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PSY201 Educational PsychologySyllabus

Course InformationOrganization Mercer County Community CollegeCourse Number PSY201 – Fall 2009Credits 3

TR 2:45- 4:00pm

Instructor Elizabeth DeGiorgioE-mail Address degiorge@mccc.eduCourse/Faculty Website

http://www.mccc.edu/~degiorge

Office: LA122Office Phone 609-586-4800 x3862OFFICE HOURS: Monday/Wednesday- 2:45pm to 3:45pm (LA122) Tuesday- 4:00pm to 5:00 (LA122) Thursday – 1:45am to 2:45 pm (LA122) Friday - ONLINE Course description

This course is an in depth study of fundamental concepts and principles that have broad applicability to classroom practice and supports the preparation and continuing development of educational and human-service professionals.Topics such as, student development, student diversity, learning, cognitive processes, motivation, and instructional and assessment strategies will be explored.

Relationship to Professional Preparation.

This course is an option for all students seeking to enter a baccalaureate degree program in education or the human service professions.Students are provided with the psychological principles of learning, development, motivation, and behavior to help them apply those principles in becoming more effective teachers. This course also adheres to the “Model Standards for Beginning Teacher Licensing and Development” as established by the Interstate New Teacher Assessment and Support Consortium (INTASC). These standards identify a “common core of teaching knowledge and skills” that INTASC deems necessary for effective, high quality teaching.

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COURSE OBJECTIVES: In addition to the NCATE and INTASC standards the following New Jersey Professional Development Standards are addressed as course objectives: http://www.njpep.org/standards/pd_standards/

1. Enhances knowledge of subject content.

2.Improves understanding of the academic, social, emotional, and physical needs of each learner and ensures that educators utilize appropriate teaching skills to enable students to meet or exceed their potential.

3.Reflects best available interpretations of relevant knowledge, including empirical research and the consensus of professional opinion in teaching, learning, and leadership.

4. Encourages educators to develop a variety of classroom based assessment skills.

5. Provides for integrating new learning into the curriculum and the classroom.

6. Is based on knowledge of adult learning and development.

7. Is periodically assessed to show its impact on teaching practice and/or student learning.

8. Results from clear, coherent, strategic planning that is embraced and supported by the district's governing body and by all levels of the school system.

9. Develops a school culture that fosters continuous improvement and that challenges traditional roles and relationships among educators.

10. Is supported by the intellectual and financial commitment which enables the achievement of professional development plans.

11. Is supported by sufficient time during working hours to engage in collegial consultation and learning and to support professional development.

12. Empowers educators to work effectively with parent and community partners.

Textbook: Educational Psychology: Reflection For Action by Angela O’Donnell, Reeve, Smith 2nd. Edition and Wiley Plus

Learner Supplies:

A 3-ring-binder “notebook” to keep all of your notes and class handouts together in one place. We will be using handouts for notes most of the class, so a spiral

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notebook will not be as useful.

PrerequisitesStudents must be academically eligible for college-level work and have technology skills. ENG 101

Exit Learning Outcomes

Course-specific, General Education Goals and Core Skills

LEARNER OUTCOMES/ASSESSMENT:

Knowledge(Subject matter or discipline(s), Professional field of study, Pedagogical knowledge, Pedagogical content knowledge, Professional knowledge)

As a result of this course, students wilStandard #1: Enhances knowledge of subject content.

Students use their understanding of the nature of learning, cognitive processes, and behavior of children and adolescents to be able to apply the principles to classroom practice.Students As a result of this course, students will understand the importance of each content area in learning. They will know demonstrate an understanding of the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and cancanthe importance of each content area in learning. They will also be able identify resources to deepen their understanding.

This will be assessed through the review of resources in the educator learning center (www.educatorlearnnigcenter.com), discussion topics and cooperative learning activities.

Standard #2: Improves understanding of the academic, social, emotional, and physical needs of each learner and ensures that educators utilize appropriate teaching skills to enable students to meet or exceed their potential. know about, understand,As a result of this course, students will demonstrate an understanding and value the importance and complex characteristics of learners. This will enable students Students will be able to adjust instructional strategies based on knowledge of how students learn and develop, encourages the establishment of a . Students will design learning environment that enhances student learning and critical thinking.

