OByrne/ED 604_F12 ED 604 EDUCATIONAL PSYCHOLOGY INSTRUCTOR: W. Ian O'Byrne CONTACT: office: 203-479-4272; email: wiobyrne@newhaven.

edu OFFICE: 600 Saw Mill Rd., Room 122 OFFICE HOURS: Mondays 1:30-5:30, Tuesdays 1:30-3:30, Wednesdays 1:30-3:30; by appointment Required Texts: Ormrod, J. E. (2011). Educational psychology: Developing learners, 7/e. Upper Saddle River, NJ: Pearson Education. Recommended Texts: Michie, G. (2009). Holler if you hear me, 2/e. New York: Teachers College Press. This book is not available at the UNH bookstore; it is widely available at Barns & Noble, Amazon, etc. Willingham, D. T. (2009). Why dont students like school? A cognitive scientist answers questions about how the mind works and what it means for your classroom. San Francisco, CA: Jossey-Bass. This book is not available at the UNH bookstore; it is widely available at Barns & Noble, Amazon, etc. All other required readings are available on the course website. Course Description: This course emphasizes the application of psychological principles and research results to the teaching-learning process. Focus also addresses learning principles, development, and planning as well as the implementation of instruction. Evaluation of student performance, classroom management and motivation are also addressed. 3 credits Course Objectives: 1. Teacher candidates will identify and describe the major theories of learning, human development, and motivation in relation to instructional practices and student engagement. CCCT1: 2.2, 4.1, 4.3, 4.6; INTASC2: 2, 5; UNH3: 4a 2. Teacher candidates will identify the benefits and limitations of various models of intelligence. CCCT: 3.1, 5.1; INTASC: 2, 3, 7, 8; UNH: 2a, 4a 3. Teacher candidates will relate theories of learning, development, and motivation to the teachinglearning process with regard to student diversity (e.g., ethnic, cultural, cognitive). CCCT: 2.1, 2.3, 3.5, 4.1, 4.5, 5.8; INTASC: 2, 4, 5; UNH: 2a, 4a, 4b, 8b, 8c 4. Teacher candidates will identify instructional issues relevant for a culturally diverse student population that includes all aspects of diversity. CCCT: 2.1, 3.3; INTASC: 2, 3, 5; UNH: 10a, 10b, 11b 5. Teacher candidates will identify and describe appropriate classroom learning environments that enhance the teaching-learning process. CCCT: 2.1, 2.2, 2.4, 2.5, 4.1, 4.3; INTASC: 5; UNH: 7b 6. Teacher candidates will identify methods for the evaluation and assessment of learning and teaching. CCCT: 3.4, 4.5, 4.6, 5.3, 5.4; INTASC: 8; UNH: 8b 7. Teacher candidates will demonstrate an understanding of the cyclical relationship among learning objectives, instruction, and assessment practices in the k-12 classroom
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CCCT: Connecticuts Common Core of Teaching 2010 INTASC: Interstate New Teacher Assessment and Support Consortium 3 UNH: Education Department Candidate Proficiencies 2011

OByrne/ED 604_F12 CCCT: 3.1, 3.2; INTASC: 7; UNH: 7a, 8c 8. Teacher candidates will analyze classroom behaviors for the purpose of communicating academic and behavior performance expectations and results with students, their families, and other educators. CCCT: 2.1, 2.4, 5.6; INTASC: 5; UNH: 5a, 5b, 9a Course Requirements: Assignments: Group Lesson: Online Discussions

