The theme of our conceptual framework is " CRITICAL AND CREATIVE THINKERS: EVOLVING TEACHERS WHO FACILITATE LEARNING FOR ALL STUDENTS IN A DIVERSE, TECHNOLOGICALLY, DYNAMIC WORLD.” (See Appendix B for Executive summary)

EDU 6303-79

Psychology of Teaching and Learning(Distance delivery course)

Fall 2009

Credit Hours: 3 Location: Pinebrook Elementary School- Davie County

Time: Tuesday 4:30

Instructor: Edwin D. Bell Office: 242C Anderson CenterTelephone: 750-2694 Office Hours: M, T, W, R 2:00 -4:00

(Call during these times)e-mail: belle@wssu.edu (e-mail anytime)Homepage: http://myweb.wssu.edu/belle/

Course Description

This distance, blended course, i.e., instruction will be delivered through face-to-face interaction, BlackBoard, and iLinc, examines theories of teaching and learning as they relate to the social, affective, cognitive, and physical development of children. The course includes a review of child development and learning theories, with special consideration of the issues of gender, culture, class, and ethnicity. These factors are analyzed within the psychological, social, and cultural contexts of the family, community, and school. The focus will be on the relationships between the developing child and the contexts in which he/she lives. The course also provides an introduction to the selection, planning, and evaluation of instructional strategies based on an awareness of their developmental and cultural appropriateness. Prerequisite: Admission to the graduate program or permission of the program coordinator.

Last Day to Drop Class: October 29, 2009

Disabled Students Information Students with a documented disability must register with the WSSU Disability Services Office within the first five weeks of each semester in order to receive any consideration for accommodations in this course. You may reach the Disability Services Office by emailing waddellm@wssu.edu.

EDU 6303- 79; Fall 2009 1

Honor Code: Please apply the code of ethics adopted for teachers by the NC State Board of Education to this course and your program of study in the M. Ed. in Elementary Education

Required Resources:

Slavin, R.E. (2009). Educational Psychology: Theory and Practice, 9th Ed. Needham Heights, MA: Allyn and Bacon, ISBN 0205592007

American Psychological Association (2009) Publication Manual of the American Psychological Association, 6th Ed. Washington, DC: Author.

High speed internet access; Microsoft Office, i.e., Word 97-2003 version or 2007 version, and PowerPoint same; QuickTime player freeware; a Web browser; access to Blackboard; headset with microphone, video camera, and USB jump drive.

Table 1. Instructional Objectives by National Standards and Conceptual Framework

INTASC NBPTS NCATE NETS/ISTE

WSSU Conceptual Framework

NC Professional Teaching Standards

Products

1.Analyze the interaction among ethnicity, culture, and gender among all the participants in the classroom

2,3,10 1, 3, 1,3 4 II Case Study

2.Evaluate the relationship among behavioral,

4,5,6,7 4 1,3 1,2,3,4,5,6

II, IV Midterm; Case Study

EDU 6303- 79; Fall 2009 2

cognitive, and social learning theories on developmentally appropriate instructional strategies for all students. 3.Demonstrate an understanding of the roles and strategies of an effective teacher with a diverse population of students given the INTASC Principles and NBPTS standards

8,9,10 4, 5 1,3 3 2,3,5,6 II, IV Case Study;Area of Focus Statement

Resources:

Best Evidence Encyclopedia (BEE), Center for Data-Driven Reform in Education, John Hopkins University http://www.bestevidence.org/index.htm

Center for Research on Education, Diversity & ExcellenceUniversity of California, Santa Cruz http://www.cal.org/crede/

Center for Research on the Education of Students Placed at Risk - http://www.csos.jhu.edu/crespar/

Developmental Assets http://www.search-institute.org/assets/)

General Systems Theory

EDU 6303- 79; Fall 2009 3

http://pespmc1.vub.ac.be/SYSTHEOR.html

Gender Bias – D. Pratt on YouTubehttp://www.youtube.com/watch?v=y25hdFtluuY National Board for Professional Teaching Standardshttp://www.nbpts.org/standards/index.cfm

O’Kelly Library http://www.wssu.edu/WSSU/About/Administration/Information+Resources/C.G.+OKelly+Library/

Peer – Assisted Learning Strategieshttp://kc.vanderbilt.edu/pals/

Resources in Teaching Multiple Intelligencehttp://www.thomasarmstrong.com/multiple_intelligences.htm

Southern Poverty Law Center’s Teaching Tolerance Project

Stress and the inverted U-curve http://www.mindtools.com/stress/UnderstandStress/StressPerformance.htm

TPAI – Revised Matrix with INTASC and NBPTS

http://www.ncpublicschools.org/docs/fbs/personnel/evaluation/stndmtrx.pdf

What Works Clearing House; Institute of Educational Sciences, U.S. Department of Education - http://ies.ed.gov/ncee/wwc/

Instructional Strategies:Case study analysis; class discussion; and reflective writing. You will be involved in face-to-face instruction, iLinc, and Blackboard for each of these strategiesYou will work collaboratively within your cohort and across your cohort groups.