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This will be assessed through the design and supports a philosophyphilosophyevaluation of school and classroom-based management which maximizes student learning. Students use their own knowledge and resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for all students.This will be assessed through case studies, out of class activities, reviewing videos.

Standard #3: Reflects best available interpretations of relevant knowledge, including empirical research and the consensus of professional opinion in teaching, learning, and leadership

As a result of this course, students will keep abreast of current educational research and integrate new understandings into content and instruction.

This will be assessed through the reviews of research journal articles.

Standard #4: Encourages educators to develop a variety of classroom based assessment skills.

knowknowStudents will demonstrate an understanding about and understand the goals, benefits, and uses of assessment. They know about and will use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals to positively influence children’s development.

This will be assessed through the design of assessment plans, team activities, review of observation videos and classroom discussions.

Standard #5: Provides for integrating new learning into the curriculum and the classroom

As a result of this class, students will be empowered to connect their learning to what they will teach and to incorporate new concepts into practice.

This will be assessed through presentations and lesson designs.

Performance (Skills)(The ability to use content, professional and pedagogical knowledge effectively and readily in diverse teaching settings in a manner that ensures that all students are learning.)

As a result of this course, students will:

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Standard #2

Standard #6: Is based on knowledge of adult learning and development recognizeAs a result of this course, students will be able to understand motivation, the stages of development, and personal goals and needs, and levels of expertise, and. They will also be able to apply what is known about motivation for growth and the development of positive self esteem.

This will be assessed through the review of case studies and group activities.

Disposition(s)(Values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator’s own professional growth—guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility and social justice.)

As a result of this course, students will:Standard #7: Is periodically assessed to show its impact on teaching practice and/or student learning use assessments and self-assessments to evaluate the impact of professional development.Standard #8: Results from clear, coherent, strategic planning that is embraced and supported by the district's governing body and by all levels of the school systemStudents delineate what students are expected to know and be able to doStudents will analyze desegregated student data (i.e., gender, socioeconomic, ethnicity, and language) and in making decisions based on that daStudents engage in the use of reflection and self-assessment in professional and intellectual growStandard #9: Develops a school culture that fosters continuous improvement and that challenges traditional roles and relationships among educators.Students understand and are provided with opportunities for ongoing and meaningful collaboration among peers. Students engage in and encourage creativity and innovation.Standard #10: Is supported by the intellectual and financial commitment which enables the achievement of professional development plAs a result of this course, Students understand and use technologies and other modern resources that are essential will be able to effective professional work and learning.Students identify and conduct themselves as members of the teaching profession. They will know and use ethical guidelines and other professional standards related to practice. TheyTheyStudents are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.

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Standard #11: Is supported by sufficient time during working hours to engage in collegial consultation and learning and to support professional developmenStudents are provides time for to team plan, collaborate, analyze data and student work, develop and implement instructional practices, curricula and assessments, implement federal, state, and local mandates, etc.Standard #12: Empowers educators to work effectively with parent and community partnerStudents are enabled to identify and use community resources to foster student learninThis will be assessed through assessments, attendance at workshops, conferences, conducting research, reviewing journal articles.

Educational Psychology: Reflection for Action, 2nd Edition

Educational Psychology: Reflection for Action, 2nd EditionAngela O'Donnell, Rutgers, The State University of New JerseyJohnmarshall Reeve, University of Iowa Jeffrey Smith, University of OtagoISBN: 978-0-470-13630-0©2009624 pages

Table of Contents

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Chapter 1. Introducing Educational Psychology & Reflective Practice.

Chapter 2. Effective Teachers and the Process of Teaching.

Chapter 3. Cognitive Development.

Chapter 4. Personal and Social Development.

Chapter 5. Individual Differences and Special Needs.

Chapter 6. Behavior Learning Theory.

Chapter 7. Classroom Management.

Chapter 8. Cognitive Theories of Learning.

Chapter 9. Learning from Peers.

