Education 135: Introduction to Educational and Developmental Psychology

Education 135: Introduction to Educational and Developmental Psychology Spring, 2007

135-01 - Monday, Wednesday, and Friday 135-02 - Monday, Wednesday, and Friday CL 256, 12:00 – 12:50 p.m. CL 166, 10:00-10:50 a.m.

Instructor Tim Van Soelen Office: CL 254 E-mail: [email protected] Phone: 722-6228 (work) (712) 722-3620 (home) Office Hours: MWF—9:00-10:00 a.m.; TTh—1:00-2:30 p.m.

Materials Santrock, J. (2004). Educational Psychology. 2nd Edition. Boston: McGraw-Hill. Van Dyk, J. (1997). Letters to Lisa: Conversations with a Christian Teacher. Sioux Center: Dordt Press.

Course Description This course introduces students to the fields of educational psychology and developmental psychology as they inform the teaching and learning environment. Research in the field of educational psychology is explored as a tool for effective teaching and decision-making. In addition, this course introduces students to developmental theories and explores in depth learning theories that impact Pre-K-12 education today. Research methodology, developmental and learning theories are discussed and explored from a reformational perspective.

Course Objectives The student will be able to . . . Standards Evaluation

Understand the characteristics and TEP J.2, 3; Reflection/discussion papers, final roles of effective Christian teachers. INTASC 9, 10 exam Understand and develop an application TEP A.1, 2; Case studies, discussion activities, of the role of educational psychology in INTASC 1 quizzes answering practical problems in Pre-K- 12 education. Understand the role of educational TEP A. 1, 2; Case studies, discussion activities, research in addressing classroom INTASC 1 quizzes problems and issues. Demonstrate knowledge of child and TEP B.1; Case studies, discussion activities, adolescent development; articulate a INTASC 2 quizzes, developmentally- biblical view of the child. appropriate case study and paper Demonstrate an understanding of TEP C. 1, 3, developmentally-appropriate case developmental psychology by F.2; INTASC study, quizzes developing developmentally responsive 3,5 teaching environments Understand learning theories and TEP B. 3; A. Final exam, reflection/discussion evaluate them critically from a 2, INTASC 1, papers, discussions, case studies, reformational perspective. 2 quizzes Understand the importance of effective TEP H.1, Lesson presentations, Poster communication strategies for INTASC 6 presentation purposeful learning and to build Christian community Communicate ideas and information TEP H.2; Exam, papers, Poster presentation, clearly and accurately INTASC 6 lesson presentation [NOTE: the developmentally appropriate case study AND paper are the required portfolio artifacts for Standard B and entrance into the Teacher Ed Program.]

Methods of Instruction Methods of instruction for this course will include lectures, small and large group discussion and interaction, student presentations, and case studies.

Course Requirements: Attendance/Participation/Daily Assignments/Presentations/Dispositions = 25% Research indicates that the best learning occurs when students actively participate in the process. Daily assignments and readings, in class activities, and in-class writings will be used throughout this course to encourage active participation. Since most of the in-class writings will be done at the beginning of the class period, prompt attendance is necessary. Arriving late to class will result in a lowering of your participation and attendance grade. Likewise, regular attendance is required. Consideration will be given to absences that the result of illness, family situations or institutionally required activities. If you must be absent, please send me an email prior to the class period. You are responsible for getting the material that you missed.

Discussion/Reflection Papers = 20% Throughout this course, you will be asked to reflect and write about issues being discussed in class. Each discussion/reflection paper is due on the last day of class of the week it is assigned. Discussion papers should be 2-3 pages, typed and double- spaced. They should reflect good writing skills and should be well organized and thoughtful. Discussion paper topics are listed later in the syllabus. Expect that some weeks you will be asked to share your discussion papers with small groups of students. Late papers will not be accepted unless prior arrangements have been made. See the rubric on [email protected] for the assessment tool that will be used.

Chapter Quizzes: =20% For each assigned chapter in the Santrock text, you will take some kind of quiz to check your reading. See the tentative course schedule for specific dates. Chapter quizzes will be administered on the last day of classes in the week assigned unless otherwise indicated.

Final Exam = 15% There will be one exam in this course. It will contain one essay question “What is your theory?”. The final exam will be a cumulative response and will reflect your study throughout the semester. All major assignments must be submitted prior to final exam administration.

