TEAL3660 for

Sydnie Schoepf Education and Leadership [email protected] 801-879-2992 Office Hours: By Appointment, available on FaceTime or VSee

Required Text

Educational Psychology: Active Learning Edition, Video-Enhanced Pearson eText – Access Card Package (13th ed.) Anita Woolfolk. ISBN: 978-0-13-4013527 Note: Students may purchase the OPTIONAL Access Card Package through the USU Bookstore. Here is a short PowerPoint to help you purchase and register your e-Text. Students may purchase the 12th or 13th edition of the textbook, with or without the active learning online component.

Utah Effective Teaching Standards (UETS)

INDICATORS CLASS MATERIAL ASSESSMENTS

LEARNER DEVELOPMENT The teacher understands cognitive, linguistic, social, emotional, and physical areas of student development

Creates developmentally appropriate Chapter 7 Physical growth as a Reflection 2 learning experiences while collaborating context for personal/social with families and colleagues to support development student growth Chapter 8 The social context of development Chapter 9 The self Chapter 10 Understanding others and moral development

INDICATORS CLASS MATERIAL ASSESSMENTS

LEARNING DIFFERENCES The teacher understands individual learner differences and cultural and linguistic diversity

Designs, adapts, and delivers instruction to Chapter 11 Intelligence and thinking Reflection 3 address students’ diverse learning strengths styles and needs while encouraging learners to Reflection 7 persevere and advance. Chapter 12 Inclusion: Teaching every student Small Group Discussion 2 Chapter 13 Students who are gifted Small Group Discussion 3 and talented Chapter 14 Language development and emergent literacy Chapter 15 Language diversity Chapter 16 Students who are immigrants and English Language Learners Chapter 17 Social and economic diversity Chapter 18 Ethnicity, race, and gender Chapter 19 Diversity and teaching: Multicultural education Chapter 38 Planning for effective teaching Chapter 39 Teaching approaches Chapter 40 Differentiated instruction and adaptive teaching

LEARNING ENVIRONMENT The teacher creates a learning environment that supports individual and collaborative learning, active in engagement, and self-motivation INDICATORS CLASS MATERIAL ASSESSMENTS

Collaborates with students to establish a Chapter 32 Motivation basics Small Group Discussion 5 positive learning environment while using a variety of strategies to maintain a positive Chapter 33 Needs, goals, and beliefs learning environment. Chapter 34 Interests, curiosity, and emotions Chapter 35 On target: Motivation to learn in school

ASSESSMENT The teacher uses multiple measures of assessment, monitors learner progress, and guide instruction

Uses pre-assessments, and formative and Chapter 41 Basics of assessment Small Group Discussion 6 summative assessments, in a variety of formats that match learning objectives. Chapter 42 Classroom assessment, testing, and grading Teaches students to identify the elements of quality work. Uses data to assess student Chapter 43 Standardized testing learning to plan for differentiated instruction. Documents student progress and provides specific feedback to students and other stakeholders in a variety of ways.

INSTRUCTIONAL STRATEGIES The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and build skills to apply and extend knowledge in meaningful ways

Uses a variety of instructional strategies that Chapter 3 Development: Some Reflection 1 elicit and build upon students’ prior general principles of cognitive and knowledge and experiences. brain development Reflection 3 Constructs learning experiences that require Chapter 4 Piagetian, Information Reflection 4 students to use multiple forms of Processing, and neuroscience Reflection 5 communication. perspectives Reflection 6 Chapter 5 Vygotsky’s sociocultural perspective Reflection 7 INDICATORS CLASS MATERIAL ASSESSMENTS Systematically includes a variety of Chapter 6 Implications of Piaget’s perspectives and sources to inform and Vygotsky’s theories for teachers instruction. Small Group Discussion 3 Chapter 20 Behavioral explanations Uses technologies appropriate for the of learning Small Group Discussion 5 learning goal. Chapter 21 Possibilities and cautions in applying behavioral theories Chapter 22 The basics of cognitive science perspective Chapter 23 Long-term memory Chapter 24 Metacognition and learning strategies Chapter 25 Problem solving and creativity Chapter 26 Critical thinking, argumentation, and transfer Chapter 27 The Learning Sciences and constructivism Chapter 28 Constructivist teaching and learning Chapter 29 Learning outside the classroom Chapter 38 Planning for effective teaching Chapter 39 Teaching approaches Chapter 40 Differentiated instruction and adaptive teaching

REFLECTION AND CONTINUOUS GROWTH The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner

Participates in professional development. Reflections 1-7 INDICATORS CLASS MATERIAL ASSESSMENTS Recognizes and reflects upon own biases in Group Lesson Plan with order to become a more effective teacher of Analysis all students. Reflects on instructional effectiveness to improve subsequent teaching practice. Accepts and uses feedback from multiple sources.

