ED S631 Section J02 ~ Advanced Educational Psychology

Karen L. Macklin, Adjunct Instructor Phone: 907.738.9294

Office Hours: By appointment Email: klkmacklin@gmail.com

Mode of Instruction: Direct Classroom Instruction ~ July 19 through August 6, 2011

I. Catalog Course Description (3 credits):This course includes a review of relevant learning theories and theorists, learning styles, differentiation of instruction, and assessment for students. Activities guide students in the practice of integrating learning theories, best-practices-teaching, and field-based applications into classroom environments. Students practice applying instructional strategies to structure the classroom environment for success. They are encouraged to promote optimal learning, by incorporating differentiated curriculum and adaptations for individual differences within educational instruction.

II. Prerequisite(s):

Designed for students enrolled in the Masters of Arts – Teaching Secondary Program

III. Textbook and/or Required Readings: Sternberg, Robert J. and Williams, Wendy M. (2010). Educational Psychology, Second Edition. New York: Allyn & Bacon. Print ISBN-13: 978-0-205-62607-6 e-text ISBN-13: 978-0-13-715752-5

Articles from educational journals will be provided for use with this course. Students are encouraged to use the works cited provided to expand their educational knowledge base of readings within the field of educational psychology and working with diverse student populations.

IV. Technology Components/Competencies Expected:A requirement of your Learning Unit Project, Journal Review, Philosophy, along with your daily assignments, is that they are developed using computer technology. Furthermore, a component of the Learning Unit Project plan must address the use of technology to enhance learning for students.

In addition to communicating with your instructor via the Internet, it is expected that you will seek and respond to guidance from your classmates and/or experts in the field when questions arise about the content of this course. You are expected to use word processing to complete written assignments, and then post them electronically to the class website.

V. Alignment Matrix

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VI. Relation to Conceptual Framework:

An increasing emphasis on professional standards for educators reinforces the relevance of the School of Education’s vision of an informed, reflective, and responsive professional educator as the grounding tenants of our Conceptual Framework. As the lists of expected achievement indicators, competencies, and dispositions issued by government and professional groups become more extensive, only an informed professional who actively

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Course Objectives

The candidate will demonstrate the knowledge and skills necessary to:

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Alaska

TeacherStandards

SPA,

INTA

SC or

National

Board

Assessment ensuring that the objective has been met

Support their philosophy of education with research-based theory and evidence (K)

1a 1 9Analysis and rewrite of current personal educational philosophy

Identify ways students’ developmental levels affect their thinking processes and learning (K)

2a 2 1

Analysis and rewrite of current personal educational philosophy

Fast Writes, Class Activities / Discussions

Accommodate differences in how students learn based on knowledge of individual’s social, emotional, and intellectual maturation (P)

2b 2 1Collaborative Lesson Plan

Fast Writes, Class Activities / Discussions

Identify strategies for differentiating instruction based on student differences (K)

3a 3 2

Review of Journal Articles

Collaborative Lesson Plan

Fast Writes, Class Activities / Discussions

Commit to professional discourse about content knowledge & student learning of content (D) 4c 4 4, 5

Review of Journal Articles

Collaborative Lesson Plan

Fast Writes, Class Activities / Discussions

Psychologist Mixer & Reading of BioPoem

Understand how to plan for instruction that is based on student needs and curriculum goals (K)

5a 5 5, 6, 7, 8Collaborative Lesson Plan

Fast Writes, Class Activities / Discussions

Plan, teach, and assess for optimal student learning (P) 5b 5 5, 6, 7, 8

Collaborative Lesson Plan

Fast Writes, Class Activities / Discussions

reflects on his/her teaching and is responsive to student, family, and community needs will be capable of meeting the intent of those standards.

The general theme of our vision is that each of theses areas strives to nurture and prepare professional educators so that they can meet the needs of diverse learners. Efforts include continuous endeavors to creatively incorporate technology throughout individual subject area fields, promoting understanding, and appreciation for diversity, and support of the development of literacy skills needed in an increasingly complex society.