Chapter 10. Social Constructivism and Learning in Community.

Chapter 11. Engaging Students in Learning.

Chapter 12. Motivation to Learn.

Chapter 13. Assessment for Learning.

Chapter 14. Standardized Assessments.

 

TENTATIVE COURSE SCHEDULE:Fall 2008 Educational Psychology

DATE TOPIC READING PREPARATION

Week1I. INTRODUCTION TO EDUCATIONAL PSYCHOLOGY

 Content:  Educational Psychology 1.  Define and describe the following: 

Chapter 1 Complete the advance organizer*Read the article on student diversity*Find a newspaper article related to education and bring it to class for discussion*Download, print and bring to class

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education, psychology, educational psychology.

2.  Explain how educational psychology is thought of as a distinct discipline; describe how      it is a science as well as an art and how it involves reflection and technique. 3.  Describe how educational psychology is used by teachers.

What to Expect Your First Year of Teachingwww.ed.gov/pubs/FirstYear/index.html (my website) Sign on to Wiley+ Complete pretest Complete activity

Week 2

Theories of Development and Research methods Content:  The Role of Theory 1.  Define and distinguish between the following terms:  theory, law, principle. 2.  Identify and describe the functions of a theory. 3.  Discriminate what is and what is not a theory; emphasize how a theory attempts to      explain a phenomenon.

Chapter 1 Read and outline chapter 1 in your course notebook, define key terms.

Use Wiley + for enhancement and support.

Week 3

Effective Teachers and the Process of Teaching Chapter 2 Wiley plus Exploration –

Week 4

Cognitive Development Chapter 3

Week 5

Personal and Social Development Chapter 4

Week 6

Individual differences and special needs Chapter 5

Week 7

Behavior Learning Theory Chapter 6

Week 8

Classroom Management Chapter 7

Week 9

Cognitive theories of learning Chapter 8

Week 10

Learning from peers Chapter 9

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Week 11

Social constructivism and learning in community

Chapter 10

Week 12

Engaging Students in learning Chapter 11

Week 13

Motivation to learn Chapter 12

Week 14

Assessment Chapter 13Chapter 14

Week 15

Final Exam – last day of class

*The instructor reserves the right to modify the schedule and assignments if necessary during the course.

INSTRUCTIONAL PROCEDURES:Classroom experiences include discussion, activities, role-play, lecture, class presentations, case studies, fieldwork, and individual projects.

COURSE REQUIREMENTS: Guidelines and rubrics will be provided

1. Class Participation/Preparation (30 points possible)Students are expected to read text and supplementary readings as assigned. Students are also expected to attend class prepared to actively participate in class discussions, assignments, and activities. Communication skills are strengthened and a great deal is learned through interactions with peers in class.

2. Lesson plan/Activity presentation (co teaching)design (50 points)

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Lesson plans/ Activities will address the key features of a positive learning environment and attend to the healthy, respective, supportive, and challenging dimensions.Student co teachersteachersteams are required to develop lesson/activity plans with clear and concise learner objectives and outcomes.A demonstration lesson (15 minutes) will be taught in and present their ideas to the class with peers as learners. Students will complete self-evaluations and peer evaluations.Additional information and a lesson plan format formats will be provided in class. Child observation - domains of development Setting 1 observation Setting 2 observation – comparison report

3. 4 Exams (3 exams 50 multiple choice items, Final Exam, essay form in class) 400 pointsExams may include multiple choice, true-false, short answer/essay, and analysis/application questions. Material may include text readings, supplemental readings as assigned, class lecture, discussion, and activities. The 3 exams will be administered in the test center LA216. The final exam will be administered in class on the last day of class.

Identifying and Using Professional Resources (200 poin4. (10) Activities (100 points) Guidelines will be discussed in class.

6. Activities with Wiley plus on line. (50 points)

Total points possible: 630

Your final grade is determined by taking your total points earned and dividing it by the total points possible.