6 X 20 points = 120 points 1 X 50 points = 50 points 10 X 3 points = 30 points

~60% of total grade ~25% of total grade ~15% of total grade

Grading: A = 200-171 A- = 170-183 B+ = 172-168 B = 167-162 B- = 161-156 C+ = 155-151 C = 150-145 C- = 144-139 F = 138 points or below The point distribution for letter grades is pursuant to the UNH Education Department grading scale. According to the UNH Graduate Grading Scale, an A grade represents superior work, a B grade represents above average work, and a B- represents average work. Students who fall below this grade are required to repeat the course, as per University Graduate School Policy. Attendance: On-time attendance is required for all class sessions. You cannot make up discussions and analyses for which you were not present. More than one missed class will result in a lower course grade. Missing more than three classes may result in a failing grade for the course. If you have serious extenuating circumstances, see the instructor immediately. Online Discussions & Discussion Director (DD): Throughout the course you will be expected to contribute in online discussions, along with the in-class discussions during our face-to-face meetings. Each week the discussions will focus on a selected reading for the week and will ask you to have read and then respond to the selection. You will respond to the online discussions a minimum of two times. During class, we will save time to discuss themes from the online discussions. The online discussions will be led each week by one of your peers. You are expected to involve yourself in the discussion. You may respond as often as you like, but the minimum would be one original post, and one response post to the work of another. The rubric that will be used to assess your involvement in online discussions will be based on a three-point scale. The rubric will assess whether or not you involve yourself in the discussion, attention to the literature, and depth of the discussion. Lectures: Lectures may be presented by the instructor or fellow students during some class periods. You are responsible for all of the information presented. However, the lectures will not cover all of the information for which you are responsible. Whenever possible, lectures will be recorded to Tegrity and posted on the course Blackboard site for review. Readings: In addition to the textbook, supplemental readings will be posted on Blackboard. It is students responsibility to read those articles and come to class prepared to discuss them. Student Code of Conduct: Students are expected to uphold the rules outlined in the UNH Student Code of Conduct http://newton.newhaven.edu/students/booklet.pdf. Students who attempt to cheat or turn in 2

OByrne/ED 604_F12 another person's work as their own will receive a zero on that assignment or test and may result in a failing grade in the course. This includes plagiarism. University policy will be followed. Incomplete Policy: In order to be eligible for an incomplete in the course, students must have earned at least 75% of the available points in the course; otherwise it is the students responsibility to withdraw oneself. The student must request the incomplete grade in person by 12:00 pm on November 14, 2011. The assignment of an incomplete grade is completely at the discretion of the instructor. The incomplete grade will not be given to simply allow the student to raise a grade. Student Disability Statement: Students with documented disabilities are encouraged to share, in confidence, information about needed specific course accommodations. Students with documented disabilities are also encouraged to make individual appointments with the Director of Disability Services & Resources, Ms. Linda Copney-Okeke, who can be reached by phone 203.932.7331 or by email: lcopney-okeke@newhaven.edu so that you can be informed of the full range of student services available at the University. RELATED REFERENCES: Anderson, J. R. (1995). Learning and memory. New York: John Wiley & Sons. Anderson, I., W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Blooms taxonomy of educational objectives. New York: Addison, Wesley, Longman. Baker, C. (1993). Foundations of bilingual education and bilingualism. Clevedon, England: Multilingual Matters. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company. Berliner, D., & Rosenshine, B. (1988). Talks to teachers. New York: Random House. Bruner, J. S. (1966). Toward a theory of instruction. New York: Norton. Byrnes, J. P. (1996). Cognitive development and learning in instructional contexts. Boston, MA: Allyn & Bacon. Campbell, L., Campbell, B., & Dickinson, D. (1999). Teaching and learning through multiple intelligences (2nd ed.). Boston, MA: Allyn & Bacon. Carey, I. M. (1994). Measuring and evaluating school learning (2nd ed.). Boston, MA: Allyn & Bacon. Case, R. (1992). The minds staircase: Exploring the conceptual underpinnings of childrens thought and knowledge. Mahwah, NJ: Lawrence Erlbaum. Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann. Elliot, A.J., & Dweck, C. S. (Eds.). (2005). Handbook of competence and motivation. New York: The Guilford Press. 3

OByrne/ED 604_F12 Good, T. L., & Brophy, J. E. (2009). Looking in classrooms (10 ed.). New York: Longman.
th

