EDU 231 Educational Westminster College Fall 2013

Mrs. Tina Keller Westminster College Office: OM 309A Work #: 724-946-6034 Cell # 814-592-0728 Email: [email protected] Office Hours: Mon/Wed 11:00-12:00, Thur. 12:00-1:00 or by appointment

Dr. Randa Abbas Visiting Professor from Western Galilee College and Arab Academic College-Haifa Office: OM 305

Course Description: EDU 231 (4 SH). A study of the teaching and learning process for students preparing to teach children and adolescents. The units of the course include learning, instruction, human development, , management, assessment and the learner. A practicum with children and/or adolescents is included. This course is offered by the Department of Education and does not count toward a psychology major, minor or as a course within the discipline

Outcomes: The student will be able to…  differentiate between behavioral, cognitive, and social learning theories  apply Piagetian and Vygotskian cognitive developmental principles to appropriate teaching contexts  describe theories of motivation and their implications to teaching and learning  trace the development of physical and cognitive abilities of children aged pre- school through adolescence  design lesson plans that integrate effective learning environments and classroom management practices  classify various learner exceptionalities  apply brain research to and memory in learning  evaluate classroom assessment techniques  categorize major socio-economic, social, and psychological factors that have an impact on the classroom enrirovment

Course Texts:

Danielson, C. (2007). Enhancing professional practice: A framework for teaching. Alexandria, Va: Association for Supervision and Curriculum Development.

Swartwood, J. (2012). Educational Psychology. Redding, Ca: BVT Publishing.

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Students can expect:

Variety – Whole class, small groups, cooperative learning, peer teaching, hands on activities and critical writing Social Interaction – Learning is not passive. We will depend on each other for learning through discussion, debate, questioning Opportunities – You have the opportunity to complete five hours of field work in a classroom. This will allow you to make real world applications to our coursework.

The Instructors expect:

Professionalism – Be on time, speak respectfully, be attentive in class. Cell phones are to be used outside of class and texting is prohibited during class. Integrity in your assignments – All written assignments are expected to demonstrate college level work with correct use of grammar, writing mechanics, spelling and proper format. Responsibility- All assignments are due at the beginning of class and considered late thereafter. Late assignments are faced with a 20% a day deduction and will not be accepted after one full week unless other arrangements have been authorized.

Course Requirements:

 All students are required to read assigned readings from the required texts.  All students will be responsible for additional/outside reading.  All students will be engaged in class discussions and activities.  All students are required to submit all of the included assignments.  The instructor reserves the right to require additional course assignment in congruence with course objectives.  Students who plagiarize will receive a grade of F for the assignment, with the potential of failing the course, depending on the level of dishonesty.

2 Standards Assignment Class Periods Reading 3,4,11,12 INTASC Standard #1: Knowledge of Subject Matter (NAEYC 4, 4b, 4c) Quizzes

The teacher understands the central concepts, tools of inquiry, Educational and structures of the discipline(s) he or she teaches and can Journal Critique create learning experiences that make these aspects of subject #1 matter meaningful for students. Educational Journal Critique #2

Reading 3,4,6,19 INTASC Standard #2: Knowledge of Human Development & Learning (NAEYC 1,4b, 4d) Quizzes

The teacher understands how children learn and develop and Educational can provide learning opportunities that support their Journal Critique intellectual, social, and personal development. #1

Educational Journal Critique #2

Reading 3,4,17,19, INTASC Standard #3: Adapting Instruction to Individual Needs (NAEYC 1, 2, 4b) Quizzes 23,24 The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Essay 3,5 INTASC Standard #4: Multiple Instructional Strategies (NAEYC 4b, 4d) Educational The teacher understands and uses a variety of instructional Journal Critique strategies to encourage students’ development of critical #1 thinking, problem solving, and performance skills.

Reading 5,9,10,15, INTASC Standard #5: Classroom Motivation & Quizzes 6,25 Management (NAEYC 1, 3, 4b, 4d)

The teacher uses an understanding of individual and group Letter to a motivation and behavior to create a learning environment that Teacher encourages positive social interaction, active engagement in learning, and self-motivation.

3 Essay 27,28 INTASC Standard #6: Communication Skills (NAEYC 4a, 4b) Educational The teacher uses knowledge of effective verbal, nonverbal, Journal Critique and media communication techniques to foster active inquiry, #2 collaboration, and supportive interaction in the classroom.

