PSY 332 Educational Psychology Course Syllabus

PSY 332 Educational Psychology
Course Syllabus
Instructor:
Phone:
E-mail:
David Kilpatrick
315-416-1120 (cell); 315-452-0963 (home)
607-753-2041 (office);
[email protected]
Office Hours: Tuesday 1:00-2:30
Thursday 11:30-2:30
or by appointment
Text(s):
Ormrod, J. E., (2011). Educational psychology: Developing learners. (7th. Ed.). Upper Saddle River, NJ: Pearson/Merrill/Prentice-Hall.
(Required)
Ormrod, J. E., (2008). Student guide to accompany Educational psychology: Developing learners. (7th. Ed.). Upper Saddle River, NJ:
Prentice-Hall. (If available - Not Required)
National Reading Panel, (2000). Teaching children to read: Report of the National Reading Panel. Washington, D. C.: National Institute
of Child Health and Human Development (required –free electronic download).
Overview:
This course is designed to give you an understanding of the educational implications of psychological
principles, research, and theory. Major areas of focus will include, but not be limited to, human development,
learning, evaluation, effective instruction, classroom management, and academic development in reading,
writing, and math. The goal will be to provide students with a foundation for teaching based upon research
findings and well-established theoretical principles.
Evaluation:
Evaluation
Option 1
Test 1
Test 2
Test 3
Test 4 (Final)
Total
Student grades will be based on one of the two following evaluation options.
% of
total grade
25%
25%
25%
25%
100%
To determine
point value
.25 x Test 1 grade
.25 x Test 2 grade
.25 x Test 3 grade
.25 x Test 4 grade
Evaluation
Option 2
% of
total grade
Highest of first 3 tests
Second highest of first 3 tests
Test 4 (Final)
Paper
Total
25%
25%
25%
25%
100%
To determine
point value
.25 x Test grade
.25 x Test grade
.25 x Test grade
.25 x Paper grade
The final grade will be based on accumulated points as follows:
A+
A
A-
98 - 100 pts.
93 – 97.9 pts.
90 – 92.9 pts.
B+
B
B-
88 – 89.9 pts.
83 – 87.9 pts.
80 – 82.9 pts.
C+
C
C-
78 – 79.9 pts.
73 – 77.9 pts.
70 – 72.9 pts.
D+
D
DE
68 – 69.9 pts.
63 – 67.9 pts.
60 – 62.9 pts.
00 – 59.9 pts.
Tests. The tests include objective questions from both the book and the classroom presentations.
Optional Paper. A separate sheet will be provided to explain the nature of the optional paper.
Attendance. The class lectures and discussions are an integral part of the learning experience of this course.
Thus, excessive unexcused absences will affect your final grade. Keep documentation during the semester for each
excusable absence (e.g., doctor’s office forms). If you miss more than two classes, provide me with the
documentation at the end of the semester so these absences won’t affect your grade. A ―relaxed‖ version of the
college attendance policy will be followed: Each unexcused absence beyond two may count as two number points
off your final number grade. This policy is not intended as an after-the-fact ―punishment‖ for missing class, rather
as ―negative reinforcement,‖ i.e., as an incentive not to miss class in the first place. By contrast, there is a ―positive
reinforcement,‖ for students with no absences all semester. They will automatically raise their final grade one third
of a letter grade. For example, a C+ would become a B–. The exception is for students who earn an A in the class.
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They will raise their grade 3 points for perfect attendance (which may or may not elevate them to an A+.) Students
with only one absence will have two points added to their final test average (which may or may not raise their final
grade by a third of a letter grade), and students with two absences will add one point to their final grade (again, this
may or may not influence their letter grade). College sponsored events (e.g., professional conferences or away
games) do not count against the attendance incentive. Also note: When students are only physically present during
a given class, that class does not qualify for the attendance incentive (this includes use of laptops, texting, reading,
or sleeping!). In addition, excessive lateness can count against the attendance incentive. Finally, if you arrive after
attendance is taken, you must approach the instructor after to be sure you were marked present.
Common Courtesy. No cell phones can be used during class, including text messaging. Also, please do not use
laptops during class unless you have an important reason for doing so (must be cleared with instructor). If you
expect to arrive late or leave early, please notify the instructor ahead of time.
Students with disabilities. If you are a student with a disability and wish to request accommodations, please
contact the Office of Student Disability Services located in B-40 Van Hoesen Hall or call (607) 753-2066 for an
appointment. Information regarding your disability will be treated in a confidential manner. Because many
accommodations require early planning, requests for accommodations should be made as early as possible.
