Foundations 8640

Educational Psychology Learning and Instruction Apprenticeship Seminar

Fall, 2001

________________________________________________________________________

Instructor: Dr. Betsy Ross e-mail: rossma1@auburn.edu

Office: 4018 Haley Center Phone: 334-844-3084

Office Hours: 3:00 - 4:00 Tuesdays

3:00 - 4:00 Thursdays

by appointment

________________________________________________________________________

General Course Outline

Unit I: Development of a College Undergraduate Level

Educational Psychology Course

Unit II: Teaching Student Assessment Part I (Informal Assessment)

Unit III: Theories of Learning & Motivation and Implementations for Teaching

(Techniques, Tools, and Methods)

Unit IV: Teaching Student Assessment Part II

(Formal Assessment and Grading Methods)

Unit V: Assessing your students

Note: Units III and IV will be integrated to address on-going assessment issues.

Course Objectives

Students will:

· Gain an understanding of the college student level learner

· Gain an understanding of learning theory

· Apply learning theory through course planning, unit development, and lesson planning and through mentoring activities

· Understand and apply teaching techniques, tools, and methods based on theories and mentoring experiences.

· Understand the role of assessment and develop appropriate assessments to evaluate one's teaching and to assess the learning of students

Learning/Teaching Methods

Discussions

In-class activities

Case Studies (from observations)

Field experiences

Texts

(1) Santrock, J. W. (2001). Educational Psychology. First edition. Boston, MA:

McGraw Hill.

(2) Supplementary readings (e.g. undergraduate texts, handbooks or teaching guides)

Grading

A - 90-100 percent of possible points and excellent attendance, promptness, participation,

and professionalism in working with mentor

B - 86-92 percent of possible points and at least good attendance, promptness,

participation, and professionalism in working with mentor

C - 78-85 percent of possible points and at least good attendance, promptness,

participation, and professionalism in working with mentor

D - 70-77 percent of possible points and at least good attendance, promptness,

participation, and professionalism in working with mentor

Note: Your grade depends on both the points earned and your professional behavior(attendance, promptness, participation). A record of your attendance, promptness, and participation will be kept. Additionally, I will seek information regarding your professionalism from your mentor.

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 of 17.6 points.

Evaluation Criteria/Course Requirements

Percent of Grade

· Course Syllabus (mostly in-class) 15

· Lesson Plans and Assessments (mostly in-class) 40

· Philosophy of Teaching and Grading (outside assignment) 25

· Journal of Mentoring Experiences (outside assignment) 20

All assignments must be typed.

Class Policy Statements

· Late assignments will carry a penalty of a 2% reduction in points per day.

· 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 instructor prior to missing that class meeting.

· 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 Haley Center, 844-2096.

· 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

August 21, 2001

· Course Overview

· Mentoring Assignments

August 28, 2001

· Developing an Undergraduate Educational Psychology Course (pairs/group activity)

· The college student

· Course Content

· Syllabus Components

· Assignment: Obtain syllabi from FOUN 3100, 3110, 3120 instructors

· Draft of syllabus Due Sept. 4, 2001

September 4, 2001

· Compare and Contrast Syllabi

· Revise group syllabus as needed

· Teaching Informal Assessment - content, approach/techniques

· Plans for Informal Assessment Lessons (pairs/group activity)

· Assessment of Learning Outcomes and Teaching (formal and informal)

· Develop Unit Assessment Plan (with at least one informal and one formal assessment activity)

· Draft of Informal Assessment plans due Sept. 11, 2001

· Final draft of Syllabus due September 11, 2001

September 11, 2001

· Review and revisions of lesson plans

· Teaching Child Development (psycho-social, cognitive, moral, other)

· Plans for Child Development Lessons (pairs/group activity)

· Assessment of Learning Outcomes and Teaching (formal and informal)

· Initial draft of Child Development lesson plans due September 18, 2001

· Final draft of Informal Assessment plans due September 18, 2001

September 18, 2001

· Review and revisions of lesson plans

· Teaching Individual Differences

· Plans for Individual Differences Lessons (pairs/group activity)

· Assessment of Learning Outcomes and Teaching (formal and informal)

· Initial draft of Individual Differences lesson plans due September 25, 2001

· Final draft of Child Development plans due September 25, 2001

September 25, 2001

· Review and revisions of lesson plans

· Teaching Learning Theory - Behaviorism

· Plans for Behaviorism Lessons (pairs/group activity)

· Assessment of Learning Outcomes and Teaching (formal and informal)

· Initial draft of Behaviorism lesson plans due October 2, 2001

· Final draft of Individual Differences plans due October 2, 2001

October 2, 2001

· Review and revisions of lesson plans

· Teaching Learning Theory - Information Processing Theory

· Plans for Information Processing Theory Lessons (pairs/group activity)

· Assessment of Learning Outcomes and Teaching (formal and informal)

· Initial draft of Information Processing Theory lesson plans due October 9, 2001

· Final draft of Behaviorism plans due October 9, 2001

October 9, 2001

· Review and revisions of lesson plans

· Teaching Learning Theory - Learner Centered (e.g. constructivist)

· Plans for Learner-centered Lessons (pairs/group activity)

· Assessment of Learning Outcomes and Teaching (formal and informal)

· Initial draft of Learner-centered lesson plans due October 16, 2001

· Final draft of Information Processing plans due October 16, 2001

October 16, 2001

· Review and revisions of lesson plans

· Teaching Motivation Theory

· Plans for Motivation Theory Lessons (pairs/group activity)

· Assessment of Learning Outcomes and Teaching (formal and informal)

· Initial draft of Motivation Theory lesson plans due October 23, 2001

· Final draft of Learner-centered plans due October 23, 2001

October 23, 2001

· Review and revisions of lesson plans

· Teaching Traditional Assessment

· Plans for Traditional Assessment Lessons (pairs/group activity)

· Assessment of Learning Outcomes and Teaching (formal and informal)

· Initial draft of Traditional Assessment lesson plans due October 30, 2001

· Final draft of Motivation Theory plans due October 30, 2001

October 30, 2001

· Review and revisions of lesson plans

· Teaching Performance Assessment

· Plans for Performance Assessment Lessons (pairs/group activity)

· Assessment of Learning Outcomes and Teaching (formal and informal)

· Initial draft of Performance Assessment lesson plans due November 6, 2001

· Final draft of Traditional Assessment due November 6, 2001

November 6, 2001

· Review and revisions of lesson plans

· Teaching Standardized Assessment

· Plans for Standardized Assessment Lessons (pairs/group activity)

· Assessment of Learning Outcomes and Teaching (formal and informal)

· Initial draft of Standardized Assessment lesson plans due November 13, 2001

· Final draft of Performance Assessment plans due November 13, 2001

November 13, 2001

· Audio-visuals (movies, videos, etc.)

· Final draft of Standardized Assessment plans due November 27, 2001

November 20, 2001

Holliday

November 27, 2001

· Discussion Topic of Choice

Sociocultural Diversity

Exceptional Learners

Physical Development

Classroom Management

December 4, 2001

· Discussion Topic of Choice

Sociocultural Diversity

Exceptional Learners

Physical Development

Classroom Management

· Teaching journals due

· Philosophy paper due

December 10-14, 2001

Finals Week