Reading 3,4,13,14 INTASC Standard #7: Instructional Planning Skills (NAEYC 1, 2, 3, 4a, 4b, 4d) Quizzes The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Reading 21,22,23 INTASC Standard #8: Assessment of Student Learning (NAEYC 3) Quizzes

The teacher understands and uses formal and informal Essay assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Baseline 1, 2,7,8, INTASC Standard #9: Professional Commitment & Responsibility (NAEYC 5) Document In 26,28 Depth The teacher is a reflective practioner who continually Reflection evaluates the effects of his/her choices and actions on others Presentation (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow 5 Hours Field professionally. Work: Journal Reflection

Letter to a Teacher INTASC Standard #10: Partnerships (NAEYC 2, 4a, 5) 5 Hours Field 1,2,7,8 Work: Journal The teacher fosters relationships with school colleagues, Reflection parents, and agencies in the larger community to support students’ learning and well-being. Letter to a Teacher

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Assignments: Assignment Page Number for Due Date Point Value Description in Syllabus Attendance/Participation p.6 All Semester 50 Reading Quizzes p.9 All Semester 100 Baseline Document p.6 September 3 10 Letter to a Teacher p.7 September 12 25 Educational Journal p.8 October 1 25 Critique #1 Midterm n/a October 24 100 Educational Journal p.8 November 5 25 Critique #2 Essay p.9 November 19 25 5 Hours Field Work: p.7 December 3 50 Journal Reflection Baseline Document In- p.9 Finals Week as 100 Depth Reflection Assigned Presentation

Grading Scale 93%andup =A 90-92% =A- 87-89% =B+ 83-86% =B 80-82% =B- 77-79% =C+ 73-76% =C 70-72% =C- 67-69% =D+ 63-66% =D 60-62% =D- 59% and less= F

5 Assignment Descriptions Attendance/Participation You are expected to attend each class. Dependability, professionalism, and a strong work ethic are necessary qualities of an educator. Therefore, absences will only be considered excused under the following criteria. If all of these criteria are met, an absence can be considered excused. You need to take the initiative in meeting these requirements. 1. You notify me via e-mail before the start time of class. Phone calls, or messages relayed by a friend will not be sufficient. I need an e-mail please. 2. On the next class session, you provide a doctor’s/heath center excuse for an illness, or an e-mail from your coach, or other professor if the absence is school related. 3. You complete the make-up assignments if needed for that class period.

If you do not meet those criteria, then the absence will be considered unexcused.

Attendance/Participation points: 50 1 Unexcused absence: 25/50 2 Unexcused absences: 0/50 3 or more unexcused absence: a 5% reduction of your overall grade for each absence in addition to 0/50

Daily participation in lessons, activities, and discussions will account for this grade. Professionalism as a future educator will also be considered as a part of this score.

A/B- Excellent-proactive participation: leading originating, informing, challenging contributions that reflect in-depth study. This does not mean dominating discussion or using a lot of words to say little. C-Satisfactory-reactive participation: supporting, follow-up contributions that are relevant and of value but rely on the leadership and study of others. D-Minimally Acceptable-passive participation, present, awake, alert, attentive, but not actively involved. F-Unsatisfactory-uninvolved, inattentive, sleeping, irrelevant contributions, discourteous, disruptive behavior. Point Value: 50

Baseline Document: At the start of the semester, students will submit their thoughts to the fundamental questions that will be posed in this course. This document functions as a means to measure one’s growth as the course progresses. The requirements for full credit are to answer each question thoughtfully and truthfully. (‘I don’t know,’ is not a sufficient response.) Please resist the urge to google a term or phrase that you do not know. The idea is not to have the ‘right’ answer, but to document your true growth during this course. Point Value: 10

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Letter to a Teacher: Students will consider all of the teachers who have touched their lives throughout their educational experience. Students will chose one exemplary teacher and compose a two page letter expressing their appreciation. In this letter, students will reflect upon the characteristics, personality and experiences provided by the teacher that were most meaningful. Students will also describe how this teacher continues to impact them today. Point Value: 25

5 Hours Field Work and Journal: Students will politely and professionally arrange an opportunity to observe for five hours in a classroom. While this requirement can be fulfilled in one day, multiple days may be needed depending upon your schedule. All clearances must be on file in the education office if the fieldwork is in a public K-12 building. Students will maintain a log sheet that records the dates and times of the observation along with the cooperating teacher’s signature for each date. Failure to submit this log will result in a zero for the assignment.

