Child Development, Learning, Motivation, and Assessment
Spring Semester, 2001
________________________________________________________________________
Instructor: Dr. Betsy Rosse-mail:rossma1@auburn.edu
Office:4018
Office Hours:
by appointment
________________________________________________________________________
General Course Outline
Unit I:Informal Assessment
Unit II:The Learner
Unit III:Theories of Learning and Motivation
Unit IV:Formal Assessment
Course Objectives
Students will:
·Gain an understanding of informal assessment and apply informal assessment skills through class activities and observation of elementary students.
·Gain an understanding of the individual learner from multiple perspectives and to apply this understanding through class activities and working with elementary level students.
·Understand and apply theories of teaching, learning, and motivation through class activities and field experiences.
·Understand the role of assessment and develop appropriate assessments to evaluate one's teaching and to assess the learning of students.
·Think complexly about the learner, teaching, and assessment and the interrelationships among them.
Learning/Teaching Methods
Lecture (limited)
In-class activities
Case Studies
Field experiences
Discussion
Texts
Required:Santrock,
J. W. (2001).Educational Psychology.First
edition.
Required: Supplementary readings and cases will also be assigned.
Recommended:Popham,
J.W. (1999) Classroom Assessment: What Teachers Need to Know.
Grading
A - 93-100 percent of possible points and excellent attendance and participation
B - 86-92 percent of possible points and at least good attendance and participation
C - 78-85 percent of possible points
D - 70-77 percent of possible points
Note:A final grade of "A" denotes work throughout the course that has consistently gone above and beyond the course requirements and reflects a deep-level conceptual understanding on the part of the student.It is possible to receive 93+ percent of the possible points in the course and receive a B due to less than excellent attendance and participation.
Note:Peer evaluations will accompany all group exercises and assignments.Students who receive an evaluation of less than 100% effort (based on contribution to the exercise or assignment) will receive a reduction in the points earned.The reduction in points will reflect the level of effort or contribution to the group activity.For example, if your group earned 22 out of 25 points on an assignment but the group members average percent grade for you is 80%, you will receive 80% of the 22 points the group earned for a total of17.6 points.
Evaluation Criteria
Points
·All about me: My journey as a learner and a test taker personal reflection25
·Piagetian tasks applied group project25
·Six journal entries (reflections - 5 points each)30
·Quiz 1 (the individual learner and development)50
·Behavioral teaching/learning lesson25
·Cognitive teaching/learning lesson25
·Learner-centered teaching/learning lesson25
·Profiles in motivation25
·Quiz 2 (learning theories)50
·Teacher-made objective test over teaching/learning lesson30
·Performance assessment over teaching/learning lesson30
·Final - take home grading plan20
Total possible points360
All assignments must be typed.
Class Policy Statements
·Late assignments will carry a penalty of a 2% reduction in points per day.All assignments must be handed by the last day of class.Active participation in class is strongly encouraged as many of the evaluation criteria are partially or fully completed in class.
·Students are expected to attend all class meeting and participate in all classroom exercises (Tiger Cub p. 83-84).Should students need to be absent for any reasons, please contact the course instructo prior to missing that class meeting.
·Make-up quizzes and exams will be given only for University-approved excuses as outlined in the Tiger Cub (p. 84).Arrangements to take the make-up quizzes or exams must be made in advance.Students who miss a quiz or an exam because of illness need a doctor's statement for verification of sickness and should clear the absence with the instructor on the day of the return to class.Other unavoidable absences from campus must be documented and cleared with the instructor in advance.Unannounced quizzes cannot be made up under any circumstances.
·Students
who need accommodations are asked to arrange a meeting during office hours
the first week of classes, or as soon as possible if accommodations are
needed immediately.If you have a
conflict with my office hours, an alternative time can be arranged to set
up this meeting, please contact me by e-mail. Bring a copy of your Accommodation
Memo and an Instructor Verification Form to the meeting.If
you do not have an Accommodation Memo but need accommodation, make an appointment
with The Program for Students with Disabilities, 1244
·The
Department of EFLT recognizes university policy regarding academic misconduct.In
accordance with University policy regarding academic misconduct, students
may be subject to several sanctions upon violations of the Student Academic
Honesty Code.See the Tiger Cub publication
for 1999-2000, for specifics regarding academic misconduct as well as student’s
rights and responsibilities associated with the code.
Tentative Class Schedule
·Course Overview
·Reading Assignment: Chapter 2
·Written Assignment: All about me: My journey as a learner and a test taker personal reflection
·Typed
assignment due
·Meet
at
·We will begin observing and preparing to substitute teach in elementary scienceclasses.
·Class
will begin at
·Assignment:
Reflection 1 written in class.Typed
copy due
·Self-assessment discussion (from assignment)
·Informal Assessment
·Validity
·Reliability
·Bias
·Reading Assignment: Chapter 3
·Piagetian tasks applied group project and discussion
·Typed
responses to above exercise due
·Reading Assignment: Chapter 4
·Social, emotional, and moral development introduction
·Discussion about and preparing for teaching at Loachapoka (back-up plans)
·Meet
at Loachapoka at
·Assignment:
Reflection 2 written in class.Typed
copy due
·The whole child exercise (social, emotional, cognitive, moral)
·Assignment:Prepare
for quiz on
·Individual differences
·Self-assessments
·Quiz 1 (the individual learner and development)
·Self-assessments continued
·Discussion of individual differences and accommodating them as teachers
·Meet
at Loachapoka at
·Assignment:
Reflection 3 written in class.Typed
copy due
·Reading Assignment: Chapter 7
·Behaviorism and teaching
·Reading Assignment: Chapter 8
·Cognitive theory and teaching
·Continuation of Behaviorism and Cognitive theory
·Work
on teaching/learning lessons (typed copy of plans due
·Assignment:
Prepare to present lessons on
·Meet
at Loachapoka at
·Assignment:
Reflection 4 written in class.Typed
copy due
·Present lessons in class (typed lesson plans due)
·Reading assignment: Chapter 9
·Learner-centered (social constructivist) theory and teaching
·Learner- center (social constructivist) theory and teaching continued
·Plan
lessons (typed copy of lesson plans due
·Present lessons in class (typed plans due)
·Reading Assignment: Chapter 11
·Meet
at Loachapoka at
·Assignment:
Reflection 5 written in class.Typed
copy due
·Motivation theories
·Profiles in motivation exercise
·Quiz 2 (learning theories)
·Typed
copy of exercise responses due
Spring Break
·Meet
at Loachapoka at
·Assignment:
Reflection 6 written in class.Typed
copy due
·Reading Assignment: Chapter 14
·Traditional teacher-made tests
·Develop
objective test over lesson presented (typed copy due Tue.
AERA conference - No class April 9 - 13, 2001
·Meet
at Loachapoka at
·Performance Assessment
·Develop
performance assessment for lesson taught (typed copy of instructions and
rubrics due
·Reading Assignment: Chapter 13
Standardized testing - SAT9
·Grading procedures
·Begin final (grading plans)
·Meet
at Loachapoka at
·Discussion of teaching experiences
FINAL DATE: