|
| |
|
UNIVERSITY OF WINDSOR |
|
FACULTY OF EDUCATION |
|
Psychology of Learning and Teaching |
|
80-503 (Fall 2010) |
|
Class hours: 5:00 - 7:50 p.m. |
|
|
| |
|
|
|
|
|
Preparation for classes |
 |
| Come to the class (or the on-line venue) prepared to discuss the
topics "on the table." This means you will have read the relevant
chapter, some background
information on the topic (perhaps a related article in addition to the
assigned reading/s). Or you may bring something different, but important, to
class to share with the group (e.g., book, web page, survey, interview,
newspaper opinion piece, picture, graphic, etc.). You may have interesting
and important questions to raise. You may have relevant personal experiences
to contribute. And so on... |
| To Prepare: (Information sources) |
| 1. A number of additional Educational Psychology
texts are available in the Library. Use these for any "Check The Text"
assignments when your own text is insufficient. |
| 2. Check the Course Web site |
| 3. Check Relevant Web sites |
| 4. Read Assigned Readings |
| 5. Consider Recommended Readings that
interest you. |
| |
|
| |
|
|
Class Presentations and Discussion Topics: |
| Date |
Topic |
Maps |
| Class 1 Sept 13 |
| Looking |
 |
|
|
Perspective |
|
Thinking |
| Introduction: Concept Mapping (What are the big
issues, hot topics, important constructs, relevant correlates in the
field of learning and teaching?) |
|
On Problems |
| What is: "Problem
Based Learning (PBL)?" A Key Thematic
Focus That Winds Through a Concept Map is
Self-Regulation.
Pick a problematic
behaviour: racism, bullying, anti-semitism, cruelty, violence,
suicidality, lying, cheating, eating disorders, drugs, crime...or
milder behaviours related to reading, writing, homework, attention,
memory, effort, thinking, etc. Flesh it out!
What are the self-regulation notes to get "onto the table?" |
| What is "Constructivism?"
Can you construct a solution...? Can you construct a
problem? Can we construct a
solution? |
| |
|
| Big Picture of The Course |
Big Picture of the Topics |
 |
 |
|
| Class 2 Sept 20 |
|
Seeing
|
 |
|
|
Philosophical
Underpinnings
|
|
Structured Thinking
|
|
On Frameworks |
| Can you
identify where "they" are coming from? |
| Can you
identify where "you" are coming from? |
|
| |
|
| Worldviews |
Paradigms |
| Minds |
Methodology |
| Intelligences |
Self-Regulation |
| |
| What do we need to include when building a
self-regulation framework? |
| Readings: Baumeister & Vohs (chapter 1) |
|
| Class 3 Sept 27 |
| Contextualizing |
 |
|
|
Problematic Behaviours
|
|
Critical Thinking
|
| (PBL)
Consider violence as a Self-Regulation problem. |
|
On Violence |
|
|
| |
|
|
|
| |
|
| Readings:
(1) Baumeister & Vohs chapter 2 (pages 30-33)
(2) Baumeister & Vohs chapter 3
(3) selected
article for Critique |
|
| Class 4 Oct 4th (DE) |
|
Understanding
|
 |
|
|
Morality & Character
|
|
Reflective Thinking
|
| (PBL)
Draw a concept map or schematic for moral aspects of education, particularly
with reference to personal responsibility. With this information in
mind, how does morality link to education (objectives, curriculum and
pedagogy)? How does moral education link to the topic of problematic
behaviour in
education--learning and teaching? In essence, what is the link between morality
and self-regulation? |
|
On Substrates of Self-Regulation |
|
|
|
|
|
|
Development |
| Physical |
Cognitive |
| Social |
Psycho-social |
| Moral |
Language |
| |
|
| Temperament (ch 18) |
Effort (ch 13) |
| Attention (ch 14) |
Beliefs (ch 10) |
| Readings:
(1) Baumeister & Vohs chapter 4 (pages 71-76)
(2) Baumeister & Vohs chapter 5
(2) Baumeister & Vohs chapter 6
|
|
| Class 5 Oct 18th |
| Technique |
 |
|
|
Pedagogy |
|
Thinking Innovatively
|
| (PBL)
Construct a picture of racism in education?
|
|
On Racism |
|
|
|
|
|
|
| |
|
| |
|
| |
Readings: Dovidio, Gaertner, Nier, Kawakami, & Hodson (2004) p.
