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FORT HAYS STATE UNIVERSITY
AEP 821EDUCATIONAL PSYCHOLOGY
3 Graduate Credit Hours
INSTRUCTOR:Dr. Elden Daniel
Phone: 719-852-2158 (Office)
e-mail:
COURSE DESCRIPTION:
The Educational Psychology course explains the cognitive, linguistic, personal, social, and moral development of individuals as well as individual and group differences. This lesson also describes behaviorist and social cognitive views of learning, intrinsic and extrinsic motivation, and informal and formal assessments.
REQUIRED TEXT: Ormrod, J. (2003). Educational psychology (4th Ed.). Boston, MA: Pearson Custom Publishing. ISBN 0-536-83654-5
RECOMMENDED TEXT: Ormrod, J. (2010). Educational psychology (7th Ed.). Upper Saddle River, NJ: Prentice Hall. ISBN 10: 0137001142
FORT HAYS STATE UNIVERSITY MISSION STATEMENT:
Fort Hays State University provides accessible quality education to Kansas, the nation, and the world through an innovative community of teacher-scholars and professionals to develop engaged global citizen-leaders.
COLLEGE OF EDUCATION AND TECHNOLOGY MISSION STATEMENT:
Education professionals prepared in the College of Education and Technology at Fort Hays State University will have the technological, pedagogical and content knowledge, skills, and dispositions to lead, model, teach and collaborate in diverse settings.
(For Steering Committee approval, September 2012)
CURRENT MISSION:
Professional educators prepared at Fort Hays State University will have the knowledge, skills, and disposition to ensure excellence in teaching while actively investing in their own professional development.
DEPARTMENT MISSION STATEMENT:
The mission of the Advanced Education Department is to prepare 21st century global leaders who serve in educational and community settings. Degree programs focus on the interaction among innovative technologies, relevant content, diversity and best practices.
The Conceptual Framework for Professional Educators at FHSU
Technological Pedagogical and Content Knowledge (TPACK)TPACK 1 – Candidates integrate current and emerging digital tools to collect, analyze, and present information.
TPACK 2 – Candidates demonstrate proficiency in oral and written communication skills.
TPACK 3 – Candidates select, design, administer, and interpret a variety of appropriate assessments.
TPACK 4 – Candidates incorporate theories and research to design and implement effective learning environments for all students.
Technological Knowledge (TK)
TK 1 – Candidates model and teach safe, legal, and ethical use of digital information and technology.
Technological Content Knowledge (TCK)
TCK 1 – Candidates design/facilitate diverse learning activities that incorporate digital tools and resources.
Content Knowledge (CK)
CK 1 – Candidates design/facilitate lessons/opportunities that reflect subject content and academic knowledge.
CK 2 – Candidates design/facilitate and implement interdisciplinary units of study.
Pedagogical Content Knowledge (PCK)
PCK 1 – Candidates make/facilitate curricular decisions based on data.
PCK 2 – Candidates collaborate with other professionals to identify and design strategies and interventions to ensure student/teacher learning.
PCK 3 – Candidates design/facilitate and adapt lessons/opportunities to meet the diverse needs of all students.
PCK 4 – Candidates reflect on their practice and make necessary adjustments based on data to develop effective learning opportunities for all students and teachers.
Pedagogical Knowledge (PK)
PK 1 – Candidates model the dispositions expected of professional educators as identified in state and institutional standards.
PK 2 – Candidates engage in and reflect on professional learning opportunities.
Technological Pedagogical Knowledge (TPK)
TPK 1 – Candidates communicate and collaborate using digital tools.
Disposition Statement: Professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as candidates interact with students, families, colleagues and communities. These behaviors support student learning and development. Candidates are expected to demonstrate observable behaviors that are consistent with the ideas of fairness and the belief that all students can learn. (NCATE definition, 2001)
Definition for DIVERSITY: Differences among groups of people and individuals based
on culture, ethnicity, race, socioeconomic status, gender, exceptionalities, language, migrant status, religion, sexual orientation, and geographical area.
DIVERSITY FIELD PLACEMENTdefinition: The FHSU COET definition of a diverse placement for students includes practicums, clinicals, internships, student teaching experiences, and course assignments. These experiences provide the candidate with the opportunity to interact with P-12 students in environments where the following indicators of diversity are present: 20% of the student population is economically disadvantaged (on free or reduced lunch), 5% of the student population has identified disabilities (are on IEPs), or 5% of the student population is non-white (self-reporting of student or parent).
DIVERSITY PROFICIENCIES:
- Recognizes and explains the nature of diversity in the community to inform instruction.
- Understands and can articulate characteristics and attributes of student populations which contribute to commonality and differences.
- Recognizes and applies appropriate educational options for all students.
- Understands and applies results of assessment data for educational placement and accommodations.
- Utilizes appropriate technology to gather and disseminate information.
- Reflects on diversity experiences from a variety of perspectives (emotional, informational, and developmental) for diagnostic purposes and self-growth.
SOCIAL MEDIA GUIDELINES FOR STUDENTS:
All social media sites created for instruction and communication purposes by Advanced Education Programs faculty will be set up as secret or private.
