ST. PETERSBURG COLLEGE COLLEGE OF EDUCATION "Preparing students to serve as effective, reflective and caring teachers."

COURSE SYLLABUS EDF 3214 Student Development and Learning Principles K-12

This syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.

Course Prefix: EDF 3214 Section #: 3527 Credit Hours: Three Credits Co-requisites: None Pre-requisites: Admission to: Secondary Science Education BS, or Educational Studies BS, or Elementary Education with Infused ESOL and Reading BS, or Exceptional Student Education with Infused ESOL and Reading BS, or Secondary Math Education BS, or Initial Certification.

Day, Time and Campus: Thursday 6-8:40pm Clearwater Modality: Blended Professor: Dr. Dupoux Office Hours: Posted http://web.spcollege.edu/instructors/id/dupoux.errol Office Location: St. Pete Gibbs TE 105B Office Phone: 341-4296 Email Address: MYCOURSES

ACADEMIC DEPARTMENT: College of Education Dean: Kimberly Hartman, Ph.D. Office Location & Number: Tarpon Springs BB 101

I. COURSE DESCRIPTION

This course is designed to cover principles of learning and student development and their applications to learning/teaching situations. Self-concept, motivation, views of intelligence and assessment are examined with opportunities to analyze teaching/learning episodes and to develop a repertoire of teaching approaches. Emphasis is placed on the interaction between the role of the teacher and the needs and learning styles of students at various developmental ages and stages. A minimum of 5 school-based hours of observation/teaching specifically related to principles of learning and development are required. 47 contact hours.

Syllabus Coordinator: Dr. Errol Dupoux Master 1 of 6 Spring 2017 II. MAJOR LEARNING OUTCOMES

1. The student will evaluate the issues related to physical, cognitive, emotional, social and moral development by:

a. naming the major contributors to physical, cognitive, emotional, social and moral development. b. describing the characteristics of physical, cognitive, emotional, social and moral development. c. analyzing the effect of student development on learning, given specific teaching/learning situations. d. distinguishing between cognitive and affective domains using Bloom's Taxonomy.

2. The student will explain the principles and contributions of major learning theories by:

a. contrasting empiricism and rationalism. b. listing contributors to behaviorism, Gestalt psychology, psychodynamics and developmental psychology. c. describing principles of each of the major learning theories. d. distinguishing between classical conditioning and operant conditioning. e. analyzing the use and effectiveness of learning theory given a specific classroom situation.

3. The student will evaluate the issues related to self-concept, motivation, views of intelligence and assessment by:

a. stating examples of self-concept, self-esteem and self-efficacy. b. describing the differences between extrinsic motivation and intrinsic motivation. c. discussing the relationship of different learning theories to motivation. d. identifying the origin and limitations of intelligence tests. e. examining issues related to multiple intelligence and the impact on teaching/learning situations. f. analyzing issues related to assessment of learning.

4. The student will apply knowledge of student development and learning to observe teaching/learning situations by:

a. writing a report of each observed teaching/learning situation specifying instances when student development and learning theory impacted the situation. b. describing techniques and strategies which promoted or enhanced critical, creative, and evaluative thinking capabilities of students. c. writing a critique of each observed teaching/learning situation indicating how knowledge of student development and learning theory could be used to increase the effectiveness of the situation. d. participating in school-based experiences to apply campus-based learning.

III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS

A. Required Textbooks

Textbook(s) Required :  Woolfolk, A., M. PCL Bundle: Educational Psychology + Online access. Pearson. ISBN: 978-1-269-99763-8 Recommended : None

Students using eBooks must have access to the eBooks during class sessions.

B. Supplemental Material 2 Resources: Sprenger: Learning & Memory---Link provided by instructor. Materials: Library: http://www.spcollege.edu/libraries/

C. Technology

Technology is an essential tool for receiving and developing instruction. Students are expected to reference D2L continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or familiarize themselves with PowerPoint presentation methods. The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to disseminate information and engage preservice learners and students. All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)

D. Supplies

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IV. COURSE REQUIREMENTS & EXPECTATIONS

A. School Based Hours Course Requirements This course requires 5 hours of observation/participation in an appropriate classroom setting as approved by the Office of School Partnerships.