Assessment:Examination (25%), case study (25%), area of focus essay (10%) homework (40%). You will take your examinations in BlackBoard. You will submit your homework, case study, and literature review to the assignment portal in Blackboard.

EDU 6303- 79; Fall 2009 4

RubricsHomework

Target Acceptable UnacceptableScore Accurate and on

time – 5 ptsAccurate and not on time –3 pts

Inaccurate and not on time 0 pts

ExaminationTarget Acceptable Unacceptable

Score 23 points or higher 20-22 points less than 20 points

Case StudyTarget 23 points or higher

Acceptable

20- 22 points

Unacceptable < less than 20 points

Content Integrates all of the elements of human, cognitive, moral and social development into the analysis of the learning environment of an individual child

Integrates two theories of development into the analysis of the learning environment of an individual child

Integrates one theory of development into the learning environment of an individual child

Integrates behavioral and cognitive learning theories with constructivists approach to instruction in the design of an effective learning environment

Integrates behavioral or cognitive learning theories with the constructivists approach to instruction in the design of an effective learning environment

Design for the learning environment does not have a coherent theory base

Assessment Plan Assessment planaddresses two types of intelligence with a well established rubric

Assessment planAddresses one type of intelligence with a well established rubric

Assessment plan does not have a well established rubric

Organization Well organized introduction, body, summary, and analysis with clear

Well organized introduction, body, and summary

Does not have a clear organization

EDU 6303- 79; Fall 2009 5

transitions among the sections

Presentation Submitted as Microsoft Word file to BlackBoard’s assignment area with no grammar or spelling errors

Submitted as Microsoft Word file to BlackBoard’s assignment area with minor grammar or spelling errors

Not submitted as an electronic document or major composition problems

Area of Focus Statement

Criteria Target 9 points or more

Acceptable8 points

Unacceptable < 8 points

Writing Meets 90% or more of the guidelines in the EDU 6303 writing checklist (see Appendix A)

Meets 80% or more of the guidelines in the EDU 6303 writing checklist (see Appendix A)

Meets less than 80% or more of the guidelines in the EDU 6303 writing checklist (see Appendix A)

Content Addresses a potential area of focus for action research; The essay states how your review of the research literature (references four articles) and your own observation indicate that this area of focus is important to student learning in your classroom

Addresses a potential area of focus for action research; The essay states how your review of the research literature (references two articles) and your own observation indicate that this area of focus is important to student learning in your classroom

Does not use research and your own observation to explain why the potential area of focus is important in your classroom.

Format Uses APA format correctly

Makes minor errors in APA format

Does not use APA format correctly

EDU 6303- 79; Fall 2009 6

Schedule:

8/25 Review on-line syllabus for EDU 6303 79; http://myweb.wssu.edu/belle/; Review Blackboard structure

Educational Psychology; Good Teaching; Multiple Intelligences (Contains first assignment: 5 points;

MBTI Basics

Introductions – have a digital picture taken; upload it in discussion board, give your name, school system, and grade level, what you think is important for your colleagues to know about you (this is your second assignment: 5 points, due on 9/01)

Take Multiple Intelligences inventory – http://www.ldrc.ca/projects/miinventory/miinventory.php andTake the Myers-Briggs on-line inventoryhttp://www.humanmetrics.com/cgi-win/JTypes2.asp (this is your third assignment: 5 points, due on 9/01,upload your Multiple Intelligence and Myers-Briggs profiles in Blackboard’s discussion board; explain how these profiles impact your teaching and learning.

Review stress and performance at http://www.mindtools.com/stress/UnderstandStress/StressPerformance.htm ; what is the potential impact on you and your effectiveness?

9/01 What is action research? Open Systems Perspective in Action Research;What Helps Students Learn? Review introductions in Blackboard, create workgroups, discuss possible action research topic in workgroups

9/08 Download and review the five core propositions of NBPTS http://www.nbpts.org/the_standards; the early childhood generalist standards, http://www.nbpts.org/the_standards/standards_ by_cert?ID=17&x=23&y=9 ; or the middle childhood generalist standards, http://www.nbpts.org/the_standards/standards_by_cert?ID=27&x=41&y=8.

Given your review of the core propositions and your relevant generalist standards – please write an analysis in which you identify your strengths and areas where you believe you need improvement, submit this analysis as your assignment- 5 pointsAssignment Due 9/15: Chapters 1& 2 in Slavin; Discuss self-assessments for Chapters 1 & 2

EDU 6303- 79; Fall 2009 7

9/15 Presentation on APA

and Library Resources. (Ms. Miller)

Theories of Development- Piaget and Vygotsky; Erickson’s Social Development (Upload your responses to the review and synthesis slide in a Word file to assignments (5 points) by 9/22; Piaget & Kohlberg’s Theories of Moral Development .

Assignment due on 9/22 Chapters 4 & 5 in Slavin, discuss self –assessments for Chapters 4 & 5, and upload action research area of focus to assignments section by 9/29 (5 points). Discuss issues and concerns from the Blog

9/22 Review and discuss rubrics for the case study and the area of focus assignments, identify action research topic, discuss midterm, and review how to electronically provide feedback on a Word file.