Goodman, G. S. (2010). Educational psychology reader. New York: Peter Lang. Gurian, M. (2001). Boys and girls learn differently. San Francisco: Jossey-Bass. Gronlund, N. E. (2000). How to write and use instructional objectives (6th ed.). Columbus, OH: Merrill. Jensen, E. (2008). Brain-based learning. Thousand Oaks, CA: Corwin Press. Levitin, D. J. (2007). This is your brain on music. NY: Plume (Penguin Group). Martin, J., Sugarman, J., & McNamara, J. (2000). Models of classroom management, 3/e. Calgary, Alberta: Detselig Enterprises Ltd. McInerny, D.M., & Van Etten, S. (Eds.). (2004). Big theories revisited, Vol. 4 in: Research on Sociocultural influences on motivation and learning. Greenwich, CT: Information Age Publishing. Meltzer, L. (2007). Executive function in education. NY: Guilford Press. Michie, G. (2009). Holler if you hear me (2nd ed.). New York: Teachers College Press Moll, L. (Ed). (1990). Vygotsky and education: Instructional implications and applications of sociohistorical psychology. New York: Cambridge University Press. Posner, M. I., & Rothbart, M. K. (2007). Educating the human brain. Washington, DC: American Psychological Association. Scholnick, E. K., Nelson, K., Gelman, S. A., & Miller, P. H. (Eds.). (1999). Conceptual development: Piagets legacy. Mahwah, NJ: Lawrence Erlbaum Associates. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press. Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press. Wadsworth, B. J. (1996). Piagets theory of cognitive and affective development (5th ed.). New York: Addison, Wesley, Longman. Willingham, D. T. (2009). Why dont students like school? A cognitive scientist answers questions about how the mind works and what it means for your classroom. San Francisco, CA: Jossey-Bass Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated learning and academic achievement, 2/e. Mahwah, NJ: Lawrence Erlbaum Associates.

OByrne/ED 604_F12 Assignments Due Course Objectives

Date Week 1 Sept. 10 Ormrod: Ch 1 Green, E.: Building a better teacher

Topics and Readings INTRODUCTION: WHY EDUCATIONAL PSYCHOLOGY IS IMPORTANT

1, 4 HUMAN DEVELOPMENT

Week 2 Sept. 16 Week 3 Sept. 24

Social, cognitive, & linguistic development Ormrod: Ch 2 & 3 Video: Language Development Group & individual differences; special needs students Ormrod: Ch 4 & 5 Michie: Introduction, Ch 5. Look at your hands LEARNING AND MOTIVATION The process of learning & knowing Ormrod: Ch 6 & 7 Michie: Ch 3. Terriblehorriblenogoodverybad *Video : Feelings count --Emotions & learning The process of learning & knowing, cont. Ormrod: Ch 7 & 8 Willingham: Ch 1 & 2

1, 3

1, 3, 4

Week 4 Oct. 1 Week 5 Oct. 8 Week 6 Oct. 15 Week 7 Oct. 22

Teacher Study Part 1

2, 5, 6

2, 5, 6 Behavioral learning Ormrod: Ch 9 Michie: Ch 4. The story of their lives Social cognitive learning Ormrod: Ch 10 Group Lesson 1: Classical & Instrumental Conditioning Teacher Study Part 2 Group Lesson 5

5, 8

5, 8

OByrne/ED 604_F12 2: Modeling Group Lesson 3: Goals Group Lesson 4: Attributions 1, 3

Week 8 Oct. 29

Motivation of learning & behavior Ormrod: Ch 11 Ellis, Fitzsimmons, & Small-McGinley: Encouraging the discouraged: Students views for elementary classrooms CLASSROOM & ASSESSMENT STRATEGIES Kelly & Turner: Rethinking the effects of classroom activity structure on the engagement of low-achieving students Willingham: Ch 3, 4, & 5 *Video: Expectations for successmotivation & learning Instructional strategies & learning environments Ormrod: Chapters 12 & 13 Guskey: Mapping the road to proficiency *Video: They didnt teach me that! Physical space in classrooms

Week 9 Nov. 5 Week10 Nov. 12 Nov. 29 Week 11 Nov. 26

Teacher Study Part 3

4, 5

6, 7

THANKSGIVING BREAK NO CLASS Classroom assessment & standardized testing Teacher Study Ormrod: Ch 14 & 15 Part 4 6, 7 Skiba, Knesting, & Bush: Culturally competent assessment: More than nonbiased tests Assignment 4: Week 12 Willingham: Ch 6, 7, & 8 Evaluating Dec. 3 *Video: School Testingbehind the numbers Student Work 3, 4 Week13 Margolis: What will keep todays teachers teaching? Teacher Study Dec. 10 Willingham: Ch 9 Part 5 1 *Videos are optional supplemental material and can be found under the External Links tab in Edmodo. You will not be responsible for material covered in the video on any assessments.