over 500 pages) of relevance to the course content (e.g. models of learning/instruction, motivation, classroom management, or measurement), and will write a paper of 6‑10 typed pages which will include the following:
a. a BRIEF summary of each of the books.
b. a discussion of each of the books as it relates to similar material discussed in class or in the text (e.g. Which course concepts are included? Are the views expressed different? Is additional material presented?)
c. a discussion comparing the information in the 2 books.

d. a discussion of the student's reaction to each book (e.g. Do you agree with the material expressed in the book?  Why or why not?  Is the material presented in the book compatible with your emerging philosophy of teaching?)

 

D. Students who are neither majoring nor minoring in education may develop their own assignment. For example, a student planning to be a college/university teacher may wish to interview two college-level teachers regarding their teaching philosophies. Students choosing this option must get their assignment descriptions approved by the course instructor.

Assignments 2A and 2B address ED 310 Outcome 24, SEP Outcomes  4C, 5A, 6H, and 9C. Assignments 2C and 2D address SEP Outcomes 4C and 6H.. Assignment 2 is worth a maximum of 30 points as described in the scoring rubric.

3. The student must choose option A or B. (NOTE: Option A is required for elementary and secondary education students) Paper 3 is due 4-22 (Day 30) Drafts ready for in-class editing on 4-18 (Day 29)

 

A. The student will write a paper describing his/her emerging theory/philosophy of teaching. It should include the following:

a. A statement regarding which model or combination of models the student prefers.

b. A description of the chosen model(s) and the associated teaching techniques the student plans to utilize.

c. A rationale for choosing the models and techniques on the basis of grade level and subject area (if secondary minor).

d. Information regarding how the student intends to meet the needs of diverse learners and how s/he plans       to incorporate multiculturalism into his/her teaching.

e A description of his/her philosophy of management (including a description of specific techniques preferred).

f. A discussion of the student's preference regarding specific approaches to classroom motivation.

In all of the above areas, the student should relate the information presented to theories and concepts presented in class and in the text. Suggested length for this paper is 5-8 typed pages.                    

 

B. Students who are neither majoring nor minoring in education may develop their own alternate assignment. Those choosing this option must get their assignment descriptions approved by the instructor.

 

Assignment 3 addresses Ed 310 Outcome 25, SEP Outcomes 2A, 7A, 9C, 9E, 3P, 5A, 5E, 5F, and is worth a maximum of 30 points as described in the scoring rubric.

 

ADDITIONAL, INFORMAL ASSIGNMENTS

In addition to the above assignments, there will be several brief assignments during the semester that the student will be expected to complete in order to facilitate participation in class discussion. 

 

EXAMS

There will be three exams on or near the dates listed in the Outline.  Students may choose either multiple choice or essay exams.  Since it is the instructor's expectation that the majority of students will choose multiple choice exams, students must notify the instructor one week prior to the exam if an essay test is preferred.

GRADING

The three tests will each be worth 60 points.  Assignment 1 is worth a maximum of 10 points and assignments 2 and 3 are worth 30 points each. (250 total points)  Letter grades will be determined on a criterion referenced basis.  The requirements for various letter grades are as follows:

A = 93% of total possible points (232)

A/B = 91% of total possible points (227)

B = 84% of total possible points (210)

B/C = 82% of total possible points (205)

C = 72% of total possible points (180)

D = 60% of total possible points (150)                                                                                              

F = 59% or below (149 or below)

 

NOTE:  Attendance is mandatory at all classes. Students will be given one warning. After that, each unexcused absence will result in a 2-point deduction.

 

IMPORTANT!! PLEASE NOTE:  All Education Majors and Minors not previously accepted into the Education Department MUST COMPLETE their applications for acceptance DURING EDUC 310.  All paper work pertaining to the application must be turned in to the Education Department by the end of B Mod. Students who do not meet this deadline will lose 1 point per day from their course total until the application paper work is turned in!! Students who do not complete the application process by the end of the term will receive an incomplete for the course.  Details regarding the application process will be provided during the first week of the semester.  PLEASE ALSO NOTE that all Education Majors and Minors must have taken the PPST prior to their enrollment in EDUC 310.  Anyone who has not yet taken the PPST must meet with the Department Chairperson in order to obtain permission to continue in this course.

A Partial list of references for the content of EDUCATIONAL PSYCHOLOGY (EDUC 310)

 

Airasian, P. (1997). Classroom assessment (3rd Edition). New York: McGraw‑Hill.

 

Albert, Linda. (1989). A Teacher's Guide to Cooperative Discipline.  Circle Pines, MN:  AGS.

 

Anastasi, Anne and Urbina, Susana. (1996). Psychological Testing (7^th Ed.) Prentice Hall.

 

Armstrong, T.  (1994).Multiple Intelligences in the Classroom.  Alexandria, VA: ASCD.

 

Arter, J. (1995). “Portfolios for assessment and instruction.” Greensboro, NC: ERIC Clearinghouse on Guidance.

(http://www.ed.gov/databases/ERIC_Digests/ed388890.html).

Ausubel, D.  (1968). Educational Psychology: A Cognitive View.  New York:  Holt, Rinehart & Winston.

 

Banks, J.A. and Banks, C.A.  (1993). Multicultural  Education:  Issues and Perspectives.  (2nd Ed.)  Needham Heights, MA: Allyn & Bacon.

 

Barr, R., and Dreeben, R. (1977).  “Instruction in Classrooms.”  Review of Research in Education, pp. 5, 89-62.

 

Biehler, R. F. and Snowman, J.  (1990). Psychology Applied to Teaching (6th Ed.).  Houghton Mifflin Company, Boston.

 

Biehler, R.F. and Snowman, J. (1997). Psychology Applied to Teaching (8th Ed.).  Boston: Houghton Mifflin Company.

Bloom, B. et al. (1956). Taxonomy of educational objectives: Handbook I: Cognitive domain. New York: Longman.

Bond, L. (1996). “Norm‑ and criterion‑referenced testing.” Washington, D.C. Eric/AE Digest.

Cooper, James M. (1999). The teacher as a decision maker. In classroom teaching skills. (6th edition). James M. Cooper (editor) pp. 1‑19. Boston: Houghton‑Mifflin.

 

Brophy, J. E. and Good, L.  (1986). Teacher Behavior and Student Achievement, In Wittock, M. (Ed.).  Handbook of Research on Teaching (3rd Ed)., pp. 328-372, New York:  Macmillan Publishing Co.

 

Canter, L. and Canter, M.  (1976). Assertive Discipline.  Santa Monica, CA:  Lee Canter and Associates.

 

Casden, C. B.  Classroom Discourse, In Wittock, M. (Ed.).  (1986). Handbook of Research on Teaching (3rd Ed.), pp. 432-463, New York:  Macmillan Publishing Co.

 

Clark, J. H.  (1987). Building a Lecture That Works.  College Teaching, 35(2):  56.                                   

 

Claxton, C. S. and Morrell, P. H. (1987).  Learning Styles:  Implications for Improving Education Practices.  ASHE-ERIC Higher Education Report #4. Washington, D.C.  Association for the Study of Higher Education.

 

Cooper, James M. (1999). The Teacher as a Decision Maker. In Classroom Teaching Skills (6^th Edition). James M. Cooper (editor) pp. 1-19. Boston: Houghton-Mifflin.

 

D’Arcangelo, M. and Sheets, D. (2004). Classroom management that works video series. Alexandria, VA: ASCD.
 

Dembo, M. (1991). Applying Educational Psychology in the Classroom (4th Ed.).  White Plains, NY:

Logman Publishing Co.,
 

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