Development Case Study and paper = 20% After completing the first half of the semester with our focus on development, you will describe, in a well-written paper, developmentally appropriate practices at your grade level (choose from PreK-12). Additionally, you will write a 3-5 page case study in which the applications of the content in this unit will be utilized. Your case study will be modeled after the ones in the text and will reflect a critical understanding of the child (choose from PreK-12), the learning process and the need for a developmentally appropriate learning environment from a Christian perspective. ACADEMIC DISHONESTY

1. A student shall become aware of acceptable professional ethics in the use and misuse of written, oral, or graphic materials written or prepared by someone else. While much of this can be determined by a biblically-informed conscience, certain offenses appear more prevalent than others and therefore require identification. a. Plagiarism is the unacknowledged use of written, oral, computer-accessed, or graphic materials that have been prepared by someone else. b. Double-dipping refers to submitting a paper to two different professors in two different courses and receiving double credit for one effort without prior consent of the professors. c. Falstaffing refers to submitting a paper or an assignment prepared by someone else as if it were one's own. 2. Each of these offenses and other forms of cheating shall be handled according to the following procedures: a. First offense: The student shall receive an "F" on the test, examination, course paper, or class assignment, and the chair of the student life committee shall be informed of the incident. b. Second offense: The student shall receive an "F" on the test, examination, course paper, or class assignment; shall appear before the student life committee; and shall be placed on behavioral probation. c. Third offense: The student shall automatically be dismissed from Dordt College.

Appeals in such matters shall be handled as outlined in the Student Handbook, section "Complaints Regarding Instruction."

Dispositions: The following dispositions have been adopted by the Education Department as a necessary component in becoming a successful teacher: Poise Self-control Openness to change Cooperation Initiative Flexibility Punctuality Organization Creativity Dependability Confidentiality Establishing positive relationships

Students’ Rights to Assistance or Accommodations: Any student who feels s/he may need academic accommodations or access accommodations based on the impact of a documented disability should contact and register with the Coodinator of Services for Students with Disabilities in the Academic Skills (ASK) Center during the first week of class. The CSSD is the official officer to assist students through the process of disability verification and coordination of appropriate and reasonable accommodations. Students currently registered with the CSSD must meet with her to obtain a new accommodation memo for each semester. Marliss Van Der Zwaag, CSSD, L168, (712) 722-6490, HREF="mailto:[email protected]" MACROBUTTON HtmlResAnchor [email protected]

Grading Scale 92-100% = A 83-91% = B 76-82% = C 67-75% = D 66 or below = F TENTATIVE (very subject to change) COURSE SCHEDULE Date Topic Readings (due on first Assignments (due on day of class) last day of class) Week 1 Course Introduction/Intro Complete the 1/17-1/19 to Educational SearchPath: Education Psychology modules on the library website Week 2 Effective Teachers/ Letters: chap 1, 4, 22 Discussion Paper 1: 1/22-1/26 Educational Research Santrock: pp. 4-28 Effective Teachers QUIZ chapter 1 Week 3 Introduction to Letters: chap 5, 15, 16 1/29-2/2 Developmental Santrock: pp. 34 - 39 Psychology/ Physical and Cognitive Development Week 4 Cognitive Santrock: pp. 39-50 Poster Presentation (2/9) 2/5-2/9 Development/Piaget Week 5 Cognitive Development/ Santrock: pp. 51 - 62 QUIZ chapter 2 2/12-2/16 Vygotsky

Week 6 Social/Emotional Letters: chap 9,10 QUIZ chapter 3 2/19-2/23 Development Santrock: chapter 3

Week 7 Spiritual Development TBA 2/26-3/2 Letters: chap 20, 21 Week 8 Introduction to learning Letters: chap 17,18, 19 Discussion Paper 3: 3/5-3/9 theories/ Santrock: pp.210 – 225 Behaviorial Approach to Behaviorism/ Applied Learning Behavioral Analysis Week 9 Social Cognitive Santrock: pp. 226 – 239 Developmentally- 3/12-3/14 Learning Theory appropriate case study and paper due Wednesday, 3/14

Week 10 Cognitive Learning Santrock: chapter 8 QUIZ chapter 8 3/28-3/30 Theory Week 11 Cognitive Learning Discussion Paper 4: 4/2-4/6 Theory Information Processing Approach to Learning

Week 12 Complex Cognitive Santrock: chapter 9 QUIZ chapter 9 4/9-4/13 Processes Week 13 Constructivism Santrock: chapter 10 QUIZ chapter 10 4/16-1/20 Week 14 Constructivism Discussion Paper 5: 4/23-4/27 Constructivist Approach to Learning Week 15 Constructivism/Review Letters: chap 6, 7, 8, 13, 4/30-5/4 14 Week 16 Final Exam 135-01–5/8, 10:30-12:30 5/7-5/10 135-02–5/10 10:30-12:30