Following this experience, students will write a journal reflection. Use your journaling as an opportunity to reflect on the class content through the eyes of a teacher. What do you want to remember that will help you when you teach your first student? What key concepts surprised you? Did something presented change or reinforce your thinking? Each journal should be at least 3 pages, double spaced.

You must use the format described below for your journal. Journals which do not follow the format will be returned with a score of zero.

Use these four heading in your journal.

Observation What did you notice? Reflection What do you think about what you noticed? Connection How does this relate to…(here are a few ideas) something you learned in this course? something you read? another course? a theory? research in the field? an experience? a vicarious experience (movie, story you heard, novel)? Application How will this knowledge affect you as a future teacher? How will your future classroom reflect this new knowledge? Point Value: 50

7 Educational Journal Critique #1:2 Page Paper Choose one question from the baseline document that has spurred your interest. Retrieve an article from an educational database that addresses this question. Approved journals include: Journal of Educational Psychology, Child Development, Educational Psychology Review, and Educational . If you find an interesting article from a journal not listed see me first for approval. Using APA style, write a two page paper with the following headings: Baseline Question Addressed and Your Response, Purpose of the Research Study, Participants, Procedure, Results, Personal Critique, Implications for Teaching. You must also include a printed copy of the article. Point Value: 25

Educational Journal Critique #2: PowerPoint and Presentation Choose a theorist/philosopher from this list, or one preapproved by the instructor. Research this theorist. Retrieve an article that uses the work of this theorist/philosopher applied to a new research question. Using APA style, create and present a 10 slide PowerPoint with the following headings: Theorist Background (2 slides minimum), Purpose of Research Article, Participants, Procedure, Results, Personal Critique, Implications for Teaching. You must also submit a printed copy of the research article. Your references should include those sources used to research the background of your theorist as well as the article chosen. Point Value: 25

Possible Theorists/Philosophers • arts in education-Maxine Greene • critical - Paulo Freire • cognitive learning theory - • constructivism - • development theory- • - Jerome Bruner • educational equity - Linda Darling-Hammond, Jonathan Kozol • education and power-Michael Apple • educational progressivism - • feminist theory-bell hooks • holistic learning-Maria Montessori, Ramon Gallegos Nava • learning styles: Visual, Auditory, Reading, Kinesthetic - Neil Flemming • learning styles - Anthony Gregorc • mastery-learning- • metacognition - John Flavell • moral development-Lawerence Kohlberg • multicultural education - James Banks • multiple - • pedagogical content knoweledge – Lee Schulman • pragmatism - John Dewey • social cognitive theory and self-efficacy - • social - Lev S. Vygotsky • social intelligence- Daniel Goleman

8 Essay Here are the five essay questions from the Standard Pennsylvania Teaching Application found online at http://www.portal.state.pa.us/portal/server.pt/community/finding_a_teaching_position/86 29/standard_application_for_teaching_positions_in_pennsylvania_public_schools/ We are interested in your ability to organize and express thoughts on a specific topic in a succinct manner. Please select one of the following topics and write an essay in the space provided on this page. 1. The Most Important Qualities of an Outstanding Educator. 2. My Philosophy of Student Discipline. 3. The Importance of Continuing Professional Development and How I Plan to Incorporate It Throughout My Career. 4. Essential Elements of Instruction, Administration or Area of Certification. 5. How Information Technology (i.e., computers, Internet) Can Be Integrated into the Instructional Process and Curriculum.

Choose one from the five essay questions and write a one-page response. This response must be precise, succinct, and professional. It should demonstrate your ability to unite your personal theories of teaching to educational research and theorists. It will be free from all grammatical mistakes and will be a final polished draft. Therefore, I suggest multiple drafts, input from peers, as well as feedback from the Westminster College writing center. It is not an essay to be written in one sitting, I suggest that this essay act as a working document throughout the semester. Point Value: 25

Reading Quizzes Throughout the semester, online quizzes will be assigned based on readings from your textbooks or assigned articles. These online quizzes are taken though the mywestminster platform. Students are expected to work alone and not share their responses with one another. This will not be helpful as each quiz is individualized from a bank of test questions. You may however, use your textbook, or article to take each quiz. There is a time limit for taking a quiz and I suggest that you take the quiz only after you have read the material and have taken careful notes. Total Point Value: 100 (approximately 10 points per quiz)