LEADERSHIP AND COLLABORATION The teacher is a leader who engages collaboratively with learners, families, colleagues, and the community

Participates as a team member in decision- Small Group Discussions making processes. Collaborates with school professionals to meet the needs of learners.

IDEA Objectives

1. Learning fundamental principles, generalizations, or theories 2. Learning to apply course materials 3. Developing specific skills, competencies and points-of-view needed by professionals in the field most closely related to this course

Course Objectives

By the end of this course, students will be able to:

1. Demonstrate knowledge of learning theories, developmental theories, and motivational theories 2. Apply those theories to the design, implementation, and evaluation of educational interventions 3. Organize and integrate information on individual differences, development, learning theories, classroom management, and motivation into a personal 4. Think “outside-the-book,” although the text contains crucial information for your development as teachers, real life experience is invaluable. You are highly encouraged to share your experiences/viewpoints in class through discussion postings.

Course Description

Principles and practices for development of conditions for effective learning.

Online Resources

Canvas will be your main resource for course content, assignments, grades, and communication with your fellow students. The readings and assignments for each week are listed in the syllabus. Please refer to those. Note: Our course on Canvas uses a link entitled "Modules" as identified by the textbook. These "Modules" are merely another form of organizing your readings for the week. Each week the modules assigned all form one cluster (as identified from the textbook) of related modules. Each week’s reading will contain an entire cluster. Course announcements will also be made on Canvas, so log into Canvas regularly. If you encounter problems on Canvas, please contact the instructor. Canvas communication tools will facilitate discussion between class members and the instructor.

Canvas Information

Canvas is the where course content, grades, and communication will reside for this course.

 http://canvas.usu.edu o Your username is your A#, and your password is your global password (the same one you use for Banner or Aggiemail).  For Canvas, Passwords, or any other computer-related technical support contact the IT Service Desk. o 435 797-4357 (797-HELP) o 877 878-8325 o http://it.usu.edu o [email protected]

Course Requirements All Assignments are due on Wednesdays by or before 11:59 p.m.

 Individual Introductions to Small Discussion Group Team. Due Week 2 (TUESDAY, 9/5; 4:00PM).

 Small Group Discussion Posts: Please provide a critical analysis of the small group discussion question. Everyone is expected to participate in the online discussions (see Rubric for Threaded Discussions). The online discussions should be genuine discussions among your assigned small group members regarding the weekly readings. o You will post one original post (a reflection on something from the weekly reading that resonated with you). In addition, you will post two discussion responses for each small group discussion. Each of your responses must be substantive and derive value from the readings to add to group understanding. o Do your best to connect the theory to classroom application, as this course will best benefit you as a teacher if you see how to apply the theory into true classroom instances. If you're struggling to see how this would look in a classroom, pose the question to your group mates or contact either instructor. o Your three discussion posts (one original reflection- DUE MONDAYS by 11:59 p.m.; two discussion responses- DUE WEDNESDAYS by 11:59 p.m.) are to be submitted on the TEAL 3660 Canvas website. 20 points possible per weekly discussion.

 Reflection Posts: Please provide a critical analysis of the reflection questions. Your response to each question will be graded based on your ability to demonstrate thoughtful comprehension of the topic. Your responses are to be submitted on the TEAL 3660 Canvas website by or before 11:59 p.m. on the date it is due (WEDNESDAYS).

 Group Lesson Plan and Analysis. Due Week 12, WEDNESDAY by 11:59 p.m.

Grading

Individual Introductions 15 points Reflection Posts 140 points Small Group Discussion Posts 120 points Group Lesson Plan & Analysis 50 points

Grade Scheme

The following grading standards will be used in this class: Grade Range A 100% to 93.0% A- < 93.0% to 90.0% B+ < 90.0% to 87.0% B < 87.0% to 83.0% B- < 83.0% to 80.0% C+ < 80.0% to 77.0% C < 77.0% to 73.0% C- < 73.0% to 70.0% D < 70.0% to 60.0% F < 60.0% to 0.0%

Late Policy

Assignments are considered late if they are not turned in at or before 11:59 p.m. the day they are due. Coursework will incur a 50% penalty per day late (deducted from possible points before grading). No exceptions.