Site purpose
The purpose of the site will be stated by your instructor. It is in line with Advanced Education Program’s mission to help prepare 21st Century learners and provide them content and pedagogical knowledge online via innovative technology. A general guideline will be: This site is to be used exclusively for the purpose of responding to class discussions, assignment submission, uploading videos, and asking questions regarding course work. Your instructor has the right to remove any comments, discussions, questions, etc. that are not consistent with the stated purpose of this site.
Know copyright laws
Always use a URL link when posting videos, full articles, etc. In other words, if you embed them on the site, be sure to provide sources and/or permissions.
Be accurate
Always provide clear and consistent information based on research and fact.
Be respectful
It’s okay to disagree, but be polite and constructive in your manner.
No defamatory or harmful information about any individual—including students, colleagues, faculty, or administrators will be tolerated. All such content will be not be tolerated and may result in removal of the violator from the social media site at the discretion of the instructor.
Remember--Anything that’s not appropriate for the classroom or the evening news is not appropriate online.
Students Who Do Not Want to Participate
Students who may not want to participate for various reasons are encouraged to discuss concerns with your instructor.
Be transparent
Note that any opinions expressed are your own, and communicate in a professional and appropriate manner. Your instructor will likewise follow these guidelines: Anything that the instructor says is strictly his/her opinion and is not speaking on behalf of FHSU.
Safeguard others’ privacy
When telling stories about real students and classroom, school, and district challenges, don’t identify the location, names, job titles or any other personal information protected by state and federal privacy laws.
Adhere to the Golden Rule of Social Media: Post about others as you would have them post about you.
GOALS/OBJECTIVES/COMPETENCIES/OUTCOMES
Students will . . .
- Integrate processes and procedures for differing accounting for cognitive and linguistic development, for moral reasoning and behavior change over time, for differencesin various cultural and ethnic groups, and for differences between males and females
- Discover and implement classroom practices to enhance student intrinsic and extrinsic motivation
- Build and incorporate instructional strategies in the classroom using Gardner’s Theory of Multiple Intelligences and include expository instruction, lectures, mastery learning, direct instruction and cooperative learning
- Organize classroom management practices to create a classroom culture, a community of learners, while dealing effectively with misbehavior, accommodating a diverse classroom and effectively communicating with parents
- Design assessments that consider mental models, domain content, and problem construction and employ formal and informal assessment as appropriate
COURSE OUTLINE/CONTENT
COURSE FORMAT
Before each lesson in this course, you will be required to complete an assignment in the textbook, the CD-ROM, and the DVD-ROM you received. Before proceeding to each lesson, you will be required to answer review questions online relating to your assignment. Upon successful completion of each review, you will then be able to complete the corresponding lesson. If you do not pass the review questions, your status will be Incomplete until you successfully retake the review.
There are journal activities in each lesson. On each journal page, click the Open Journal button and a new window will be launched. Click the button below for help on using the online journal.
There are mandatory portfolio activities after each lesson. After completing the tutorial part of each lesson, you will be required to complete the corresponding Portfolio activities offline at your own pace. When the activities for each lesson are completed, log in, return to the portfolio activity section for that lesson, and click the Submit button to get credit for completing the activities
Lesson Topics
Welcome - This section provides instructions on how to use this course, materials needed for this course, the Terminal Learning Objectives, and the Expected Learning Outcomes.
Lesson 1 –(50 points) Introduction to Educational Psychology - This lesson will summarize the principles that characterize human development as well as describe the key principles and theories that guide teachers in their efforts to adapt instruction to student’s cognitive abilities and promote their further cognitive development. Additionally, the lesson will demonstrate how students differ from one another in their cognitive and linguistic development.
Objectives:
- -Summarize the principles that characterize human development.
- Describe the key principles and theories that guide teachers in their efforts to adapt instruction to students' cognitive abilities and promote their further cognitive development.
- Explain how students differ from one another in their cognitive and linguistic development, and how teachers can accommodate such differences.
Reading Assignment:
- Read the Introduction and Chapter 2 in your textbook.
Lesson 2 - (50 points) Personal, Social, and Moral Development- This lesson will explain how self-concept and self-esteem affect the classroom performance of students as well as identify the strategies most likely to promote good relationships among diverse students. This lesson will also explain how students’ moral reasoning and behavior change over time and what teachers can do to promote moral development.
Objectives:
- Explain how self-concept and self-esteem affect the classroom performance of students
- Identify the strategies most likely to promote good relationships among diverse students
- Explain how students' moral reasoning and behavior change over time, and what teachers can do to promote moral and pro-social development.
Reading Assignment:
- Reading Chapter 3 in your textbook.
Lesson 3 - (50 points) Individual and Group Differences - This lesson will enable you to investigate how to incorporate Gardner's Theory of Multiple Intelligences into your teaching as well as compare and contrast the ways in which students from various cultural and ethnic groups are apt to be alike and different from one another, and identify the implications of these differences for classroom practice. Additionally, the lesson will enable you to compare and contrast the ways in which males and females are alike and different and identify what can be done to provide equitable educational opportunities for both genders.
