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UNIVERSITY OF WINDSOR--FACULTY OF EDUCATION-2010/2011

Outline For Educational Psychology, 80-203

Sections 01, 02

 

 

 

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(Update Sept 7th 2010

CLEW

Professor: Dr. Larry Morton; Office Ext: #3835   (Office Room: 3342A) Office Hours:  Monday 3:00 -4:30 p.m.

plus e-mail ... or by appointment

Section Location Class Times:
01 (P/J) 1101 Tuesday 8:30 - 10:20 a.m.
02 (P/J) 1101 Wednesday 8:00 - 9:50 a.m.
04 (I/S) 1101 Monday 1:00 - 2:50 p.m.
Text: Woolfolk, Winne, Perry & Schapka (2010). Educational Psychology (4th Canadian Edition). Pearson Canada
Two texts on two-hour Reserve in Leddy Library
Chapter Readings: Listed on Outline and on WEB
E-mail:  morton@uwindsor.ca  
Office: Room 3342A
Web Page: http://web2.uwindsor.ca/courses/edfac/morton/announcements1.htm
Objectives Applied-Activity Assignments Course Philosophy Reporting Grades

ABCs Method

Assignment Details   Plagiarism
Format Evaluation   Due Dates

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  For Sections 01, 02        
Class

Week Of...

Topics

Location

Chapter Readings

Notes

1. Sept. 14/15th Introduction 1101  

2. Sept. 21/22nd Teachers/Teaching 1101 Ch 1

3. Sept. 28/29th Development (Cognitive/Language)  1101 Ch 2

4. Oct  5/6th Development (Personal/Social/Emotional/Moral)  on-line Ch 3

5. Oct 12/13th Development (Intelligence/Styles/Abilities/Differences) on-line Ch 4

6. Oct 19/20th TEST #1 (chapters 1-4)  1101  

  Oct 25 - Nov 19 October Practice Teaching      
7. Nov 23/24th Viewing Learning --in Culture & Community on-line Ch 5

8. Nov. 30/Dec1st Viewing Learning--Behavioural Views of Learning 1101 Ch 6

9. Dec.. 7/8th Viewing Learning--Cognitive Views of Learning on-line Ch 7

  Dec 13-17 (Exam Week)     

10. Jan. 4/5th Cognitive Psychology--Complex Cognitive Processes on-line Ch 8

11. Jan. 11/12th Cognitive Psychology--Social Cognitive & Constructivist Views on-line Ch 9

12. Jan 18/19th Cognitive Psychology--Motivation 1101 Ch 10

13. Jan. 25/26th Learning Environments on-line Ch 11

14. Feb 1st/Feb 2nd TEST #2 (chapters 5-11) 1101  

  Feb 7-Mar 4 Practice Teaching      
15. Mar. 8/9th Teaching for Learning 1101 Ch 12

16 Mar. 15/16th Testing/Assessment/Grading on-line Ch 13

  Mar. 21-25 READING WEEK      
  Mar. 26-27 (Exam Week) TEST #3    

  Mar 30th - Apr 27 Practice Teaching      
  Apr 28-29 Portfolio Assessment      

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Objectives

The Educational Psychology course draws on existing information (theories, models, strategies, research, opinions, etc.) from the textbook. The actual classroom activities utilize, primarily, an applied focus. You will be required to interact with the information (current thinking, theory, and research) on the relationship between psychology and education with a view to the development of practical knowledge, on the one hand,  and practical and creative applications, on the other hand. The methodological approach used this year could be called: "The ABCs Method." As seen in the following chart, there are quite a number of Cs that give the classroom activities direction and purpose.

The ABC's Method -- Application-Based ...C...