CLASS POLICIES: Special Accommodations: In order to receive accommodations students must be registered with the appropriate disability service provider on campus as set forth in the student handbook and must follow the college procedure for self-disclosure. Students will not be afforded any special accommodations for academic work completed prior to the completion of the documentation process with the appropriate

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disability service office. The College provides various kinds of student services and academic services, including learning resources, tutorial services, writing assistance, and counseling. To maximize your academic success, please check the college homepage for pertinent information so that you may benefit from the free services and workshops provided.

Academic Honesty (Please read the handout)Plagiarism is the use of another’s words or ideas without acknowledgment. It is the equivalent of theft. Some plagiarism is extreme and willful (i.e., buying term papers). Other forms of plagiarism may arise from carelessness or ignorance (i.e., misusing quotation marks or citations). Plagiarism of any kind is not acceptable nor will it be tolerated.

Attendance PolicyAttendance is mandatory. Your enrollment in this course constitutes a commitment to attend and participate in this class. It is your responsibility to attend class regularly and to check announcements frequently in order to stay informed. If you miss a class, get the material from a classmate who takes adequate notes, find out if a test is forthcoming, etc., and also get in touch with the instructor as soon as possible. Those students who attend class regularly tend to perform better on tests. Students also need to participate in the discussions and complete assignments

*Excessive absences (more than 3) will result in student withdrawal (WI) by instructor. In addition, if you come to class late or leave early, your grade will also be affected. Three late arrivals or early departures or a combination of these will equal one class absence. Attendance will be taken at the beginning of every class. In the event of an unavoidable absence, it is the student’s responsibility to keep abreast of all assignments and material covered.

ProfessionalismProfessional behavior is expected of all students. Students should refrain from talking while peers or the instructor is talking and should participate to the best of their abilities in all class activities. Cell phones must be turned off during class. Anyone who does not adhere to this policy will have points deducted from the class participation grade.

Work QualityIt is assumed that all work will be of professional quality. All assignments must be typed and in APA format. Any student’s work containing numerous spelling, typographical, or grammatical errors will result in the loss of points. Work that is illegible will be returned ungraded and zero (0) points will be earned.Late Assignments Late assignments will not be accepted. Absence from class is not a legitimate excuse for turning in a late assignment. Make every attempt to meet deadlines.OUTCOMES SPECIFIC TO THE COURSE TEXTBOOK

I. INTRODUCTION TO EDUCATIONAL PSYCHOLOGY

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 Content:  Educational Psychology 1.  Define and describe the following:  education, psychology, educational psychology. 2.  Explain how educational psychology is thought of as a distinct discipline; describe how it is a science as well as an art and how it involves reflection and technique. 3.  Describe how educational psychology is used by teachers.

II. RESEARCH METHODS

 Content:  The Role of Theory 4.  Define and distinguish between the following terms:  theory, law, principle. 5.  Identify and describe the functions of a theory. 6.  Discriminate what is and what is not a theory; emphasize how a theory attempts to      explain a phenomenon.

 Content:  Types of Research Studies 7.  Describe in detail the correlation method, and the experimental method; explain the      following terms:  positive correlation, negative correlation, experiment, cause/effect,      random assignment, independent variable, and dependent variable. 8.  Explain the differences between the correlation method and the experimental method. 9.  Evaluate the effectiveness of each method with respect to the problem studied.

 Content:  Testing Hypotheses 10.  Define hypothesis. 11.  Explain the process of formulating and testing a hypothesis.

 Content:  Research Articles 12.  Describe the basic components of a research article:  (1) an abstract, (2) an introduction        section, (3) a method section, (4) a results section, and (5) a discussion section. 13.  Distinguish research articles from other kinds of articles (reviews of the literature,        position papers).

 Content:  Ethics in Research 14.  Identify and describe the ethical principles for conducting research with human        participants as published by the American Psychological Association. 15.  Use ethical principles when conducting observations and other research activities. 16.  Evaluate descriptions of research and determine if ethical principles were or were not adhered to.

III. COGNITIVE DEVELOPMENT AND LANGUAGE

 Content:  Cognitive Stage Theory 17.  Define and differentiate between maturation, development, and learning.

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18.  Explain stage and non-stage views of development; explain the general principles of        development (i.e., a gradual process, relatively orderly, differences in rates).

