EDUC 381, Sections 1 and 3(WE) - Educational Psychology
Spring, 2008
Patricia A. Shaw, PhD
462 College of Professional Studies
715/346-3720
Office Hours:
Mondays: 1:30 - 2:30 p.m.
Thursdays: 3:30 - 4:30 p.m.
Other times by appointment
EDUC 381 Large Group Discussion
Mondays, 3:00-3:50 p.m., Room 116 CPS
BLOCK 1 Lecture
Tuesdays, 2:00-2:50 p.m., Room 116
EDUC 381 Small Group
Discussion Sections
| Section 1 | 2:00-3:15 p.m. | Room 233 CPS | Thursday |
| Section 3 (WE) | 5:00-6:15 p.m. | Room 233 CPS | Thursday |
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Textbook (rental): Jordan, E. A. & Porath, M. J. (2007). Educational psychology: A problem-based approach. Boston, MA: Allyn & Bacon.
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6. Students will recognize and appreciate the many forms of diversity they will encounter in education as well as the contributions of diverse groups of people to the educational process..
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This course addresses, through both the large group lecture and small group discussion, on all of the 10 Wisconsin Teacher Standards (WTS) to varying degrees. The 10 WTS are listed at the end of this syllabus.
Discussion Group Topics (Thursdays)
For Large Group topics discussed on Mondays (116 CPS) and Block 1 topics discussed on Tuesdays, click here.
Discussion Group Topics will include the following (subject to change):
Note: Topics are colored coded to show relationship to Large Group and Block 1 topics.
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Week 1: Thurs., Jan. 24 |
Introduction to course, review of syllabus |
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Week 2: Thurs., Jan. 31 |
Learning Styles |
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Week 3: Thurs., Feb. 7 |
"The Virtues Project" Presentation: Ms. Terry Rahn & Ms. Valerie Hess |
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Week 4: Thurs., Feb. 14 |
The Effects of Poverty on Learning |
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Week 5: Thurs., Feb. 21 |
Conflict Resolution |
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Week 6: Thurs., Feb. 28 |
Behavior Modification |
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Week 7: Thurs., Mar. 6 |
Differentiation |
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Week 8: Thurs., Mar. 13 |
Alternative Education: Field Trip |
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Thurs., Mar. 20 |
No class - Spring Break |
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Week 9: Thurs., Mar. 27 |
Philosophy of Education - meet in Computer Lab CPS 107 |
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Week 10: Thurs., Apr. 3 |
Discrimination: Part 1 |
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Week 11: Thurs., Apr. 10 |
Discrimination: Part 2 |
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Week 12: Thurs., Apr. 17 |
No class - Work Day |
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Week 13: Thurs., Apr. 24 |
Meeting the Needs of Transient Students: MSG & Mrs. Michael Butcher |
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Week 14: Thurs., May 1 |
Discussion of Case Studies |
| Week 15: Thurs., May 8 | Discussion of Case Studies; Course Evaluation |
Course Requirements
"At a Glance" Assignment Due Dates
1. Professional Reading and Reflective Journal Writing (WTS #s 8 & 9)
Total point value for journal (including self-constructed questions): 65 points
Professional reading and reflective writing requirements are centered around your self-constructed questions about teaching, learning and students. You will write one or more questions for each of these three areas. You will then read or listen to resources that answer your questions.
At least one of your readings must be from our textbook. Other resources can include but are not limited to: professional educational journal and/or internet articles, books, videos, interviews, lectures from Block 1 or large group Ed. Psych., practicum observations, etc.
A copy of your questions will be submitted to me, in hard copy or to the D2L dropbox on or before Friday, February 1, 2008, by 11:59 p.m. (Point value for questions: 5 points)
Point value for Resources:
Articles: 10 points each
Books: 15 points each
Interviews, Lectures, Videos, Observations: 5 points each
A minimum of a half-page reflective summary (not a report) will be entered into your journal. The focus of each reflection is the impact of the information on your future teaching
Reflective summaries must include:
1. A citation of the reference in APA style. For a brief overview of common APA style citations, go to this link: APAStyle. For more in-depth information about APA style, consult the 5th Edition of the Publication Manual of the American Psychological Association (Washington DC).
2. A reflective summary (click here for points on which you may want to reflect) 1/2 page (slightly longer, if you deem necessary) in length about what you feel you learned from the article as well as how your future teaching will be impacted by the information.