Plagiarism. Please note the college policies on plagiarism in the College Handbook. Specifically ―each student
is expected to present his or her own work. All papers, examinations, and other assignments must be original or
explicit acknowledgement must be given for the use of other persons’ ideas or language‖ (p.47).
COURSE OUTLINE
I. Introduction to Educational Psychology
1. The Science of Psychology and Applying Science to Education
2. Psychological Development
3. Special Education: Meeting the Needs of All Children
a. Special Educational Laws and Students’ Rights
b. Overview types of Exceptionality
c. Programming for Children
4. Psychometrics: Evaluation Educational and Intellectual Abilities and Progress
a. Types of assessment procedures and goals for evaluation
b. Understanding the meaning of test scores
II. Behavior and Classroom Management
1. Conditioning, Learning Theory, and Human Behavior
2. Understanding and Managing Attention-Deficit/Activity Disorder
III. Foundations for Teaching Children: Understanding How Learning Occurs
1. Neuropsychological research
2. Cognitive and information processing research
a. Human Memory and Human Thinking Processes
b. Applying Memory Research to Classroom Learning
IV. Teaching Children so that All Succeed
1. Reading
2. Writing & Spelling
3. Math
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Reading Assignments:
Note: The reading assignments are ―due‖ by the dates listed.
Also note: Chapters 1, 12, 15 and 16 from the book are not assigned.
TUESDAY, JANUARY 26 First class—no reading due
The science of Educational Psychology
THURSDAY, JANUARY 28
Chapter 2: Cognitive and Linguistic Development
Psychological Development
TUESDAY, FEBRUARY 2
Chapter 3: Personal, Social, And Moral Development
Students with Special Educational Needs
THURSDAY, FEBRUARY 4
Students with Special Educational Needs
TUESDAY, FEBRUARY 9
Chapter 4: Individual and Group Differences
Students with Special Educational Needs
THURSDAY, FEBRUARY 11
Chapter 5: Individual Differences Special Educational
Needs
Educational Assessment - Tests
THURSDAY, MARCH 25
Neuropsychology and learning
TUESDAY, MARCH 30
Chapter 6: Learning and Cognitive Processes
Neuropsychology and learning
THURSDAY, APRIL 1
Memory, cognition, and learning
TUESDAY, APRIL 6
Chapter 7: Knowledge Construction
Memory, cognition, and learning
THURSDAY, APRIL 8
Memory, cognition, and learning
TUESDAY, APRIL 13
Chapter 8: Higher-Level Thinking Skills
Memory, cognition, and learning
THURSDAY, APRIL 15
• EXAM 3 (Chapters 6, 7, 8, & lectures)
TUESDAY, FEBRUARY 16
Educational Assessment - Scores
THURSDAY, FEBRUARY 18
•EXAM 1 (Chapters 2, 3, 4, 5 & Lectures)
TUESDAY, FEBRUARY 23
Chapter 9: Behaviorist Views of Learning
Behavioral approaches to education
TUESDAY, APRIL 20
The “Simple View” of reading comprehension
THURSDAY, FEBRUARY 25
Chapter 10: Social Cognitive Views of Learning
Behavioral approaches to education
TUESDAY, MARCH 2
Behavioral approaches to classroom management
THURSDAY, MARCH 4
Chapter 11: Motivation and Affect
Behavioral approaches to classroom management
TUESDAY, MARCH 9
Attention Deficit/Hyperactivity Disorder
THURSDAY, MARCH 11
Attention Deficit/Hyperactivity Disorder
TUESDAY, MARCH 16
THURSDAY, MARCH 18
Spring Break
TUESDAY, MARCH 23
• EXAM 2 (Chapters 9, 10, 11, & Lectures)
Page 3 of 3
THURSDAY, APRIL 22
National Reading Panel (NRP) (whole booklet)
The “Simple View” of reading comprehension
TUESDAY, APRIL 27
Reading – word recognition processes
THURSDAY, APRIL 29
•Optional Draft of Paper Due
Reading – word recognition processes
TUESDAY, MAY 4
Chapter 13: Instructional Strategies
Written expression
THURSDAY, MAY 6
Chapter 14: Creating & Maintaining a Productive
Classroom Environment
•Optional Paper Due (if selected)
Math
TUESDAY, MAY 11
Last Class
FINAL EXAM WEEK
• EXAM 4 (Chapters 13, 14, NRP booklet & lectures)