SYLLABUS/SPRING 2019
ED 610 – ADVANCED EDUCATIONAL PSYCHOLOGY
Section 00
(3 Semester Hours)
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INSTRUCTOR: Art W. Fisher, M.Ed. PHD Candidate USD
OFFICE HOURS: 1 hour prior to class upon schedule
PHONE: 605-441-2113
LOCATION: Student Services Building – Computer Lab & At a Distance
TIME/DATE: 4:00-7:00 pm; Tuesday
REQUIRED TEXT:
Slavin, Robert. (2015). Educational psychology. 11 edition New Jersey: Pearson.
*Supplementary Reading: As assigned by the instructor
COURSE DESCRIPTION:
This course will provide an in-depth study of cognitive psychology as the theoretical basis for constructivist education. It will also examine school-based applications of a cognitive approach and describe new approaches to problem-solving, critical thinking, and reflective thought.
COURSE GOALS:
Students will demonstrate an understanding of how all students develop and learn by designing active learning opportunities that address varied developmental levels and diverse approaches to learning.
Students will demonstrate an understanding of the importance of establishing safe, orderly, and equitable learning environments that foster positive social interaction, active, engagement of learning and self-motivation for all students.
Students will be given opportunities to study formal and informal assessment strategies; students will also gain a realization of how assessment results determine curricular programs address student needs and facilitate student achievement.
Students will reflect and evaluate instructional practices as they seek opportunities for professional growth and developmental.
COURSE LEARNING OBJECTIVES: When students have completed this course they will:
1. Discuss educational theory and research from multiple perspectives.
2. Compare and contrast educational theories and their impact on teaching and learning.
3. Communicate educational changes to improve learning opportunities for children.
4. Apply educational theory and research to the classroom.
5. Demonstrate a working knowledge of how educational psychology impacts communities.
6. Apply educational theory and research to meet the unique needs and perspectives of Native American students and students coming from other diverse backgrounds.
7. Critically analyze research and publications about developments in educational psychology and understand the implications and limitations of the findings.
8. To practice Lakota values of honesty, courage, and fortitude in the classroom, between colleagues and within the research process.
COURSE STANDARDS: Interstate New Teacher Assessment& Support Consortium (InTASC) Principles:
Through assignments, readings, and class activities, students will:
Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences. The teacher uses an understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
#8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
STUDENT RESPONSIBILITIES:
ATTENDANCE: The attendance policies stated in the Sinte Gleska University Student Handbook will be strictly adhered to. Successful completion of this course is contingent upon attendance, participation, and completion of all course requirements in a timely manner.
Students can be dropped by the instructor after missing three consecutive classes or five classes during the semester, and students must have assignments completed by the next class meeting.
ACCOUNTABILITY: All readings, presentations, and assignments must be ready when due in order to earn the maximum number of points allowed. The instructor reserves the right to deduct points for late work at the rate of one point per day for approximately 20 days at which time the assignment will no longer be accepted. Scores for assignments are recorded in the grade book as raw scores based on the number of answers required for any given assignment. For this instructor, this is a policy being implemented in an effort to ensure that students are not advancing to new topics without mastering previous topics.
STUDENTS MUST UNDERSTAND THAT THEY ARE ULTIMATELY RESPONSIBLE FOR THEIR OWN LEARNING.
CELL PHONE POLICY: Cell phone usage disrupts the learning process. All cell phones must be turned off and put away during class time. You may check your messages and/or make necessary phone calls during class breaks or after class is over. Thanks for your cooperation.
DISABILITY STATEMENT: Sinte Gleska University strives to assist students with declared disabilities that may impact their learning. Please advise your instructor or academic advisor prior to the beginning of the class if you have special needs. See SGU Catalog page 14 for the full disability statement.
COURSE REQUIREMENTS, ASSIGNMENTS & MARKINGS
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Chapter Writing Selections
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12 Topical Related Chapter Written Assignments
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12 x 25 =
300 Points
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Midterm
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Midterm includes the beginning of the written Educational Terrain. This will cover chapters 1-6 covering The Foundational Terrain and The Theoretical Terrain.