VII. Basis for Student Evaluation:

Scoring Rubrics and Guidelines will be provided or created for each work product

Analysis and Rewrite of Personal Educational Philosophy: Philosophy for 50 points

Project Description for Educational Philosophy Suggestions for Writing an Educational Philosophy Statement Rubric for Educational Philosophy John Dewey “My Pedagogic Creed”

Class Activities/Discussions: 10 interactive sessions – 12 points each for 120 points total

Rubric for In-class Participation and Discussion

Journal Responses and Fast Writes - includes responses to text questions (6 each): 20 points each for 240 points total

Journal Responses and Fast Write Rubric

Researched Journal ResponseCompletion, Sharing, & Comments: 50 points

Assignment Sheet for Review of Journal Articles Template: Review of Journal ArticlesReview of Journal Articles Rubric

Psychologist / Learning Theorist Project: Participation at Psychologist Mixer & Reading of BioPoem: 50 points

Educational Psychologists / Learning Theorists Project Assignment Sheet How to Write a Biopoem Rubric for Historical Role Play: Educational Psychologist

Collaborative Lesson Plan:Collaborative Lesson Plan: 100 points

Collaborative Lesson Plan Project Description Collaborative Lesson Plan Self-Evaluation Rubric Collaborative Lesson Plan Teacher Rubric Understanding by Design (Udb) Unit Template

Scenarios of students with diverse needs and/or disabilities

Course Final One Page Response In-class: 100 points Individual Responses to Collaborative Lesson Plan: 100 points

VIII. Expectations of Students ~ Habits of Mind:

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Participation counts!Within the small circle of the teaching profession in Alaska, your reputation is your most valuable asset—far more valuable; it could be argued, than your classroom grades. Your "can-do" attitude, attention to detail in your own work, and attention to the merits of your classmates' ideas will be noticed. Since learning is a fundamentally social process, your contributions to discussions are valued. If you fall asleep in class, arrive late, leave early, or do not attend, your grade will reflect these actions.

Team ParticipationIf you have always been shy about participating in classes, meetings, and the like, then use this course as a laboratory to experiment with ways of becoming more involved and assertive. On the other hand, if you tend to be the type of person who always needs be recognized for your insights and who likes to hammer points home, this course could be an opportunity for you to practice diplomacy and tact. Thoughtful skeptics, maverick idealists, and the mildly cynical tend to receive high scores as long as they are saying something that's on target and interesting. People, who ask useful clarifying questions, offer to explain things to classmates, and make constructive suggestions about ways to improve anything also tend to do well.

Attendance On-time attendance at each class is crucial. Consider this requirement practice for the teaching profession, where it is usually more work to miss class than it is to attend. You are expected to be in class on time, to return in a timely fashion from breaks, and to stay for the entire class session. Excessive tardiness and/or more than one absence may result in an incomplete or non-passing grade.

Late Assignments, Whining, & Other Less Savory Aspects of the Education ProcessBefore you ask for an extension, explain late or sub-standard work, or attempt to excuse your own lack of inspiration in completing an assignment, imagine yourself as the teacher in the process, not the student, and ask yourself how you would respond to a student telling you what you want to tell the instructor. The development of classroom management techniques for dealing with these real-life classroom situations is an important skill, and so is getting your work in on time. Late work is not accepted without prior arrangement.

Other InformationThe instructor will use a variety of instructional methodologies, including but not limited to interactive lectures, discussions, cooperative learning, group presentations, written reflections, and sharing examples of best practices teaching from actual classrooms.

Many of the learning activities associated with this course will happen during class time. However, activities conducted during class time will not be meaningful unless you have adequately prepared for the day’s events. Preparation includes reading text assignments and all provided articles prior to class, reflecting and discussing your understanding of the content of the articles in class or through writings, and completing in a thoughtful and thorough manner all course activities and projects.