Class Schedule and Assignment Due Dates

Week 1 Learning, Teaching, and Educational Psychology

 Module 1 Learning and Teaching  Module 2 Research and Theory in Educational Psychology

Due: Teaching Interest Survey Due: Individual Introductions within Assigned Small Group Discussion Team

Week 2 Cognitive Development

 Module 3 Development: Some general principles of cognitive and brain development  Module 4 Piagetian, Information Processing, and neuroscience perspectives  Module 5 Vygotsky’s sociocultural perspective  Module 6 Implications of Piaget’s and Vygotsky’s theories for teachers

Due: Reflection #1 Week 3 The Self, Social and Moral Development

 Module 7 Physical growth as a context for personal/social development  Module 8 The social context of development  Module 9 The self  Module 10 Understanding others and moral development

Due: Reflection #2

Week 4 Learner Differences and Learning Needs

 Module 11 Intelligence and thinking styles  Module 12 Inclusion: Teaching every student  Module 13 Students who are gifted and talented

Due: Reflection #3

Week 5 Language development, Language diversity, and Immigrant education

 Module 14 Language development and emergent literacy  Module 15 Language diversity  Module 16 Students who are immigrants and English Language Learners

Due: Small Group Discussion, #1

Week 6 Culture and Diversity

 Module 17 Social and economic diversity  Module 18 Ethnicity, race, and gender  Module 19 Diversity and teaching: Multicultural education

Due: Small Group Discussion, #2

Week 7 Behavioral Views of Learning

 Module 20 Behavioral explanations of learning  Module 21 Possibilities and cautions in applying behavioral theories

Due: Reflection #4

Week 8 Cognitive Views of Learning

 Module 22 The basics of cognitive science perspective  Module 23 Long-term memory

Due: Reflection #5

Week 9 Complex Cognitive Processes

 Module 24 Metacognition and learning strategies  Module 25 Problem solving and creativity  Module 26 Critical thinking, argumentation, and transfer

Due: Small Group Discussion, #3

Week 10 The Learning Sciences and Constructivism

 Module 27 The Learning Sciences and constructivism  Module 28 Constructivist teaching and learning  Module 29 Learning outside the classroom

Due: Reflection #6

Week 11 Social Cognitive Views of Learning and Motivation

 Module 30 Social cognitive theory and applications  Module 31 Self-regulated learning and teaching

Due: Small Group Discussion #4

Week 12 Motivation in Learning and Teaching

 Module 32 Motivation basics  Module 33 Needs, goals, and beliefs  Module 34 Interests, curiosity, and emotions  Module 35 On target: Motivation to learn in school

Due: Small Group Discussion, #5 Due: Group Lesson Plan & Analysis

Week 13 Teaching Every Student

 Module 38 Planning for effective teaching  Module 39 Teaching approaches  Module 40 Differentiated instruction and adaptive teaching Due: Reflection #7

Week 14 Classroom Assessment, Grading, and Standardized Testing

 Module 41 Basics of assessment  Module 42 Classroom assessment, testing, and grading  Module 43 Standardized testing

Due: Small Group Discussion, #6

UNIVERSITY POLICIES & PROCEDURES

Academic Freedom and Professional Responsibilities Academic freedom is the right to teach, study, discuss, investigate, discover, create, and publish freely. Academic freedom protects the rights of faculty members in teaching and of students in learning. Freedom in research is fundamental to the advancement of truth. Faculty members are entitled to full freedom in teaching, research, and creative activities, subject to the limitations imposed by professional responsibility. Faculty Code Policy #403 further defines academic freedom and professional responsibilities. Academic Integrity – "The Honor System" Each student has the right and duty to pursue his or her academic experience free of dishonesty. The Honor System is designed to establish the higher level of conduct expected and required of all Utah State University students.

The Honor Pledge : To enhance the learning environment at Utah State University and to develop student academic integrity, each student agrees to the following Honor Pledge: "I pledge, on my honor, to conduct myself with the foremost level of academic integrity." A student who lives by the Honor Pledge is a student who does more than not cheat, falsify, or plagiarize. A student who lives by the Honor Pledge:

 Espouses academic integrity as an underlying and essential principle of the Utah State University community;  Understands that each act of academic dishonesty devalues every degree that is awarded by this institution; and  Is a welcomed and valued member of Utah State University.