141-167 Baumeister & Vohs (chapter 8) |
|
|
|
|
| Class 6 Oct 25th(DE)
|
| Problems |
 |
|
|
Cognition |
|
Thinking Reflexively
|
| (PBL)
Immaturity? |
|
On Development of Self-Regulation |
|
|
|
|
|
|
|
| |
|
| |
Baumeister & Vohs chapters 15 (pages 301-309) Baumeister & Vohs
chapter 17 |
| |
|
| |
|
|
| Class 7 Nov 1 (DE)
|
| Certainty |
 |
|
|
Cognition |
|
Researched Thinking
|
| (PBL)
How sure are you about what you believe? What is the basis for such surety? |
|
On Interpersonal Aspects of Self-Regulation |
|
|
|
|
|
|
|
| |
|
| |
Baumeister & Vohs chapter 19
Baumeister & Vohs chapter 20) |
| |
|
| |
|
|
|
|
|
| |
| Date: |
Lecture Topic: |
|
| Class 8 Nov 8
(DE) |
| Themes |
| Methods |
|
On Individual Differences In Self-Regulation |
|
| |
|
| |
Baumeister & Vohs (chapters 21 & 22) |
| |
|
| |
|
|
|
Seminar Presentations: |
| Class 9 Nov 15th (DE)
|
| Themes |
| Addictions |
| Methods |
| Research Stories |
|
|
| Class 10 Nov 22nd |
| Themes |
| Eating |
| Methods |
| Research Stories |
|
|
| Class 11 Nov 29(DE?) |
| Themes |
| Risk (Sexual
and Criminal) |
| Methods |
| Research Stories |
|
|
| Class 12 Dec 6(DE?) |
| Themes |
| Learning
(Strategies/Motivation/ Curriculum/ ...) |
| Methods |
| Research Stories |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Readings: |
| Date/Class |
Topic |
Readings (Course Text, Supplied Articles, On-line,
Library Articles, Texts-In-class, and Texts In the Library) |
| Class 1 |
| Overview |
| Influences on the Psychology of
Learning and the Psychology of Teaching |
| |
|
| TEXTS: |
Check one of the standard Educational
Psychology Texts: "What do the texts say about
constructivism?" |
|
|
|
|
| Class 2 |
| Underpinnings |
| Perspective |
| Structured Thinking |
|
| TEXTS: |
Skim a typical text. What do the texts say about perspective
or paradigms? |
|
| ON-LINE Readings |
Review the Links below on Worldviews and Paradigms |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Baumeister & Vohs (chapter 1) |
|
|
| Class 3 |
| Issues |
| Violence |
| Thinking Critically |
|
| TEXTS: |
What do the texts say about violence
and education? |
| |
Baumeister & Vohs (chapters 2 & 3) |
| On-Line |
Choose one article to critique (Library Article
or on-line accessible) (From
Supplied List) |
|
| Post: |
| Response to question on-line. |
|
|
|
| Class 4 |
| Development |
| Psycho-Social-Moral... |
| Thinking Broadly |
|
| |
|
Baumeister & Vohs (chapters 5 & 6) |
| |
|
|
|
| |
|
| Class 5 |
| Pedagogy |
| Which
Pedagogy for Dealing with Racism? |
| |
|
| Texts: |
What do the texts say about
racism? |
|
| |
Reading: Dovidio, Gaertner,
Nier, Kawakami, & Hodson (2004) p. 141-167 |
| |
Baumeister & Vohs (chapter 8) |
| On-Line |
Pedagogy Models |
|
|
| |
|
| Class 6 (DE) |
| Research |
| On Development
of Self-Regulation |
| |
|
| Texts: |
What do the texts say about thinking,
...thinking critically? |
|
| On-Line |
Baumeister & Vohs (chapters 15 & 17) |
|
|
|
| Class 7 (DE) |
| Research |
| On
Interpersonal Aspects of Self-Regulation |
| |
|
| |
Baumeister & Vohs (chapters 19 & 20) |
|
| |
|
| Class 8 (DE) |
| Research |
| On Individual
Differences in Self-Regulation |
| |
|
| |
Baumeister & Vohs (chapters 21 & 22) |
|
| |
|
|
|
| |
| Students |
|
| |
|
|