UAS Online Class SiteGo to the website at: https://uascentral.uas.alaska.edu/online

You can search your classes by entering the class information. Go to the “Homesite” for ED S631 for specific information regarding this course. Under “Resources”, you will find a variety of documents for your use during this course. Check this site daily for posted assignments, along with homework expectations for each class. UAS Technology Support Help Desk: Call either 1.907.465.6400 or 1.877.465.6400, or go to http://www.uas.alaska.edu/helpdesk

IX. Assessments and Grading Scale:

A = 95-100% (770 – 810 points) B = 80-89% (648 – 769 points)

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If you want to earn less than a “B” please see the instructor

UAS does not mail final grades to students; go to UAS Online for your grades. Students can check on their progress during class with the instructor and on UAS Online

X. Academic Policy Statement:

Honesty in academic endeavors is a central tenet of the UAS philosophy. One may feel proud of accomplishments and success attained honorable through hard work. Knowledge gained in this way often leads to later success in professional pursuits and in personal life. Unfortunately, academic stress and anxiety sometimes affect the individual in ways that produce dishonest behavior, or taking an “easier” route to fulfilling academic responsibilities. Infractions of academic dishonesty can lead to serious consequences. Refer to the UAS Student handbook for more details. Programs offered through the Learning Center and the Student Resource Center address topics such as study skills and time management to reduce stress and thus help to prevent dishonest behavior.

XI. Students with Disabilities:

To aid college students who experience a documented physical, cognitive, and/or psychiatric disability, Disability Support Services are available on all UAS campuses. The University of Alaska Southeast is committed to equal opportunity and programmatic access for students with disabilities. (See University of Alaska Regents Policy: www.alaska.edu/borpolicy/policy.xml). For further information on disability support services and guidelines about documentation please visit our website at www.uas.alaska.edu/dss or call:

In Juneau: 1.907.796.6000

In Ketchikan: 1.907.228.4505

In Sitka 1.907.747.7716

Early contact with this program promotes a positive educational experience.

XII. Civility and Harassment:

Intellectual honesty, mutual respect, and freedom from discrimination, intimidation, harassment, and violence against persons or property are central to the UAS mission. Acts of intolerance and abusive behaviors that violate these basic values will be challenged within our academic community.

UAS is committed to standards promoting speech and expression that fosters the maximum exchange of ideas and opinions. Ideally, discourse is open, candid, and characterized by mutual respect and dignity. It is the goal of the University to foster a campus climate, which promotes the ideals of civility and appreciation for the uniqueness of each member of our academic community.

XIII. Dispositions for Professional Educators:

1c Abide by a philosophy of education and remain flexible to revising it based on new research and teaching experience

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2c Appreciate unique thinking processes of learners at different stages of development

3c Appreciate multiple perspectives and value individual differences

4c Commit to professional discourse about content knowledge and student learning of content

5c Value assessment and instruction as integrated processes

6c Commit to ensuring student well being and development of self-regulation and group interaction skills

7c Recognize the school as an integral part of the community and value parents as partners in promoting student learning

8c Value professional ethics, democratic principles, and collaborative learning communities

9c Value technology as a tool for student and teacher lifelong learning

V. References / Bibliography / Expanded Readings

Bender, W. N. (2002). Differentiating instruction for students with learning disabilities. Thousand Oaks: Corwin Press.

Brookhart, S.M. (2010). How to give assess higher-order thinking skills in your classroom. Alexandria: Association for Supervision and Curriculum Development.

Brookhart, S.M. (2008). How to give effective feedback to your students. Alexandria: Association for Supervision and Curriculum Development.

Cole, S., Horvath, B., Chapman, C., Deschenes, C., Ebeling, D.G., & Sprague, J. (2000) Adapting curriculum and instruction in inclusive classrooms: a teacher’s desk reference - 2nd edition. Bloomington: The Center on Education and Lifelong Learning.

Dorn, L.J. & Soffos, C. (2001). Shaping literate minds: developing self-regulated learners. Portland: Stenhouse Publishers.

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: a framework for the gradual release of responsibility. Alexandria: Association for Supervision and Curriculum Development.

Fisher, D., & Frey, N. (2007). Checking for understanding: formative assessment techniques for your classroom. Alexandria: Association for Supervision and Curriculum Development.

Garner, B.D. (2007). Getting to “got it!”. Alexandria: Association for Supervision and Curriculum Development.

Marzano, R.J. (2004). Building background knowledge for academic achievement. Alexandria: Association for Supervision and Curriculum Development.