3. A statement about which of the 10 WI Teacher Standards the resource addresses.
4. Error-free writing. Click here for ways to avoid common writing errors.
5. Rubric for grading of writing is available here.
Journals MUST be turned in to me for review, in either hard copy or in the D2L dropbox, on or before the due dates listed below. On each due date, at least 20 points worth of reflections must be completed.
Due dates for journal reflections and glossary terms (see #2 below):
Friday, February 15, 2008, by 11:59 p.m.
Friday, March 14, 2008, by 11:59 p.m.
Friday, April 11, 2008, by 11:59 p.m.
Click here to view a sample of a well-written reflection.
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2. Glossary of Educational Terms (WTS #s 6 & 9)
Total point value for glossary: 15 points
You will create your own glossary of terms found in your self-selected readings, through lectures, or other venues. The words entered in your glossary are of your choosing and should be words with which you are unfamiliar and which relate to any of the topics discussed in Educational Psychology or Block 1.
Your glossary will consist of a minimum of 15 words. Each word will be defined and listed in alphabetical order.
Glossary lists will be turned in to me, in either hard copy or in the D2L dropbox along with your journal on the due dates listed below. On each due date, at least 5 words and their definitions must be completed.
Due dates for glossary terms and journal reflections (see #1 above):
Friday, February 15, 2008, by 11:59 p.m.
Friday, March 14, 2008, by 11:59 p.m.
Friday, April 11, 2008, by 11:59 p.m.
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3. Philosophy of Education (WTS # 9)
Total point value for philosophy: 60 points
The link to your main philosophy page will be sent to me via email. The link must work!
Due Date for completion of your philosophy is on or before Friday, May 2, 2008, by 11:59 p.m.
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4. Block 1 Micro-Teaching Presentation (WTS #s 1, 2, 3, 4, 5, 6, 7, 9, 10)
Total point value for micro-teaching: 30 points
*5 points - Addressed a topic related to Educational Psychology
*5 points - Showed evidence of attention to diverse learning styles
*5 points - Active involvement of all group members
*5 points - Attention to appropriate use language (see note below), dress, and time management. (*Gender and teacher-appropriate language eliminates usage of "like", "um", "you know" and ESPECIALLY "you guys"!
*10 points - Individually written reflection of the process of planning and presenting your activity posted to the D2L dropbox by Thursday, May 1, 2008, by 11:59 p.m. Click here for tips on writing reflections. Click here for ways to avoid common writing errors.
The complete rubric for the Block 1 presentation will be handed out in Block 1!
Presentations will be done in break-out sessions with members of the Block 1 faculty during the April 22 and April 29 Block 1 class periods.
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5. Modified Case Study (WTS #s 1, 2, 3, 4, 8, 9, 10)
You will conduct and write up a Modified Case Study based on student observations which can be done during your practicum hours for ED 351.
Total point value for case study: 150 points
The rationale and description of the Modified Case Study can be found at this link: Modified Case Study
The Observation and Reflective Summary form can be found at this link: Observation & Reflective Summary Form
Due Dates for completing of your Case Study project steps are as follows:
1. Observation notes and analysis #1, point value = 45 points: Monday, February 25, 2008, by 11:59 p.m.
2. Observation notes and analysis #2, point value = 45 points: Monday, March 24, 2008, by 11:59 p.m.
3. Observation notes and analysis #3, point value = 60 points: Monday, April 28, 2008, by 11:59 p.m. (includes reflection of meaning)
Rubric for grading Modified Case Study.
Click here for a sample of a well written observation (#2 in the series of 3).
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6. Narrative - Section 3 WE ONLY (WTS #9)
Total point value for narrative - 75 points
Students in the WE section of EDUC 381 will write a narrative paper or create web pages about one of the following:
1. detailing self-selected experiences and assignments in EDUC 381 this semester OR
2. an instructor-approved topic of your choice related to Educational Psychology.
The purpose of the narrative, depending on your choice above is to:
1) reflect on what you found most beneficial for your future teaching throughout the semester OR,
2) to more fully develop a personal interest you have that is related to Educational Psychology. You may also want to "give advice" to others who are choosing to become teachers.
The paper should be "in the neighborhood" of 4 pages and following the guidelines for error-free writing outlined in the assignments above. Click here for ways to avoid common writing errors.
Due date for submission of the Narrative is Monday, May 5, 2008, by 11:59 p.m.
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7. Attendance & Participation (WTS #10)
Total point value for attendance - 55 points (includes 15 points for participation)
Attendance will be taken in all classes, including the Large Group of Educational Psychology on Mondays, Block 1 lecture on Tuesdays, and small discussion group sessions on Thursdays.