Academic Dishonesty The instructor of this course will take appropriate actions in response to Academic Dishonesty, as defined the University’s Student Code. Acts of academic dishonesty include but are not limited to:  Cheating: using, attempting to use, or providing others with any unauthorized assistance in taking quizzes, tests, examinations, or in any other academic exercise or activity. Unauthorized assistance includes: o Working in a group when the instructor has designated that the quiz, test, examination, or any other academic exercise or activity be done “individually;” o Depending on the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments; o Substituting for another student, or permitting another student to substitute for oneself, in taking an examination or preparing academic work; o Acquiring tests or other academic material belonging to a faculty member, staff member, or another student without express permission; o Continuing to write after time has been called on a quiz, test, examination, or any other academic exercise or activity; o Submitting substantially the same work for credit in more than one class, except with prior approval of the instructor; or engaging in any form of research fraud.  Falsification: altering or fabricating any information or citation in an academic exercise or activity.  Plagiarism: representing, by paraphrase or direct quotation, the published or unpublished work of another person as one’s own in any academic exercise or activity without full and clear acknowledgment. It also includes using materials prepared by another person or by an agency engaged in the sale of term papers or other academic materials.

Sexual Harassment Sexual harassment is defined by the Affirmative Action/Equal Employment Opportunity Commission as any "unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature." If you feel you are a victim of sexual harassment, you may talk to or file a complaint with the Affirmative Action/Equal Employment Opportunity Office located in Old Main, Room 161, or call the AA/EEO Office at (435) 797-1266. Withdrawal Policy and "I" Grade Policy Students are required to complete all courses for which they are registered by the end of the semester. In some cases, a student may be unable to complete all of the coursework because of extenuating circumstances, but not due to poor performance or to retain financial aid. The term ‘extenuating’ circumstances includes: (1) incapacitating illness which prevents a student from attending classes for a minimum period of two weeks, (2) a death in the immediate family, (3) financial responsibilities requiring a student to alter a work schedule to secure employment, (4) change in work schedule as required by an employer, or (5) other emergencies deemed appropriate by the instructor. Students with Disabilities Students with ADA-documented physical, sensory, emotional or medical impairments may be eligible for reasonable accommodations. Veterans may also be eligible for services. All accommodations are coordinated through the Disability Resource Center (DRC) in Room 101 of the University Inn, (435)797-2444. Please contact the DRC as early in the semester as possible. Alternate format materials (Braille, large print, digital, or audio) are available with advance notice. Contacting the Disability Resource Center (DRC):

 On Campus: Room 101 of the University Inn  Phone: 435-797-2444  Website: http://www.usu.edu/drc/

Disability related resources for current students:

 DRC Student Handbook  Deaf and Hard of Hearing Student Handbook  Disability Related Scholarships  Campus Resources  Documentation Guidelines  Online Resources for Students with Disabilities

Diversity Statement Regardless of intent, careless or ill-informed remarks can be offensive and hurtful to others and detract from the learning climate. If you feel uncomfortable in a classroom due to offensive language or actions by an instructor or student(s) regarding ethnicity, gender, or sexual orientation, contact:

 Student Services: http://www.usu.edu/studentservices/, 435.797.1712, [email protected], TSC 220  Student Advocates: http://www.usu.edu/ususa/legal/ , 435.797.2912, TSC 340,  Access and Diversity: http://www.usu.edu/accesscenter/ , 435.797.1728, [email protected]; TSC 315  Multicultural Programs: http://www.usu.edu/accesscenter/multiculture/ , 435-797-1728, TSC 315  LGBTQA Programs: http://www.usu.edu/accesscenter/lgbtqa/, 435-797-GAYS, TSC 314  Provost‘s Office Diversity Resources: http://www.usu.edu/provost/faculty/diversity/ (435) 797-8176

You can learn about your student rights by visiting: The Code of Policies and Procedures for Students at Utah State University: http://www.usu.edu/studentservices/studentcode/ Grievance Process Students who feel they have been unfairly treated may file a grievance through the channels and procedures described in the Student Code: Article VII. Grievances Full details for USU Academic Policies and Procedures can be found at:

 Student Conduct  Student Code  Academic Integrity  USU Selected Academic Policies and Procedures  USU Academic Policies and Procedures  Academic Freedom and Professional Responsibility Policy

Emergency Procedures In the case of a drill or real emergency, classes will be notified to evacuate the building by the sound of the fire/emergency alarm system or by a building representative. In the event of a disaster that may interfere with either notification, evacuate as the situation dictates (i.e., in an earthquake when shaking ceases or immediately when a fire is discovered). Turn off computers and take any personal items with you. Elevators should not be used; instead, use the closest stairs.