Objectives:
- Investigate how to incorporate Gardner's Theory of Multiple Intelligences into your teaching
- Compare and contrast the ways in which students from various cultural and ethnic groups are apt to be alike and different from one another, and identify the implications of these differences for classroom practice.
- Compare and contrast the ways in which males and females are alike and different, and identify what can be done to provide equitable educational opportunities for both genders.
Reading Assignment:
- Read Chapter 4 in your textbook.
Lesson 4 - (50 points) Learning and Knowledge Construction - This lesson will enable you to define learning and identify the general theoretical perspectives that can be used to describe and explain it as well as demonstrate an understanding of how students learn concepts. The lesson also explains how teachers can promote conceptual change in students and the importance of transfer in learning, and identify the factors that affect transfer.
Objectives:
- Define learning and identify the general theoretical perspectives that can be used to describe and explain it.
- Demonstrate an understanding of how students learn concepts.
- Explain how teachers can promote conceptual change in students.
- Explain the importance of transfer in learning, and identify the factors that affect transfer.
Reading Assignment:
- Read Chapter 6, 7, and 8 in your textbook.
Lesson 5 - (50 points) Behaviorist Views of Learning - This lesson will enable you to demonstrate an understanding of the basic principles of behaviorism as well as explain classical conditioning and describe how it can be used in the classroom and explain operant conditioning and describe how it can be used in the classroom. Additionally, the lesson will summarize some of the strengths and potential weaknesses of behaviorist teaching techniques, particularly the use of reinforcement.
Objectives:
- Demonstrate an understanding of the basic principles of behaviorism.
- Explain classical conditioning and describe how it can be used in the classroom.
- Explain operant conditioning and describe how it can be used in the classroom.
- Summarize some of the strengths and potential weaknesses of behaviorist teaching techniques, particularly the use of reinforcement.
Reading Assignment:
- Read Chapter 9 in your textbook.
Lesson 6 - (50 points) Cognitive Views of Learning - This lesson will enable you to summarize the basic assumptions of social cognitive theory, explain how modeling can be used to facilitate learning and describe the role played by self-efficacy in learning, and identify how teachers can enhance self-efficacy in students. Additionally, this lesson will also identify the components of self-regulation and metacognition, and explain how teachers can promote these behaviors in their students.
Objectives:
- Summarize the basic assumptions of social cognitive theory.
- Explain how modeling can be used to facilitate learning.
- Describe the role played by self-efficacy in learning, and identify how teachers can enhance self-efficacy in students.
- Identify the components of self-regulation, and explain how teachers can promote this behavior in their students.
- Identify the components of metacognition, and explain how teachers can promote this behavior in their students.
Reading Assignment:
- Reading Chapter 10 in your textbook.
Lesson 7 - (50 points) Motivating Students - This lesson will enable you to define motivation and explain its role in learning, compare and contrast intrinsic and extrinsic motivation and explain how the basic human needs for self-worth and relatedness influence motivation. Additionally this lesson describes the role played by emotion in learning.
Objectives:
- Define motivation and explain its role in learning.
- Compare and contrast intrinsic and extrinsic motivation.
- Explain the how the basic human needs for self-worth and relatedness influence motivation.
- Describe the role played by emotion in learning
Reading Assignment:
- Read Chapter 12 in your textbook.
Lesson 8 - (50 points) Instructional Strategies - This lesson will enable you to compare and contrast the main types of expository instruction, including lectures, mastery learning, and direct instruction as well as explain discovery learning and identify instructional situations for which it is best suited. The lesson will also enable you to define authentic activity and compare and contrast cooperative learning with other forms of learning.
Objectives:
- Compare and contrast the main types of expository instruction, including lectures, mastery learning, and direct instruction.
- Explain discovery learning and identify instructional situations for which it is best suited.
- Define authentic activity and provide several examples.
- Compare and contrast cooperative learning with other forms of learning, and identify the situations for which cooperative learning is best suited
Reading Assignment:
- Read Chapter 13 in your textbook.
Lesson 9 - (50 points) Classroom Management - This lesson demonstrates strategies for creating a classroom culture, a community of learners, explains how to deal effectively with misbehavior in the classroom, and identifies the classroom strategies that are especially helpful in a diverse classroom. Additionally, the lesson explains how to communicate effectively with parents.
Objectives:
- Demonstrate strategies for creating a classroom culture, a community of learners.
- Explain how to deal effectively with misbehavior in the classroom.
- Identify the classroom strategies that are especially helpful in a diverse classroom.
- Explain how to communicate effectively with parents.
Reading Assignment:
- Read Chapter 14 in your textbook.
Lesson 10 - (50 points) Assessing Students - This lesson enables you to define the four characteristics of good assessments as well as demonstrate and understanding of formal and informal assessment techniques. The lesson will also explain the importance of knowledge of mental models, domain content, and problem construction in the design of quality assessment.
Objectives:
- Compare and contrast the different forms assessment can take in classroom settings.