Content:  Piaget's Cognitive Stages of Development 19.  Describe Piaget's four developmental stages. 20.  Define and give examples of essential terms (scheme, assimilation, accommodation,        and equilibration). 21.  Discriminate between the stages and explain the hierarchical nature of the stages. 22.  Specify the stage of development of an individual by using Piaget's tasks. 23.  explain the effects of equilibration, assimilation, and accommodation at specific stages,        and the significance of disequilibration. 24.  describe the strengths and the weaknesses of Piaget's theory with respect to the         methods used by Piaget, concepts developed, and support for the stage view. 25.  suggest teaching practices useful for matching instruction to stages of development. 26.  suggest teaching practices useful at specific stages by including Vygotsky's "zone of        proximal development".

 Content:  Information Processing 27.  identify and describe the essential aspects of information processing approach (i.e.,        sensory register, short-term memory, and long-term memory). 28.  explain how information processing theories relate to Piaget's theory. 29.  compare and contrast Piaget's cognitive theory with information processing theory        (e.g., Case's Neo-Piagetian theory). 30.  identify the essential aspects of "Theories of Metacognition". 31.  explain the types of cognitive phenomena.

 Content:  Language Development 32.  explain the major views of language development (i.e., the Behavioristic, Social        Learning, and Nativistic views). 33.  discriminate between the major views of language development.

IV. PSYCHOSOCIAL AND MORAL DEVELOPMENT

 Content:  Erikson's Psychosocial Stages of Development 34.  describe the concepts of psychosocial and developmental crisis. 35.  describe Erikson's eight stages of psychosocial development. 36.  give examples of developmental crises at each stage and describe the conditions which        are likely to result in positive or negative outcomes. 37.  discriminate between the stages of psychosocial development. 38.  use Erikson's criteria to determine the psychosocial stage of an individual. 39.  explain the strengths and the weaknesses of Erikson's psychosocial theory.

 Content:  Identity and Role Perception 40.  identify Marcia's four identity statuses.

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41.  explain the characteristics of each identity status. 42.  explain differences in identity statuses by giving examples. 43.  identify psychological androgyny. 44.  identify and demonstrate techniques which might be used to teach/encourage        psychological androgyny.

 Content:  Piaget's Theory of Moral Development 45.  explain the attributes of the heteronomous and autonomous stages of moral        development. 46.  explain Piaget's moral development criteria relative to his stages of cognitive        development.

 Content:  Kohlberg's Theory of Moral Development 47.  identify Kohlberg's three levels and six stages of moral development. 48.  explain the attributes of each level of morality. 49.  explain responses to moral dilemmas based on the understanding of each level of        morality. 50.  explain the strengths and the weaknesses of Kohlberg's theory of moral development.

 Content:  Cognitive, Psychosocial, Moral and Language Development at Different School                   Age Levels. 51.  identify the basic levels of school age development (preschool/kindergarten,        elementary, middle school, and high school grades). 52.  identify the cognitive characteristics at each of the five levels of school age        development. 53.  identify the psychosocial characteristics at each of the five levels of school age        development. 54.  identify the characteristics of moral development at each of the five levels of school        age development. 55.  identify the characteristics of language development at each of the five levels of school        age development. 56.  describe expected behaviors at each school age level based on the knowledge of        developmental research. 57.  discriminate between teaching techniques at each school age level based on knowledge        of developmental research.

V. LEARNING:  BEHAVIORAL VIEWS

 Content:  Classical Conditioning 58.  define and give examples of the key terms of classical conditioning. 59.  describe the basic process of classical conditioning.

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60.  describe the major contributions of Ivan Pavlov and John B. Watson. 61.  give examples of how classical conditioning may occur in the classroom. 62.  develop a positive classroom application for the principal of classical conditioning in

       the classroom.

 Content:  Operant Conditioning 63.  identify, define, and give practical examples of the key terms of operant conditioning. 64.  explain the fundamental differences between classical conditioning and operant        conditioning, 65.  describe the major contributions of Edward L. Thorndike and B. F. Skinner. 66.  identify and explain schedules of reinforcement. 67.  compare the effects, relative usefulness, and desirability of reinforcement versus        punishment as means of behavior modification.