Final: Baseline Document In Depth Reflection During the last few weeks of the course refer back to the baseline document that you completed during the first week of class. How has your thinking shifted, changed completely, become more solidified, or differed as a result of your studies in this course? This is your chance to document your growth and demonstrate how you have taken ownership of your learning. In this presentation, you will use direct quotes from your baseline document and partner this with evidence of your new learning. You will create a 20 slide PowerPoint or Prezi documenting your growth. Your citations should include at least 10 sources that have contributed to these changes in your thinking. Point Value: 100

9 Plagiarism Policy:

ACADEMIC HONESTY GUIDELINES Derived from Baldwin-Wallace Department of Psychology Academic Honesty Guidelines and the “Social Science Guide to Plagiarism and Referencing: What Every Student Should Know About Plagiarism and Referencing”, prepared by social science departments at the University of Maine.

Academic dishonesty can be defined as, but not limited to the following: • Claiming someone else’s work as our own. • Turning in a paper for which someone else did the original research and writing. • Quoting from another person without acknowledging that you re-quoting and without giving the source for the quotation. • Plagiarism: using someone else’s written or recorded works exactly, or paraphrasing them (rewording them yourself) without identifying the source from which they came.

** Plagiarism does not necessarily imply intent; it is the act itself which defines plagiarism. In other words, ignorance or sloppiness is not an excuse for plagiarism. Plagiarism is a form of theft (taking of ideas) or fraud (misrepresentation).

** Footnotes, references, and citations are ways of recognizing the contributions of the authors of the source documents you are using to compile your paper. Students should not be afraid that there is a negative connotation associated with reliance on footnotes or citations. To the contrary, you would avoid pretending that you do not draw heavily on the thoughts ideas or knowledge of others. The rule is to give credit where credit is due.

** Direct quotations – When you repeat a passage or statement, word for words, you must include the quotation marks, the relevant page number (s), and the citation for the passage.

** Paraphrasing – When you restate a passage, keeping the essence or central idea of the original passage intact but altering its form or substituting other works, you should directly cite the original source (e.g., According to Skinner (1965)…).

** Idea – When you use ideas fully or partially derived from an identifiable source or set of sources you must acknowledge the origin of those ideas.

** Rules about plagiarism pertain to all work, not just papers. This includes debates, group project assignments, oral reports, homework assignments, etc., even though the rules and forms for citation may not be as stringent.

** Secondary sources - When another author is cited within the text you used, you need to include a reference to where you found the quote. For example, if you were citing B.F. Skinnner out of an introductory psychology text, you would cite the psychology text.

10 ** Citations or references should provide clear, accurate, and complete information as to the origin of the source. In general, students in education courses should use the citation format contained in the most recent edition of the Publication Manual of the American Psychological Association.

• Coping from another students’ paper or otherwise communicating with him/her during an examination. • Allowing another student to copy from your exam paper. • Having another student take an exam under your name, or doing likewise for him/her. • Copying notes secretly brought into an exam. • Copying another student’s homework, take home test, or allowing another student to copy yours • Securing a copy of an examination when other students who take it do not have, or are not allowed access to it. NO copies of examinations are to be taken from the classroom at any time UNLESS permission is given by the course instructor. • Claiming for someone else what is, in fact, your own. • Signing the name of an academic advisor or any faculty member or administrator to an official form or document.

11 Tentative Course Schedule which is potentially subject to change:

Class Date Unit Essential Standard Readings Assignments Number Questions Prior to Due Class 1 Tuesday Introduction Syllabus, What is INTASC None August 27 a good teacher? # 9,10

2 Thursday Chapter 1 Introduction How does my INTASC August 29 personal # 9,10 Swartwood educational history impact my future teaching?

3 Tuesday Developmental How does INTASC Chapter 1 Baseline September Foundations I neuroscience # 1,2,3,4 Danielson 3 impact educational Chapter 2 decision-making? Swartwood p. 28-39 4 Thursday Developmental Who were INTASC Chapter 2 September Foundations I Vygotsky and # 1,2,3,4 Swartwood 5 Piaget and why p. 40-68 should I care?

5 Tuesday Developmental How does INTASC Chapter 3 September Foundations II Erickson’s theory # 4,5 Swartwood 10 of Psychosocial p.70-88 development impact me as a teacher?