You will earn 1 point for each class session.
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8. Performance Expectations Self-Evaluation (WTS #9)
Total point value for self-evaluation - 15 points
Because you are enrolled in a Professional Education Program, your performance and professionalism are important to your success as a future teacher. Academic integrity among professionals is expected and required. Professional performance includes, but is not limited to:
*Understanding of content or strong evidence to understand content.
*Work ethic evidenced by quality of work, timely completion of assignments, and class attendance.
*Appropriate class participation (listens as wells as contributes).
*Appropriate dress.
*Positive attitude.
Using the rubric as a guide, you will write a brief (1 page or less) paper in which evaluate your performance in EDUC 381. The self-evaluation, to be submitted to the D2L dropbox, is due Thursday, May 8, 2008, by 11:59 p.m.
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9. Final Evaluation (WTS #s 1-10)
Total point value for final evaluation: 15 points
The course evaluation will be a series of questions to be sent via email to which you will also respond via email.
Due Date for submitting the final evaluation is Monday, May 12, 2008, 12:15 p.m. (per Exam Group 2 as listed in the Timetable).
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10. Extra Credit (WTS #9)
Extra credit may be earned by reading and reflecting on articles, books, lectures, etc. over and above the requirements above. You may also wish to submit reflections of guest presentations, workshops you attend, etc. Please check out my recommended "Good Reads" as possible extra credit readings! Reflections may be posted to the D2L Extra Credit discussion board. *Please note: you can earn as much extra credit as you wish. The point values for each extra credit work are listed below.
Point Value for Extra Credit:
Book reflections: 5 points each
Workshop reflections: 4 points each
Article reflections: 3 points each
Presentation reflections: 2 points each
"In My Class" artifact sharing: 2 points
Due Date for all extra credit: Friday, May 9, 2008, by 11:59 p.m.
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Grading Scale
| Assignment | Total Possible Points |
| Professional reading/reflective journal | 65 |
| Glossary | 15 |
| Philosophy of Education | 45 |
| Block 1 Micro-Teach | 30 |
| Modified Case Study | 150 |
| Narrative (Sec. 3 WE only) | 75 |
| Performance Self-Evaluation | 15 |
| Attendance & Participation | 55 |
| Final Evaluation | 15 |
| Extra Credit (see point values above) | |
| Total Points (Sec. 1) | 390 |
| Total Points (Sec. 3) | 465 |
*Grading Scale (Section 1):
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*Grading Scale (Section 3):
| A = 458 - 465 pts. | A- = 450 - 457 pts. | B+ = 442 - 449 pts. |
| B = 434 - 441 pts. | B- = 426 - 433 pts. | C+ = 418 - 425 pts. |
| C = 410 - 417 pts. | C- = 402 - 409 pts. | D+ = 394 - 401 pts. |
| D = 386 - 393 pts. | D- = 378 - 385 pts. | F = 377 points or lower |
Grades can be accessed in D2L.
Please note: There is little "wiggle room" in the grading between grades. However, students are always given the option to re-do assignments to earn more points. This is my "forgiveness factor"!
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Please note: I wish to fully include all persons in this course, including those with disabilities or other personal challenges. Please let me know if you need any special accommodations in the curriculum, instruction, or evaluations in this course to enable you to fully participate. I will try to maintain the confidentiality of the information you share with me.
Please contact me if you have questions, concerns, or would like to explore other options, especially for those who currently hold a degree, are non-traditional students, or have other life experiences that would warrant a personalized set of requirements.
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Food:
Eating together is, in many cultures, a way of building community. It has also been a welcome addition to classes, especially those that meet during the dinner hour. A sign-up sheet for bringing treats will be posted in each classroom. Although bringing food is not required, I encourage you to participate. Treats may be as simple as a box of cereal to share with the class.
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Hats & Class Attire:
Appropriate student attire should be worn to class. Hats (both for ladies and men) should be removed while in class, including the large Ed. Psych. meeting on Mondays, Block 1 on Tuesday, and small discussion groups on Thursdays.
Attire for your Micro-teaching Presentations on Nov. 27 and Dec. 4 should be commensurate with the assignment; that is, you will want to wear "teacher attire" appropriate to your presentation.
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Cell Phone Policy:
Unless you are anticipating an important phone call, all cell phones should be turned off during class, including the large group discussion on Monday, Block 1 on Tuesday, and small discussion group on Thursday. If you are expecting an important phone call, please set your phone on "vibrate". If the call comes in during class, please leave the room to answer it. Thank you.