 Content:  Social Learning Theory 68.  identify and explain the four sequential steps in observational learning. 69.  explain the educational implications of the three classic studies by Bandura, Ross, and        Ross.

VI. APPLICATIONS OF BEHAVIORAL APPROACHES

 Content:  Applying Behavioral Theories in the Classroom 70.  develop a plan for the use of positive reinforcement to encourage a specific behavior in        the classroom. 71.  describe the basic principles of the effective use of praise in the classroom. 72.  define the Premack Principle and give examples of how it might be employed in the        classroom. 73.  discuss the use of cueing, prompting, modeling, and shaping as methods of developing        new behaviors in the classroom. 74.  develop a plan for the use of negative reinforcement to encourage a specific behavior. 75.  develop a plan for the use of extinction to discourage a specific behavior among        students. 76.  explain how the different schedules of reinforcement might be used to establish quickly        a behavior and to establish a behavior highly resistant to extinction. 77.  describe 10 reinforcers that cost no money and how they might be of practical use in        the classroom.

VII. LEARNING:  COGNITIVE VIEWS

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 Content:  Associationist and Constructivist Approaches 78.  describe and discriminate between characteristics of Ebbinghaus' approach to his        study of memory and Bartlett's approach. 79.  describe the manner in which Ebbinghaus conducted his research on memory. 80.  describe the manner in which Bartlett conducted his research on memory. 81.  discuss the lasting contributions of Ebbinghaus to current memory theory. 82.  discuss the lasting contributions of Bartlett to current memory theory.

 Content:  Information Processing 83.  describe the major components of the memory store model of information processing

       theory. 84.  explain the functions of the components of the memory store model of information        processing (i.e. sensory register, short term memory, long term memory). 85.  define, describe, and discriminate between the various memory structures and        processes within the memory store model of information processing. 86.  explain the two processes that determine whether or not information in the sensory        register will receive additional processing, especially the role of attention. 87.  discuss information processing factors that influence learning (attention, rehearsal,        organization, elaboration, etc.). 88.  explain Paivio's Dual Code Theory and how it accounts for efficient retrieval from        memory. 89.  contrast Levels of Processing Theory with Memory Stores of Information Processing

       Theory.

 Content:  Gestalt Psychology 90.  define the essential terms in Gestalt Psychology (e.g. figure-ground, Pragnanz, closure,        similarity, proximity, etc.). 91.  explain the contribution of Gestalt psychology to later thinking on teaching.

 Content:  Techniques for Enhancing Memory 92.  describe examples of attention-getters. 93.  describe and give examples of control processes for short-and long-term memory. 94.  explain how memorization may be aided by devices and activities. 95.  define and discriminate between maintenance rehearsal and elaborative rehearsal.

 Content:  Theories of Forgetting 96.  define and describe explanations of forgetting. 97.  distinguish between and explain retroactive inhibition and proactive inhibition. 98.  explain how the use of the principles of distributed practice and serial position can be

       helpful to a teacher.  

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VIII. APPLICATIONS OF THE COGNITIVE PERSPECTIVE

Content:  Transfer 99.  define and describe the types of transfer.

 Content:  Ausubel's Cognitive Structure Approach 100.  explain Ausubel's concept of meaningfulness and the main requirements for          meaningful learning. 111.  describe the use and contribution of advanced organizers in a teaching lesson.

 Content:  Gagne's Model for School Learning 112.  explain the three main components of Gagne's model. 113.  explain how Gagne's instructional events can be used when teaching a lesson. 114.  identify and explain the five outcomes of learning.

 Content:  Bruner's Theory of Cognitive Development and Education 115.  define and explain the basic terms related to Bruner's theory. 116.  identify techniques used in the discovery approach to teaching.

 Content:  Problem-Solving 117.  define problem solving and identify techniques used in problem-solving. 118.  explain how the amount of time available and the topic being covered may influence          procedures taken when using discovery techniques.