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1 x 100 =
100 Points
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Final
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The Final includes the completion of the written Educational Terrain covering The Instructional Terrain and the Potential Terrain. This includes the content covered in chapters 7 – 14.
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1 x 100 =
100 Points
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Electronic Portfolio
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Your electronic portfolio will be evaluated and submitted for review.
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1 x 100 =
100 Points
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Total of All Assignments
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600 Points
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GRADING: (Note graduate level courses must be passed with a C or better)
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540 – 600 Points
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A
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480 – 539 Points
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B
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420 – 479 Points
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C
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360 – 419 Points
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D
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359 and Below
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F
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COURSE SCHEDULE: (Note the course schedule and assignments are subject to change upon instructors decision.
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Week
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Major Class Topics
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Assignments
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1. Oko Wanji
1/15
Face-To-Face
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Course Introduction and Overview
Educational Psychology: A Foundation for Teaching
Chapter 1 Essential Questions:
· What Makes a Good Teacher?
· What is The Role of Research?
· What are the Research Methods?
· What Steps are Involved in Becoming an Intentional Teacher?
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Assignment:
Read Chapter 1 and related scholarly articles and Including a written response 1.5 pages long and no more than 3 pages long APA format required.
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2. Oko Nunpa
1/22
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Cognitive, Language and Literacy Development
Chapter 2 Essential Questions:
· How Do Children Develop Cognitively?
· How is Piaget’s Work Viewed Today?
· How Did Vygotsky View Cognitive Development?
· How did Bronfenbrenner View Development?
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Due:
Chapter 1 written assignment. Assignment:
Read Chapter 2 and related scholarly articles and Including a written response 1.5 pages long and no more than 3 pages long APA format required.
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3. Oko Yamni
1/29
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Social, Moral, and Emotional Development
Chapter 3 Essential Questions:
· What are some views of personal and social development?
· What are some views of moral development?
· How do children develop social and emotionally?
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Due:
Chapter 2 written assignment. Assignment:
Read Chapter 3 and related scholarly articles and Including a written response 1.5 pages long and no more than 3 pages long APA format required.
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4. Oko Topa
2/5
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Student Diversity
Chapter 4 Essential Questions:
· What is the impact of culture on teaching and learning?
· How does socioeconomic status affect student achievement?
· How do ethnicity and race affect students’ school experience?
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Due:
Chapter 3 written assignment. Assignment:
Read Chapter 4 and related scholarly articles and Including a written response 1.5 pages long and no more than 3 pages long APA format required.
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5. Oko Zaptan
2/12
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Behavior and Social Theories of Learning
Chapter 5 Essential Questions:
· What is Learning?
· What are Behavioral Learning Theories?
· What are Some Principles of Behavioral Learning?
· How Has Social Learning Theory Contributed to Our understanding of Human Learning?
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Due:
Chapter 4 written assignment. Assignment:
Read Chapter 5 and related scholarly articles and Including a written response 1.5 pages long and no more than 3 pages long APA format required.
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6. Oko Sakpe
2/19
Face-To-Face
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Cognitive Theories of Learning
Chapter 6 Essential Questions:
· What is an Information-Processing Model?
· What Do We Know From Research on the Brain?
· What Causes People to Remember and Forget?
· How Can Memory Strategies Be Taught?
· What Makes Information Meaningful?
· How Do Metacognitive Skills Help Students Learn?
· What Study Strategies Help Students Learn?
· How Do Cognitive Teaching Strategies Help Students Learn?
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Due:
Chapter 5 written assignment. Assignment:
Read Chapter 6 and related scholarly articles and Including a written response 1.5 pages long and no more than 3 pages long APA format required.
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7. Oko Sakowin
2/26
Midterm
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Midterm
In relation to the weekly chapter writings, you will now take pertinent content to write the first two topical areas of your Educational Terrain. The Foundational Terrain and The Theoretical Terrain consists of the foundations of educational psychology and the pertinent theory.
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Due:
Chapter 6 written assignment. Assignment:
Read Chapter 7 and related scholarly articles and Including a written response 1.5 pages long and no more than 3 pages long APA format required.
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8. Oko Saglogan
3/5
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The Effective Lesson
Chapter 7 Essential Questions:
· What is Direct Instruction?
