EPSY 200 COURSE SYLLABUS

Spring, 2005

Dr. H. Andrade

I. Course Description and Purpose

The purpose of this course is to provide pre-service educators with a basic understanding of theories and research in human development, learning, academic motivation, and intelligence, as well as the ways in which theories about how children grow and learn can be applied to teaching. We will draw on a variety of instructional approaches including assigned readings, reflective writing, hands-on activities, class discussions, group projects, and individual papers.

II. Learning Objectives/Understanding Goals

I have the following broad goals for this course:

A. Understand your own and others’ theories about how children learn.

B. Understand your own and others’ theories about children’s cognitive, linguistic, personal, social, moral and emotional development.

C. Understand how theories of learning and development can inform teaching practice.

D. Know the limitations of current theories of learning and development.

E. Be able to think critically and ask questions about educational psychology.

III. Reading

The main text for this course is available in the campus bookstore and at Mary Jane Books:

Ormrod, J. E. (2003). Educational psychology: Developing learners (4^th ed.). New York: Pearson Education. [Textbook Web site]

An additional required article and handouts for class can be found on E-Reserves via the library website. The password is epsy200andr.

IV. Course Requirements and Evaluation

You will demonstrate your achievement of the learning objectives/understanding goals via the following assignments:

A. Throughline reflections (15 points—7 and 8 respectively): You will be asked to write about several overarching questions, or throughlines (see p. 4). Your written throughlines will be collected at the beginning and end of the semester and assessed according to a checklist (see pp. 4 and 5). One rewrite of the first throughline is allowed, due one week after you receive your graded work from me. No rewrites of final throughlines are allowed.

B. Reading notes (22 points—2 each): You cannot do well in this course without doing the assigned readings before each class. Class discussions and projects will assume you have done the readings. I recommend writing reading times into your weekly calendar. You will hand in notes for each assigned chapter and article. See page 6 for the note-taking questions. Please note that the questions change for chapters 2 and 3. Reading notes will be graded as 2 points/1 point/0 points. Two rewrites are allowed, due one week after you receive your graded work from me. Be sure to read the model chapter notes on ereserves before writing your first notes!

C. Annotated bibliography (25 points): You will read, summarize, and draw practical implications from at least 5 journal articles on a topic of your choice related to educational psychology. A rubric (see p. 10) will be used to evaluate your work.

D. Learning vignette (25 points): You will work in small groups to create a 15-minute role-play of instruction you design, drawing on the theories introduced in this course. See page 7 for a description of the LV. We will co-design a rubric in class.

E. Quizzes (10 pts.): At least two pop quizzes will be given.

G. Piaget’s Pencils Assignment (3 pts.): See page 11 of this syllabus.

H. Attendance: I expect you to attend and participate in every class. This is not the kind of lecture-based class that you can skip then get the notes from someone else. More than one unexcused absence will impact your final course grade, which will be lowered by one third of a grade per extra class missed. For example, if you miss two classes your course grade will be lowered from B to B-. Excessive tardiness will also impact on your grade, e.g. two tardies = one absence or –3 pts.

V. Grading Policy

Completion of all course requirements and evidence of growth in your knowledge of theories of learning and development will result in a high grade. Rubrics or checklists for all assignments will be provided.

A = 95 - 100 A - = 90 – 94

B+ = 87 – 89 B = 83 – 86 B - = 80 – 82

C+ = 77 – 79 C = 73 – 76 C - = 70 – 72

D+ = 67 – 69 D = 63 – 67 D - = 60 – 62

E = <60

VI. Equity

If you have a documented physical, sensory, systemic, cognitive, learning or psychiatric disability that requires an accommodation, please notify me during the first week of class and contact the Director of Disabled Student Services (Campus Center 137, 442-5490).

VII. Academic Dishonesty

I cannot tolerate cheating, and the University at Albany Standards of Academic Integrity prohibit all forms of academic dishonesty. These include plagiarism (presenting as one's own work the work of another person, including paraphrasing or summarizing without acknowledgment, submission of another student's work as one's own, the purchase of prepared research or completed projects or papers, and the unacknowledged use of research sources gathered by someone else), cheating on examinations, multiple submissions of work, forgery, sabotage, unauthorized collaboration, and falsification. If you engage in course-related academic dishonesty I will be very angry, your work will not be accepted or your grade on the work in question will be dramatically lowered. In some cases, the University Judicial System recommends disciplinary probation, suspension, or expulsion from the University. Any student wishing to protest any such action can initiate grievance procedures, starting at the department level.

VIII. Course Outline and Assignments by Week

Date

Topic, Readings, and Assignments Due

1/25

Introductions, an Overview of the Course, and Misconceptions

2/1

How Students Learn: Learning and Cognitive Processes, and Knowledge Construction (Chapters 6 & 7)

Due: Subscribe to the course electronic mailing list by sending a blank email to: EPSY200S05-subscribe-request@listserv.albany.edu. At the end of the semester you can unsubscribe by sending a blank email to: EPSY200S05-unsubscribe-request@listserv.albany.edu.

Throughline #1 w/self-assessed checklist; chapter 6 notes; chapter 7 notes.

2/8

Behaviorist Views of Learning (Chapter 9)

Due: Chapter 9 notes; read pp. 7-8 in syllabus, list questions on p. 7

2/15

Higher-Level Thinking Skills and Social Cognitive Views of Learning (Chapters 8 and 10)

Due: Chapter 8 notes; chapter 10 notes; read pp. 9-11 in syllabus, list questions on p. 10

2/22

No classes

3/1

Individual and Group Differences (Chapter 4)

Due: Chapter 4 notes.

3/8

Multiple Intelligences (read the articles by Andrade & Kruse, and by Howard Gardner, both on ereserves)

Due: notes for Gardner article only; draft of annotated bibliography

3/15

Motivation (Chapters 11 and 12)

Due: Chapter 11 notes; chapter 12 notes; peer assessment of collaborative groups (at end of this syllabus)

3/22

No classes

3/29

Development: Cognitive and Linguistic Development (Chapter 2)

Due: Chapter 2 notes (use new questions on p. 6); Piaget’s Pencils assignment (p. 11).

ZPD presentation

4/5

Personal, Social and Moral Development (Chapter 3)

Due: Chapter 3 notes (use new questions); annotated bibliography.

4/12

No class or office hours? TBD

4/19

Perform learning vignettes for feedback

4/26

Perform learning vignettes for feedback

5/3

Final learning vignettes in class

5/5