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Student Rights & Responsibilities:
While no instances of academic misconduct are anticipated, faculty are encouraged to include the link to the UW system and UWSP statements referencing STUDENT ACADEMIC STANDARDS AND DISCIPLINARY PROCEDURES. Click here for the link to that information.
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Late Work Submission Policy:
I will accept no late work unless prior arrangements have been made with me or there are dire mitigating circumstances. In cases where work is being re-done at my suggestion, I will accept revisions within one week of when I post points in D2L.
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Reflective Posts about Class Discussions, Presentations, and Personal Readings
Reflection aids in the understanding of your own learning and future practice. You may want to consider the following questions in preparing your reflective writings:
1. What do I agree/disagree with in the article/presentation/discussion?
2. What did I find valuable, surprising, confusing, enlightening about the information?
3. How does what is written/presented challenge or validate my own thinking about teaching and learning?
4. How might my own teaching be affected by what I learned in the article/presentation/discussion?
5. What did I learn about teaching/learning as the result of engaging in this teaching activity?
6. Describe your
feelings about engaging in the teaching activity (e.g. fear, excitement, etc.).
Why do you think you felt as you did?
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Personal Philosophy of Education
Reflect on your beliefs about teaching and learning as they have evolved over the course of your own learning experiences. Write honest thoughts and feel free to design your philosophy in a creative manner. Post your philosophy to your web page and send me the link in an email. Your philosophy should be one page or less in length.
Convey your thoughts with clarity as well as with perfect spelling, punctuation, and grammar. Consider who your reading audience may be (perhaps an administrator?). Write in your own voice, that is, first person and so that the person reading your philosophy will know where you stand in regard to important educational issues and practices.
You may want to reflect on the following questions.
1. In my opinion, what are the broad goals of education? How can they best be met?
2. What are my hopes for each of my (future) students? What do I want them to achieve, accomplish, learn, feel, etc.?
3. What kind of knowledge and skills do I believe are most important for students, and how should they gain that knowledge and those skills? What will be my role in that process?
4. What do I believe about the learning process? In what ways does it take place? How will my beliefs influence my teaching?
5. What values will I consciously promote in my classroom? Why did I choose those?
6. What kind of environment do I hope to create in my classroom? How does this relate to my basic beliefs about students and learning?
7. What kind of feedback will I offer your students as they work? How will I use praise, rewards, discipline, etc.? How will I assess and evaluate my students' learning to insure they have met my objectives?
*It may be helpful to consider theories, vocabulary, and models we have discussed this semester. You may also want to refer to the posts you have made this semester for inspiration in writing your philosophy.
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Instructions for Posting to D2L
Go to https://uwsp.courses.wisconsin.edu/ to access D2L. Log in using your user name. Click on the EDUC 381 link. Click on the desired location (e.g. Discussions, Grades, etc.).
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10 Wisconsin Teacher Standards
Standard #1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) s/he teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Standard #2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
Knowledge
The student has a basic understanding of developmental theories and recognizes the need to construct age and developmentally appropriate learning opportunities.
Standard #3: The teacher understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, performance modes, and can design instruction that helps use students' strengths as the basis for growth.
Knowledge
The student understands differences in learning styles and multiple intelligences and the need to differentiate instruction to accommodate diverse learners.
The student understands and learns how to accommodate for cultural differences in learning.
The student develops a better understanding of the effects of cultural and ethnic background on beliefs about learning.
The student understands gendered differences in learners, the need to and strategies for accommodating those differences within the classroom setting
Standard #4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
Knowledge
The student understands the importance of effective communication in instructional design and delivery, including the use of I-Messages, higher level questioning, and active listening.
Standard #5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Knowledge
The student understands the differences between intrinsic and extrinsic motivation.
The student understands relationships between self esteem and motivation.
The student understands the effects of race, class, gender, and socio-economic status on motivation and learning.
Standard #6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Knowledge
The student understands a variety of approaches to effective classroom management and can articulate the advantages and disadvantages of these systems.
The student understands the impact of verbal and nonverbal communication on teaching and learners.
Standard #7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Standard #8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Knowledge
The student understands the various forms of assessment as well as the concept of meaningful assessment.
Standard #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
Knowledge
The student will identify their personal beliefs about teaching and learning through reflective writings.
Skills
The student will compose a personal educational philosophy.
Dispositions
The student will articulate positive beliefs about teaching and learning.
Standard #10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students learning and well-being.
Knowledge
The student understands the importance of support networks within the school and community setting.
The student is aware of the various school support staff and community agencies which assist students and their families.