Application-Based... Collaborations group work, talk, teach, share, tutor, committees,
Collages configurations typical of artwork,
Communiqués newsletters, brochures, reports, books, stories,
Constructions models, theories, strategies, databases, websites...
Critiques analysis, synthesis
Conducting orchestrate, ...like an orchestra conductor
Coaching providing rules, practice, teamwork, skill training, self and peer tutoring, models, ...
Computing diversion, creation, WWW, publishing, searching, ...
Communication talk, write, post, teach,
Communing with nature, with friends, with God, with the dead, ...
Colleagues teamwork, organize, strategize, utilize,..
Creativity games, websites, videos, songs, skits,
Credits draw on and acknowledge shoulders you stand on
Coffee Breaks vacations, and social infrastructures

Format

To meet the objectives, a variety of presentation formats (e.g., lecture, discussion, workgroups, video, presentations, websites, and on-line activities via CLEW) may be utilized. Workgroups (2-6 per group) will be formed for different in-class and/or on-line activities. Various group formats and group activities will be used in each class.  Groups will be required:

(1) to meet regularly during class time in the classroom and for on-line asynchronous discussions,

(2) to prepare responses (applications) related to in-class or on-line assignments,

(3) to prepare presentations (applications) for specified classes or purposes, and

(4) to prepare answers to assigned group-tests and/or quizzes (applications).

Participants are expected to (1) contribute to group discussions and applications, (2) explore various aspects of group roles and group dynamics (see pages 479ff, 400ff), and (3) indicate their participation by signing the worksheets handed in in class, and posting comments in the discussion threads in CLEW.

Applied-Activity Assignments

Given the educational importance of individual differences, various learning styles, cultural and cognitive differences, as well as personality differences, it is important to facilitate learning that is student-centered, varied, and constructive.

  2010-2011  
  Applied Activities

Adopting the more practical, and applied approach to courses, you pursue applications and practical outcomes to facilitate learning.

 
     
TESTS
Test 1 (10%) Multiple-Choice Test Format (Collaborative, Critical and Constructive) (chapters 1-4)
Test 2 (20%) Multiple-Choice Test Format  (individual) (chapters 5-11)
 
Test1 Week of Oct 18th
Test2 Week of Jan 31th
T?
     
 

IN-CLASS APPLIED ASSIGNMENTS

 

In-class and on-line applied assignments  (25%)
Draft Notes submitted at end-of-class (signed by participants).
Polished Construct submitted at end-of-week (by Saturday at 5:00 p.m.) (some may be posted as valuable (pedagogically and cognitively) for peers.
Summative Creation submitted at last class (in the form of a professional Newsletter). Cancelled.
Due Week of Assignment
 
     
BROCHURES A Set of Four Brochures (Address Four Different Topics on Development (drawn from Chapters 2-13 and Websites). Each topic would fall into one of the following six domains. Thus you could have a Brochure addressing a topic related to Develop Language. Then you could have a second Brochure addressing a topic related to Develop Morality. And so on, for the four Brochures.) The topics are listed in the imperative mood. You are instructing a particular target group (e.g., parents, teachers, students) to facilitate their understanding, use and development of the targeted construct. (20%)
Develop Language e.g. semantics, pragmatics, ESL, ... etc From Ch 2, 4, 5
Develop Cognition e.g., stages, memory, scaffolding, etc. From Ch 2, 8, 9
Develop Morality e.g., Kolberg, empathy, care, etc. From Ch 3,
Develop Psycho-socially e.g., Ericson, Bronfenbrenner From Ch 3
Develop Thinking e.g., creativity, critical, logical, etc. From Ch 2, 4, 7, 8, 9
Develop Strategy e.g., self-regulation, self-management, self-reinforcement, learning strategies... etc. From Ch 4, 5, 6, 9,
Set of 4
Due Week of Jan17th
     
 

GROUP PRESENTATION

 

A Group Presentation Assignment (20%)
Due Week of Jan 31st
 
     
 

Self Evaluation &

Peer Evaluation

 

(5%)
Due
Second last class.

Class 15

     

Content

The content for the course will be drawn from the textbook, from existing research, from class presentations, from peer experiences and knowledge, from media, and from Internet resources.

Assignment Details

1. In-Class Assignment/Constructions (25%).

Students--working in groups in class and on-line--will be required to formulate responses to questions, issues, problems, presentations, videos, and so on, and submit these responses at three times as indicated below. These responses are applications and may take the form of communiqués, critiques, constructs, creative work, and so on, for the Polished submissions.

The guiding principle for these applications is that you are intending to teach. While the teaching is directed initially at your peers, it could be reconfigured to a different target group for the Polished and Summative submission..