 Content:  Comparing Cognitive and Behavioral Theories 119.  explain the differences between cognitive and behavioral theories in terms of          reinforcement, motivation, and generalization.

IX. MOTIVATION

 Content:  The Behavioral View 120.  explain the basic principles of motivation from the behavioral viewpoint. 121.  explain the fundamental differences between intrinsic and extrinsic motivation and          give examples of each. 122.  explain the potential dangers of the use of rewards in the classroom.

 Content:  The Cognitive View 123.  explain the advantages of intrinsically motivated learning. 124.  explain the concept of locus of control. 125.  explain techniques for stimulating cognitive disequilibrium in students. 126.  explain the effects of extrinsic rewards on intrinsic motivation. 127.  explain the basic implications of attribution theory and how the theory may be

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applied          in the classroom.

 Content:  The Humanistic View 128.  explain the basic concept of the humanistic (needs) theory of motivation. 129.  describe the differences between deficiency needs and growth needs. 130.  explain the implications of Maslow's Hierarchy of Needs for the classroom.

 Content:  Student Aspirations and Achievement 131.  explain how a student's level of arousal/anxiety affects his/her academic performance. 132.  explain how fear of failure, need for achievement, and fear of success may affect          student performance. 133.  explain the basic principle of Festinger's cognitive dissonance theory and how you         might apply the principle to enhance learning in your classroom. 134.  explain how the principles of the expectancy-value model may be useful in the          classroom.

 Content:  The Classroom Atmosphere 135.  describe some of the reasons a student might lack motivation and what you, as a          teacher, might do to improve it. 136.  explain how a teacher's attitudes, personality, and expectations might affect students'          performance.

X. CLASSROOM MANAGEMENT

 Content:  The Classroom Atmosphere (Environment) 137.  discuss how the two major types of classroom atmosphere (constructive and non-          constructive) can determine the kind of behavior that might occur in the classroom. 138.  identify contributors to the constructive/non-constructive classroom atmosphere          (teacher, student, classroom management, content, classroom           arrangement/appearance..).

 Content:  Establishment of a Constructive Classroom Atmosphere 139.  explain and illustrate basic teacher characteristics/actions (Kounin) that have been          shown to help create a constructive classroom environment ("withitness",          overlapping, group focus, management of transitions, ripple effect). 140.  illustrate appropriate use of other proven techniques that assist in establishing a          constructive classroom environment (signals, proximity, humor, variety,          "No-lose negotiation"). 141.  identify factors that should be considered in starting the school year that would aid in          initially creating a constructive classroom atmosphere. 142.  explain why a constructive classroom atmosphere should be the primary goal of          classroom management.

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 Content:  Management of Problematic Behavior (Intervention):  Reestablishment of a Constructive Classroom Atmosphere 143.  given a list of classroom misbehaviors that are of a more problematic (serious,          continuous, dangerous) nature, explain how these may relate to teacher-sources,          student-sources, classroom-arrangement sources, content sources. 144.  given the basic principles of Assertive Discipline by Canter, explain how these          principles might be used to maintain or reestablish a constructive classroom          atmosphere. 145.  discuss the tendency for the use of punishment (focus on negative behavior) and list

         disadvantages of its use. 146.  faced with an unconstructive classroom environment, devise methods for          reestablishment for a constructive classroom atmosphere.

XI. INDIVIDUAL DIFFERENCES

 Content:  The Problem of Student Differences 147.  explain what is meant by "student differences" and their implications for instruction. 148.  discuss the behaviors associated with being brought up in different cultures and their          consequences for classroom instruction.

 Content:  Characteristics of Students From Different Backgrounds 149.  explain how socioeconomic status is defined by sociologists. 150.  explain the importance of social class for school achievement. 151.  explain the purpose of compensatory education programs.

 Content:  Gender Differences 152.  explain actual versus learned gender differences. 153.  discuss how schools contribute to gender differences 154.  explain how gender differences affect achievement. 155.  Explain how social class affects sex-role differences.