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B. ALL Course Assignments

Theorist Presentation ---no extension beyond due date 40 points School-based Assignments 30 points Module Quizzes ---no extension beyond due date 20 pts * 4 Modules = 80 total pts Module One Lab 15 pts Module Two Lab 15 pts Module Three Lab 15 pts Module Four Lab 15 pts **ESOL Paper 20 pts Final (1, 2, 3, 4, 7, 8, 9, 12, 14, and 15)---no extension beyond due date 40 pts Total Points for Course 270 pts

UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least 75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in order to successfully pass the course. FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’ score on the line item of the rubric for assignments aligned to FEAP standards. For example, a 3 (Progressing)

Syllabus Coordinator: Dr. Errol Dupoux Master 3 of 6 Spring 2017 or 4 (Target) is required in courses prior to final internship and a 4 (Target) is required for final internship in order to successfully pass the course. If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may have an opportunity (within the term) to work with the instructor to improve the understanding of the concept. The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences. Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table below.

* Assignments labeled with an (*) denote required assignments that must be passed at 75%.

For courses with lesson planning: Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.” It means that, if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment. Anything adapted or used verbatim must be cited with credit given to the author(s). This includes specific citations on all supplementary materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work. This applies to all COE lesson plans unless the instructor directly specifies otherwise.

V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI

A. COE SYLLABUS STATEMENTS https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing

B. SPC SYLLABUS STATEMENTS http://www.spcollege.edu/addendum/index.php

Each student must read all topics within this syllabus and the content of the links. If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor.

If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and any syllabus addendum.

VI. CALENDAR AND TOPICAL OUTLINE

Week Readings Due (prior Face-to-Face Online & Date to class) Assignments due by 5pm Assignments: submit no later than 11pm on due date 1 Syllabus & Materials Face-to-Face (This is a blended course: F2F & Online): 1/12 Instructor

4 2 Woolfolk Online Working on Theorist Presentation 1/19 Read Chapters 1, 2, 3 3 -Instructor Chapter Face-to-Face Working on Theorist Presentation 1/26 Presentation Instructor 4 Online - Module One Lab due 2/2 - Module One Quiz due 5 Woolfolk Face-to-Face -Theorist Presentation: Piaget, Vygotsky, 2/9 Read Chapters 3, 4 Presentations (be sure your and Erikson -Instructor Chapter presentation is posted for classmates Presentation by midnight the day before you present) -Student Theorist Presentation 6 Online -ESOL Paper---Due on C & W (Non- 2/16 degree students: MyCourses only) 7 Online - Module Two Lab due 2/23 - Module Two Quiz due 8 Woolfolk Face-to-Face -Theorist Presentation: Kohlberg, 3/2 Read Chapters 7, 8, 9 Presentations (be sure your Bronfenbrenner, and Pavlov -Instructor Chapter presentation is posted for classmates Presentation by midnight the day before you present) -Student Theorist Presentation 9 Online - Working on School-based report 3/16 10 Woolfolk Face-to-Face -Theorist Presentation: Thorndike, 3/23 Read Chapters 10, 11 Presentations (be sure your Skinner, and Maslow -Instructor Chapter presentation is posted for classmates Presentation by midnight the day before you present) -Student Theorist Presentation 11 Online - Module Three Lab due 3/30 - Module Three Quiz due 12 Woolfolk Face-to-Face -Theorist Presentation: Watson, Gardner, 4/6 Read Chapters 12, Presentations (be sure your and Binet 14, &15 presentation is posted for classmates School-based Assignment due -Instructor Chapter by midnight the day before you present) Presentation -Student Theorist Presentation 13 Online - Module Four Lab due 4/13 - Module Four Quiz due 14 Online - Final Exam Review 4/20 15 Official grades Final Exam (Chapters: 1, 2, 3, 4, 7, 8, 9, 4/27- posted 12, 14, and 15)---***from 4/27 at 5am to 5/2 5/02 at 11pm

VII. Uniform Core Curriculum Assignments

Assignment Name UCC Specific Indicator School-based Notebook and Theorist Presentation OE k ESOL Paper ESOL 1.1

Syllabus Coordinator: Dr. Errol Dupoux Master 5 of 6 Spring 2017 6