These responses are graded on a two-point scale (as too weak or non-participating (0), or participating with evident quality (2)).  There could be 6 to 12 of these in-class or on-line applications. Overall, these in-class assignments account for 25% of the course credit.

NOTE: For paper copies sign your name legibly (First and Last) to the in-class assignment or no credit can be given. For electronic submissions make sure you are making significant contributions in the on-line discussions about the assignment in Forums. For on-line assignments I intend to post the discussion/assignment question on Saturday, and close the discussion thread Friday evening at 7;00 p.m. The assignment can be submitted no later than Saturday at 7:00 p.m. This gives you seven days to reflect on the question, discuss it on-line, and formulate a response to submit.

NOTE. It is a form of plagiarism to have someone else sign your name to the class work, or to sign the name of another person not present. This type of plagiarism involves taking credit for work (or getting credit for work) that is not yours. (See the University Policy on Plagiarism.)

 
2. A Set of Four Brochures.

In this assignment you select four topics from four of the six general domains indicated above and developed in chapters 2 through 13. You prepare a Brochure on each topic. Your target audience could be student teachers, teachers, children, adolescents, parents, the public, and so on. Sample Brochures are available on-line and will be available in class later in the semester.

Due: See Below.

 

3. Group Presentations.

Your group prepares a presentation (5 to 10 minutes) typically aligning with one class on a topic from the relevant chapter, (an Applied Topical Presentation) generally, or ideally, related to the chapter.  Presentations illustrate in a practical way concepts, applications, strategies, etc. for the chapter assigned that week. Various formats are permitted (Video, PowerPoint, YouTube, audio tapes). Those opting for the video format (e.g., videotaping skits, pantomime, puppetry, interviews, simulations, creative scripts, illustrations, cartoons, etc.) must submit their videos by January 31st. Hopefully, a selection of the videos can be shown in class. This is a peer instruction teaching activity so if you opt for the video (or audio) format the presentation may be used in another group setting/class setting for peer instruction purposes.

Note: For those opting for video formats only a select few will be shown in class given the time constraints, the number of presentations, and the suitability of the content. Same for those preparing PowerPoint or similar technical formats.

Due: Jan 31st.

 

Self and Peer Evaluations Due: See below.
 

Evaluation of Assignments

In-class and/or On-line Groupwork & Reports (Total 30%) (Assignments 25%) plus Self and Peer Assessment (5%)

Brochures -- (20%) Due: Week of January 17th

Group Presentation --(20%) Due: In an electronic format (VCR, CD, DVD, Flash Drive, audio tape, etc.) ....

(Note the self-assessment/peer-assessment is typically administered in class 15 (or 16). If you do not attend this particular class your responses do not get full consideration when the data are collated. Only partial marks are assigned for late submissions. If you need to miss the class for a legitimate reason when the Self Assessments are collected  make sure you clear it with the instructor ahead of time so you can complete the alternate forms on time.)

Evaluation by Tests

First Test(10%), open-book, group-format, multiple-choice test (experiencing group test-taking dynamics, and learning)

Second Test (20%) open-book, individual-format

Final Test

The tests to evaluate course content (text and lectures) are objective tests (multiple-choice format with questions ranging from 40 to 60 per test) which will be administered during weeks indicated on the course outline. Several of the questions are ambiguous and are designed to generate discussion for the group-format.

TIP: When there appears to be more than one "right" answer your task is to decide which is the better, or best, "right" answer.  

Note that a good effort, and meeting specified criteria, will ensure a passing grade (typically in the B range), but not necessarily an A level grade. The actual grade and grade range is related to the normal distribution of marks. Those marking the authentic assessments are required to assign, first, a Pass/Fail grade. Then they are required to rank the submissions which meet criteria in terms of two categories: Complete and Outstanding.

Note all tests are "open-book."

Evaluation Formats

1. Criterion-Referenced (Overall Percent)

    Grade reflected in all marks acquired

2. Norm-Referenced (Based on a normal curve)

    Grade based on rank and relative standing

3. Authentic Assessment (Practical & Applied Assignments)

    Grade based on In-class assignments & group presentation

4. Self and Peer Assessment (Reflective & written)

    Grade based on report (5-%)

Reporting Grades

The grade submitted for university transcripts is the norm-referenced grade, not a criterion-referenced grade.

