Tentative Schedule of Topics, Activities and Assignments

https://mycourses.mcgill.ca/webct/urw/lc5594846011.tp93577141091/Re...

Ed Psych 335

Fall 2011

Prof. M. L. Hoover michael.hoover@mcgill.ca Office: 514 Education (514) 398-1607 Office Hours: Mondays 11:30-12:20 & Tuesdays 4:30-5:20, or by appointment Assessment: (10%) Weekly Questions on all readings. This will consist of less than one page per reading, outlining what you see as the most important conclusion / arguments / ideas from the reading, and at least three (3) series of questions (NOT from the study guide) either on parts you had trouble understanding or on issues raised for you by the reading. Leading Class Discussions (Discussion 2 is cancelled) (15%) Discussion 1: Leading Discussions (25%) Discussion 3: Lead the Class (15%) Participation in class discussions and presentations. (20%) Final Paper. An activity theory analysis of some educational phenomonenon. (15 pages) (15%) Activity : Each student will plan and carry out a presentation on their topic: EDPE 335 Instructional Psychology. Psychological processes in instruction and learning, assessment, and curriculum design, based on theories of cognition, motivation, and the social context of instruction. TEXTS: Gredler, M.E. (2009). Learning and Instruction: Theory into practice (Sixth edition). New York: Pearson. Engestrm, Y.,Miettinen, R., & Punamki, R-L [Eds.] (1999) Perspectives on Activity Theory. Cambridge: Cambridge University Press. (hereafter PAT) Readings on Reserve 1. Understanding Vygotsky, chapt 9 Van der Meer, R. & Valsiner, J. (1991). Understanding Vygotsky. Oxford: Blackwell. 2. Thought and Language, Chapts 1&4, V ygotsly, L. (1934 /1989) Thought and Language. Camridge MA: MIT Press. 3 Thought and Language, Chapt. 7, V ygotsly, L. (1934 /1989) Thought and Language. Camridge MA: MIT Press. 4. Freire, P. (1968 / 1970). Chapts 2 &3 Pedagogy of the Oppressed . New York: Herder & Herder.

5. Freire, P. & Macedo, D. (1987). Illiteracy of Literacy in US. in Literacy: Reading the word and the world. Mass: Bergin & Harvey. Goals of the Course. To acquaint the student with the major trends in psychological approaches to instruction, with an emphasis on recent advances in constructivist theories of instruction. The course will be carried out in three main ways. 1) Readings and discussions of the readings led by the Instructor 2) Student led discussions of the readings 3) Activities designed and carried out by the students demonstrating the approaches covered. In the first part of the course we will read and discuss some of the classic and still influential approaches to instructional psychology, in the second part, we will focus on the works of Lev Vygostsky as well as his followers, including Freire, and Engestrms Activity Theory group. Discussion Leading: Each Student will lead discussions on two articles (or chapters). Discussion 1: Students will meet with the professor and discuss the most important issues raised by the reading assigned. Each student will choose one aspect of the reading on which she will lead a class discussion (the prof does the rest). Discussion 3: The students will prepare an outline of the most important part of the reading assigned, present the reading to the class and lead a class discussion of the reading. Remember that you are to present the big ideas from the chapter, rather than The Activity / Presentation: Each student will plan and carry out a presentation on their topic:

1 of 2

28/01/2012 9:13 PM

Tentative Schedule of Topics, Activities and Assignments

https://mycourses.mcgill.ca/webct/urw/lc5594846011.tp93577141091/Re...

The presentation may be powerpoint, but need not be. Each presentation should include a one-page handout for every member of the class The presentation should concentrate on their activity theory analysis of the phenomenon of interest (i.e., the topic of the final paper) Students will present in random order on the 5th and 6th of December (8 per day) Each presentation will consist of a 12 minute presentation (time yourself first!) plus questions Asking questions is a part of class participation. Skipping the day you are not presenting is bad form, and will be reflected in participation mark. The final paper. A roughly 15 page paper in APA format, in which the student will present an activity theory analysis of a specific educational activity with which the student is very familiar. There should be an abstract, a literature review, a description of the phenomenon, the activity theory analysis, a discussion of the contradictions, and a conclusion in which the student will speak to what elements of the phenomenon which activity theory can help in understanding, and which elements or issues activity theory is less useful in understanding. The student should make arrangements with the Professor to meet to discuss the presentation. Tentative Schedule of Topics, Activities and Assignments 1 2 3 4 12 September: Overview and history of Instructional Psychology. 19 September: Behaviourism: Skinner and Bandura 26 September : Piaget and Constructivism 3 October: Vygostsky and Constructivism Reading: Gredler: Chapter 1 Reading: Gredler: Chapters 4 and 10

Reading: Gredler, Chapter 8 [Discussion 1] Reading: Gredler, Chapter 9,

5 17 October: Information Processing Theory. Reading: Gredler, Chapters 6 and 7 Van der Meer, R. & Valsiner, Chapter 9 [Discussion 1] 6 7 8 9 10 11 12/13 24 October: Vygotsky and Socio-Historical Theory 31 October: Paolo Freire 7 November: Activity Theory 14 November: Reading: Vygostsky, chapters 1, 4 & 7 [Discussion 1]

Reading: Friere; Friere & Macedo [Discussion 1] Reading: PAT, Introduction! Chapter 1 and 2 [Discussion 3] Reading: PAT Chapters 5 & [Discussion 3]

Culture & Learning

21 November: Writing

Reading: PAT chapter 11 and 12 [Discussion 3]

28 November: Teaching Reading: PAT Chapter 17 & 18 [Discussion 3] 5 & 6 December: Presentations of Activity Theory analysis.

Official statements required on all syllabi: 1) McGill University values academic integrity. Therefore, all students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Code of Student Conduct and Disciplinary Procedures (see http://www.mcgill.ca/integrity for more information). 2) If you have a disability please contact the instructor to arrange a time to discuss your situation. It would be helpful if you contact the Office for Students with Disabilities at 398-6009 or online at http://www.mcgill.ca/osd) before you do this. 3) Additional policies governing academic issues which affect students can be found in the Handbook on Student Rights and Responsibilities, Charter of Students Rights (online at http://www.mcgill.ca/files/secretariat/greenbookenglish.pdf). 4) In accord with McGill Universitys Charter of Students Rights, students in this course have the right to submit in English or in French any written work that is to be graded. 5) MERCURY ONLINE EVALUATIONS: Students are strongly encouraged to fill out the online evaluation for this course at the end of term. Online courseevaluations serve primarily as a tool towards teaching improvement, informing students about courses, and as one of the elements for evaluating the teaching performance of staff for reappointment, tenure and promotion purposes. For more information consult the following link: http://www.mcgill.ca/tls/courseevaluations /mercury

2 of 2

28/01/2012 9:13 PM