Marzano, R.J. (2006). Classroom assessment and grading that work. Alexandria:

Association for Supervision and Curriculum Development.

Marzano, R.J. (2001). Designing a new taxonomy of educational objectives. Thousand Oaks: Corwin Press, Inc.

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Moseley, D., Vaumfield, V., Elliott,J., Gregson, M., Higgins, S., Miller, J., & Newton, D.P. (2006) Frameworks for thinking: a handbook for teaching and learning. Cambridge: University Press.

Reeves, D. B. (2010). Transforming professional development into student results. Alexandria: Association for Supervision and Curriculum Development.

Schmoker, M. (2011). Focus: elevating the essentials to radically improve student learning. Alexandria: Association for Supervision and Curriculum Development.

Tomlinson, C.A., & Imbeau, M.B. (2010). Leading and Managing a differentiated classroom. Alexandria: Association for Supervision and Curriculum Development.

Tomlinson, C.A. (1999). The differentiated classroom: responding to the needs of all learners. Alexandria: Association for Supervision and Curriculum Development.

Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria: Association for Supervision and Curriculum Development.

Willis, J. (2006). Research-based strategies to ignite student learning. Alexandria: Association for Supervision and Curriculum Development.

Tentative Schedule of Topics – Students Should Check the Web Site for ED 631 for specifics or changes

July 18 1:00 PM - 4:00 PM Chapter 1 Expert Teachers & LearnersImpact of Educational PsychologyBeginning Look at Learning StrategiesAdaptations: Accommodations or Modifications?Cognitive – Constructive – Construction Theories

July 19 1:00 PM - 4:00 PM Chapter 2 Cognitive, Learning & Language SkillsTheories of Learning & Classroom ImplicationsLanguage Development & Stages of AcquisitionBilingualism & English as a Second LanguageBrain Development (more Chapter 7)

July 20 1:00 PM - 4:00 PM Chapter 3 Cognitive Strategies & Learning StylesPersonal, Gender, Social & Moral DevelopmentEngaging Reluctant LearnersRelationship StrategiesPsychoanalytical & Maturational Theories

July 21 1:00 PM - 4:00 PM Chapter 4 & 5 Exceptional Children & Individual Differences

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NCLB – IDEA – State StandardsIEP Linkages to General Education SettingsCreativity & Student Diversity

July 22 1:00 PM - 4:00 PM Chapter 6 Group DifferencesEthnic – Gender – Language DiversityThe Goals of DifferentiationGiftednessCategories of Disabilities

July 25 1:00 PM - 4:00 PM Collaborative Group Work

July 26 1:00 PM - 4:00 PM Chapter 7 Thinking, Learning & MemoryJournal Review Due Behavioral Approaches to Learning

How the Brain LearnsMore Cognitive Learning StrategiesBehaviorism & Humanism Theories

July 27 1:00 PM - 4:00 PM Chapter 8 Cognitive Approaches to LearningCreating Effective Learning EnvironmentsSpecialists to Support General EducatorsMaking Curriculum MeaningfulAssessments

July 28 1:00 PM - 4:00 PM Chapters 9 - 10 Thinking: Concept Formation, Reasoning &Problem SolvingMotivation – Self-Determination & ControlMetacognition – Problem SolvingStudent Intervention TeamsResponse to InterventionData Collection

July 29 1:00 PM - 4:00 PM Psychologist Mixer Group of psychologists gather to discuss how their theories have impacted education and the methods used by classroom teachers to present information

August 1 1:00 PM - 4:00 PM Chapter 11 - 12 Classroom Management & Classroom Teaching

Philosophy Due Functional Behavior Plans

August 2 1:00 PM - 4:00 PM Collaborative Group Work

August 3 1:00 PM - 4:00 PM Collaborative Group Work

August 4 1:00 PM - 4:00 PM CollaborativePresentations

Individual Responses

PresentationsFinal - individuals respond to their collaborative unit by analyzing the need for accommodations and/or modifications for a specific student with diverse needs

August 5 1:00 PM - 4:00 PM Wrap Up Questions and Concerns

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Final Exam – One Page Response

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