· How Does Research on Direct Instruction Methods Inform Teaching?
· How do Students Learn and Transfer Concepts?
How are Discussions Used in Instruction?
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Due:
Midterm Assignment inclusive of The Foundational Terrain and The Theoretical Terrain.
Assignment:
Read Chapter 7 and related scholarly articles and Including a written response 1.5 pages long and no more than 3 pages long APA format required.
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9. Oko Napciunka
3/12
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Student-Centered and
Constructivist Approaches to Instruction
Chapter 8 Essential Questions:
· What is the Constructivist View of Learning?
· How is Cooperative Learning Used in Instruction?
· How are Problem-Solving and Thinking Skills Taught?
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Due:
Chapter 7 written assignment. Assignment:
Read Chapter 8 and related scholarly articles and Including a written response 1.5 pages long and no more than 3 pages long APA format required.
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10. Oko Wikcemna
Spring Break
3/19
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Grouping, Differentiation, and Technology/Connectivism
Chapter 9 Essential Questions:
· What are Elements of Effective Instruction Beyond a Good Lesson?
· How are Students Grouped to Accommodate Achievement Differences?
· What are Some Ways of Differentiating Instruction?
· What Educational Programs Exist for Students Placed at Risk?
· How is Technology Used in Education?
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Due:
Chapter 8 written assignment. Assignment:
Read Chapter 9 and related scholarly articles and Including a written response 1.5 pages long and no more than 3 pages long APA format required.
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11. Oko Ake Wanji
3/26
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Motivating Students to Learn
Chapter 10 Essential Questions:
· What is motivation? What are Some Theories of Motivation? What Factors Affect Students’ Motivation?
· How Can Teachers Increase Students’ Motivation to Learn?
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Due:
Chapter 9 written assignment. Assignment:
Read Chapter 10 and related scholarly articles and Including a written response 1.5 pages long and no more than 3 pages long APA format required.
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12. Oko Ake Nunpa
4/9
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Effective Learning Environments
Chapter 11 Essential Questions:
· What is an Effective Learning Environment?
· What is the Impact of Time on Learning?
· What Practices Contribute to Effective Classroom Management?
· What are Some Strategies for Management Routine Misbehavior?
· How is Applied Behavior Analysis Used to Manage More Serious Behavior Problems?
How Can Serious Behavior Problems be Prevented?
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Due:
Chapter 10 written assignment. Assignment:
Read Chapter 11 and related scholarly articles and Including a written response 1.5 pages long and no more than 3 pages long APA format required.
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13. Oko AkeYamni
4/16
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Learning with Exceptionalities
Chapter 12 Essential Questions:
· Who are Learners with Exceptionalities?
· What is Special Education?
· What is Response to Intervention?
· What is Inclusion?
· What are Effective Strategies for Students with Disabilities in General Education?
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Due:
Chapter 11 written assignment. Assignment:
Read Chapter 12 and related scholarly articles and Including your response in the final Educational Terrain.
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14. Oko Ake Topa
4/23
Face-To-Face
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Assessing Student Learning
Chapter 13 Essential Questions:
· What are Instructional Objectives and How Are They Used?
· Why is Evaluation Important?
· How is Student Learning Evaluated?
· How are Tests Constructed?
· What are Authentic, Portfolio, and Performance Assessments?
· How are Grades Determined?
Standardized Tests and Accountability
Chapter 14 Topics:
· What are Standardized Tests and How are They Used?
· What Types of Standardized Tests are Given?
· How are Standardized Tests Interpreted?
· What are Some Issues Concerning Standardized and Classroom Testing?
· How are Educators Held Accountable for Student Achievement?
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Due:
Chapter 12 written assignment. Assignment:
Read Chapter 12 and related scholarly articles and Including your response in the final Educational Terrain. The final terrain will combine your Midterm areas of The Foundational Terrain and The Theoretical Terrain with modifications if needed. Added will be The Instructional Terrain and the Potential Terrain.
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15. Oko Wikcemna
4/30
Face-To-Face
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Closure to Advanced Educational Psychology
Course Wrap-up
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Due:
The Educational Terrain
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DISCLAIMER: The Syllabus is subject to change as deemed necessary by the instructor.
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