6 Thursday Developmental How do INTASC Chapter 3 Letter to a September Foundations II individuals # 2 Swartwood Teacher 12 develop morally? p. 89-104

7 Tuesday The Four What can I do as a INTASC Chapter 3 September Domains of teacher to ensure # 9,10 Danielson 17 Teaching that my students Responsibility have the best opportunities for learning?

12 Class Date Unit Essential Standard Readings Assignments Number Questions Prior to Due Class 8 Thursday The Four How do INTASC Chapter 4 September Domains of Danielson’s four # 9,10 Danielson 19 Teaching domains of Responsibility professional practice impact me? 9 Tuesday Behavioral and What is INTASC Chapter 4 September Social Learning ? # 5 Swartwood 24 Theories p. 107-129 10 Thursday Behavioral and In what ways do INTASC Chapter 4 September Swartwood Social Learning social # 5 26 Theories relationships p. 130-136 affect our learning? 11 Tuesday Cognitive How do we INTASC Chapter 5 Educational October 1 Learning process and store # 1,2,3 Swartwood Journal Theories memories? p.140-159 Critique #1 12 Thursday Cognitive What is INTASC Chapter 5 October 3 Learning metacognition? # 1,2,3 Swartwood Theories p.160-173 13 Tuesday Higher Order How do students INTASC Chapter 6 October 8 Cognitive approach problem # 1,2,3,7 Swartwood Learning solving and critical thinking? 14 Thursday Creativity What is the role of INTASC Supplemental October 10 creativity in # 1,2,3,7 Reading education? 15 Tuesday Motivation What is INTASC Chapter 7 October 15 motivation? # 5 Swartwood p. 206-220 16 Thursday Motivation What impact do INTASC Chapter 7 October 17 goals have on # 1,2,3,5 Swartwood motivation? p.220-226

17 Tuesday Constructivism What is INTASC Chapter 12 October 22 constructivism? # 3 Swartwood

18 Thursday October 24 Midterm Tuesday October 29 No Class Monday’s Classes Meet Today

13 Class Date Unit Essential Standard Readings Assignments Number Questions Prior to Due Class 19 Thursday Individuals, How do societal INTASC Chapter 8 October 31 Groups and and cultural # 2,3 Swartwood Society factors affect education?

20 Tuesday November Educational Journal Critique #2 Presentations 5 21 Thursday Standardized How do INTASC Chapter 9 November Testing standardized tests # 8 Swartwood 7 differ from classroom assessments?

22 Tuesday Assessment of How do teachers INTASC Chapter 15 November Learning use classroom # 8 Swartwood 12 assessment to measure learning?

23 Thursday Learner Why do we have INTASC Chapter 10 November Distinctiveness- special education? # 3,8 Swartwood 14 Special Education 24 Tuesday Learner What are the INTASC Chapter 11 Essay November Distinctiveness- unique needs of # 3 Swartwood 19 Attention, students with Giftedness, and attention issues, Families giftedness, and exceptional creativity?

25 Thursday Classroom How can teachers INTASC Chapter 13 November Management create effective # 5 Swartwood 21 learning p.422-431 environments?

26 Tuesday Positive How can INTASC Chapter 13 November Behavior collaboration help # 9 Swartwood 26 Support teachers manage p.432-455 the classroom? Thursday November No Class-Thanksgiving Break 28

14 Class Date Unit Essential Standard Readings Assignments Number Questions Prior to Due Class 27 Tuesday Instructional How do teachers INTASC Chapter 14 5 Hours December Excellence develop a sound #6 Swartwood Field Work: 3 instructional plan? Journal Reflection 28 Thursday The Four How do teachers INTASC Chapter 6 December Domains of become self- # 6,9 Danielson 5 Teaching reflective? Responsibility 29 December Finals Week 9-13 Due: Baseline Document In Depth Reflection Presentation

****Additional short homework assignments will be assigned as needed and will contribute to your class participation grade.**** ****Reading Quizzes will be assigned throughout the semester and will be administrated through mywestminster.****

INTASC Standard #1: Knowledge of Subject Matter INTASC Standard #2: Knowledge of Human Development & Learning INTASC Standard #3: Adapting Instruction to Individual Needs INTASC Standard #4: Multiple Instructional Strategies INTASC Standard #5: Classroom Motivation & Management INTASC Standard #6: Communication Skills INTASC Standard #7: Instructional Planning Skills INTASC Standard #8: Assessment of Student Learning INTASC Standard #9: Professional Commitment & Responsibility INTASC Standard #10: Partnerships

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