XII. INTELLIGENCE AND CREATIVITY

 Content:  Definition of Intelligence 156.  discuss historical and contemporary developments of the concept of intelligence 157.  identify the formula for calculating IQ. 158.  examine the nature-nurture issue as it relates to intelligence. 159.  differentiate between achievement and intelligence. 160.  differentiate between fluid and crystallized intelligence.

 Content:  Information Processing Views of Intelligence 161.  identify the components of Sternberg's Triarchic Theory of intelligence.

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 Content:  Psychometric Views of Intelligence 162.  identify the concepts behind the general-factor theory of intelligence. (Spearman). 163.  identify the concepts behind the multifactor theories of intelligence.  (both Guilford          and Thurstone) 164.  identify the concepts behind Gardner's view of multiple intelligences.

 Content:  Creativity 165.  identify ways in which creativity is assessed (Torrance Test of Creative Thinking). 166.  identify ways in which teachers can foster students' creativity.

     (Please note that the following objectives will be selectively covered)

XIII. SETTING OBJECTIVES AND PLANNING

 Content:  Bloom's Cognitive Taxonomy / Quelmaltz's Cognitive Taxonomy 167.  define essential terms:  taxonomy, cognitive, hierarchy, and domain. 168.  describe the cognitive taxonomy in operational terms, i.e., For Bloom: knowledge,          comprehension, application, analysis, synthesis, and evaluation; for Quelmaltz:          recall, analysis, comparison, inference, and evaluation. 169.  explain how to use the cognitive taxonomy in developing educational objectives. 170.  explain the differences among the taxonomies for the cognitive, affective, and          psychomotor domains.

 Content:  Ways to State and Use Objectives 171.  describe the relationship between goals, planning, and objectives in relation to the          teacher's responsibilities to the student. 172.  explain the basic differences between Mager's and Gronlund's methods of writing          objectives. 173.  write learning objectives according to specified criteria, i.e., different methods, and          cognitive, affective, and psychomotor taxonomies.

XIV. EFFECTIVE TEACHING

174.  describe characteristics of teacher effectiveness that have commonly been defined          and measured. 175.  list and explain the characteristics of effective teacher questioning. 176.  evaluate the effectiveness of instruction in a classroom and offer suggestions as to          how it might be improved.

XV. CLASSROOM EVALUATION AND GRADING

 Content:  Student Evaluation 177.  explain the use of tests as an instrument in student evaluation. 178.  describe and give examples of formative and summative evaluations. 179.  compare norm-referenced and criterion-referenced evaluations. 180.  explain "matching evaluation strategies with goals."

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 Content:  Test Items 181.  define the different types of test items. 182.  describe the characteristics of a good test item and a bad test item.

 Content:  Grading and Evaluation 183.  discuss the purpose for grading and evaluating student work. 184.  define and describe the different methods used to assign grades to student work. 185.  briefly discuss the factors and principles on which report card grades are based.

XVI. ETHICS IN TEACHING

 Content Area:  Ethical Codes and Issues 186.  define the primary areas of concern for classroom teachers in the NEA code of ethics. 187.  apply the NEA code of ethics to various scenarios presented in the lecture.

XVII. EXCEPTIONAL STUDENTS

 Content:  Classification of Exceptional Children 188.  discuss the advantages and disadvantages of "labeling" exceptional children. 189.  identify the categories of exceptional children.

 Content:  The Education for All Handicapped Children Act (PL 94-142) and Individuals                     with Disabilities Education Act (IDEA) 190.  list and explain the key provisions of IDEA and how it differs from PL 94-142.. 191.  describe the individualized educational program (IEP), and the fundamental features          the IEP must include. 192.  explain the concepts of "mainstreaming" and "inclusion" and how they differ. 193.  explain the concept of the "least restrictive environment" and the problems involved.

 XVIII. STANDARDIZED TESTS

 Content:  Standardized Tests: Measurement 194.  distinguish between measurement and evaluation. 195.  describe the development of standardized tests (e.g., random samples across factors          such as:  age, sex, socioeconomic status, etc.). 196.  define the types of validity (i.e., content validity, predictive or criterion validity,          construct validity). 197.  define the types of reliability (i.e., split-half, test-retest, alternate form).

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