Student Evaluation of Teaching

Student Evaluation of Teaching (SET) forms will be administered during the last two weeks of class.

My Course Philosophy for 80-203

My philosophy for the educational psychology course is constructed  considering first, a range of possible course structures, secondly, the nature of the students in the course, and thirdly, my personal philosophy of such a course in a professional educational career path.

(1)     The nature of current university level courses:

a.        Undergraduate Courses --Educational psychology courses at the undergraduate level address breadth of the topic, expect acquisition of the curriculum content (i.e., the textbook and additional readings), require formal tests, and often require a written research paper on a focus of interest.

b.       Graduate Courses --Educational psychology courses at the graduate level (e.g., 80-503) focus on depth related to a particular topic, or a few related topics. (e.g., In the current 80-503 course the entire course focus is on self-regulation, a topic which gets about 10 pages of text, of the 500+ pages of text in the current text for 80-203).

c.        Professional Courses –Educational psychology treated as a professional course focuses on applications. Students are expected to gain exposure to the curriculum content through, reading, discussions, and use. They are expected to draw on the curriculum content to construct pedagogical applications, applications that have authentic educational merit, that are practical for portfolio constructions, that actually teach content and topics, and that facilitate functional learning.

(2)     the type of student in the program

a.        first, in the Faculty of Education program the consecutive students are university graduates, not typical undergraduates in Psychology or another major

b.       second, the students are diverse in terms of culture, background majors, technological expertise, and educational career objectives

c.        third, the students are professionals (or in a professional career path) and should acquire a life-long-learning style, practice, or penchant, and demonstrate a professional learning style

(3)     the type of program offered (i.e., professional program as opposed to an undergraduate program or graduate program).

Given the above caveats the following points regarding my personal course philosophy are applicable:

-I do not envision 80-203 as a typical undergraduate course in Psychology

-I am not aiming for mastery of content as in an undergraduate course

-I am not aiming for integrating content in the field of psychology as part of a major or minor field of study

-I am not aiming for in-depth explorations of theory and research (with research papers, and seminars) as in a graduate course.

-My aim: (1) exposure to concepts, information, research, models, and theories related to educational psychology, (2) reflection on such concepts, (3) use of such concepts in a pedagogical forum, (4) resource-building of such concepts, and (5) applications of such material to teach proximally and distally, evidenced by products produced (e.g., brochures, newspaper columns, newsletters, PowerPoint presentations, video presentations, web pages, peer tutoring, collaborative on-line discussions, and so on). These objectives are not in line with an undergraduate course philosophy or a graduate course philosophy.

I would expect someone with a course or two in psychology, or even a PhD in psychology, to construct creative and viable educational applications in the course, applications for teaching proximally (classmates) and distally (the public, teachers, the instructor, and future students).

POLICY ON PLAGIARISM   (ACADEMIC INFORMATION Undergraduate Degree Regulations)

2.4.22 POLICY ON PLAGIARISM
Plagiarism is defined as: "The act of appropriating the literary composition of another, or parts of passages of his or her writing, or the ideas or language of the same, and passing them off as the products of one's own mind." (Black's Law Dictionary)

It is expected that all students will be evaluated and graded on their individual merit and all work submitted for evaluation should clearly indicate that it is the student's own contribution.

Students often have to use the ideas of others as expressed in written or published work in preparing essays, papers, reports, theses and publications. It is imperative that both the data and ideas obtained from any and all published or unpublished material be properly acknowledged and their sources disclosed. Failure to follow this practice constitutes plagiarism and is considered to be a serious offence. Thus, anyone who knowingly or recklessly uses the work of another person and creates an impression that it is his or her own, is guilty of plagiarism.

Plagiarism also includes submitting one's own essay, paper, or thesis on more than one occasion. Accordingly, it is expected that a thesis, essay, paper or a report has not been and is not concurrently being submitted for credit for any other course. In exceptional circumstances and with the prior agreement of the instructor, a student may use research completed for one course as part of his or her written work for a second course.

A confirmed incident of plagiarism will result in a sanction ranging from a verbal warning, to a loss of credit in the course, to expulsion.