Behavioral Theories and Direct Instruction: group discussion on how behavioral theories of learning could be used to improve teaching and learning.

Gender bias (see http://www.youtube.com/watch?v=y25hdFtluuY .

9/29 Midterm Examination, Chs 1, 2, 4, 5 in Blackboard

10/06 Cognitive theories of learning; discuss how you will constructivist approaches, cognitive learning theories and direct instruction could improve the teaching and learning in your school; Write an essay in Microsoft Word that you describes how you will use constructivist approaches and cognitive learning theories that you are not currently using to improve the effectiveness of instruction in your classroom (5 points ) Assignment Due 10/20 Chapters 6, 7, 8, & 9, discuss self-assessments for Chapters 6-9.

10/13 Fall Break

10/20 Present and discuss the working outlines of your case studies. – submit your working outline of your case study (follow the template in Appendix C) – 5 points Assignment Due 10/27 ; Chapters 10, 11 & 13, discuss self-assessments for Chapters 10, 11, & 13;

10/27 Discuss classroom management, student motivation and character development. First draft of case study is due to work team critique drafts against the rubric in the work groups within cohorts.

EDU 6303- 79; Fall 2009 8

11/03 See Character Education Resources; See Developmental Assets – Search Institute ; see Fighting Risky Behavior. discussion of case study; clarify concerns

11/10 Final draft of case study is due in Assignment area of Blackboard, Discuss issues and concerns from the Blog.

11/17 Discuss outlines/drafts of area of focus essay in Blackboard

11/24 Discuss the intuitive , analytical, and empirical rationale for your area of focus in your small groups.

12/01 First draft of area of focus essay is due, discuss and critique essay against rubric in small groups.

12/08 Final draft of area of focus essay due in assignment area of Blackboard–

EDU 6303- 79; Fall 2009 9

Appendix A

Writing Guidelines & Assessment Checklist

Strategies to Improve Writing

I. Write from an outlineII. Put aside the first draft, reread it after a short delayIII. Ask someone else to critique it for you

Writing Style

I. Orderly presentation of ideas

Thought units – whether a single word, a sentence or paragraph, or a longer sequence – must be orderly. So that readers understand what you are presenting, you must aim for continuity in words, concepts, and thematic development from the opening statement to the conclusion. (American Psychological Association, 1994, p. 24)

II. Smoothness of Expression

Avoid ambiguity, avoid the unexpected, avoid the use of the passive voice, and avoid shifting the topic, tense, or person (APA, 1994).

III. Economy of Expression

“Say only what needs to be said…. Weed out overly detailed descriptions … Shot words and short sentences are easier to comprehend than long ones.”(APA, 1994, pp. 26-27)

IV. Precision and Clarity

Make certain that every word means exactly what you intend, avoid colloquial expressions, and make sure the referent for each pronoun that you use is obvious (APA, 1994).

Grammar

I. Verbs

“Verbs are vigorous, direct communicators. Use the active rather than the passive voice, and select tense and mood carefully

EDU 6303- 79; Fall 2009 10

Poor:

The survey was conducted in a controlled setting.

Better:

We conducted the survey in a controlled setting.” (APA, 2001, p. 42).

II. Agreement of Subject and Verb

“A verb must agree in number (i.e., singular or plural) with its subject regardless of intervening phrases that begin with such words as together with, including, plus, as well as.”(APA, 2001, p. 44)

Note: the plural form of some nouns of foreign origin end in a and require the use of the plural form of the verb.

Incorrect

The data in the study indicate …

Correct

The data in the study indicates …

III. Relative Pronouns and subordinate conjunctions

Relative pronouns (who, whom, that, which) and the subordinate conjunctions (e.g., since, while, although) introduce an element that is subordinate to the main clause of the sentence and reflect the relationship of the subordinate element to the main clause. Therefore, select these pronouns and conjunctions with care; interchanging them may reduce the precision of your meaning (APA, 2001, pp. 54-55)

IV. Parallel Construction

“To enhance the reader’s understanding, present parallel ideas in parallel or coordinate form. Make certain that all elements of the parallelism are present before and after the coordinating conjunction (i.e., and, but, or, nor)” (APA 2001, p. 57).

Back to paper rubric

EDU 6303- 79; Fall 2009 11

References

American Psychological Association (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author.

American Psychological Association (1994). Publication manual of the American Psychological Association (4th ed.). Washington, DC: Author

EDU 6303- 79; Fall 2009 12

Appendix BWINSTON-SALEM STATE UNIVERSITY

SCHOOL OF EDUCATION

Shared Vision: CRITICAL AND CREATIVE THINKERS: EVOLVING TEACHERS WHO FACILITATE LEARNING FOR ALL STUDENTS IN A DIVERSE,

TECHNOLOGICALLY, DYNAMIC WORLD

Conceptual FrameworkExecutive Summary

As candidates evolve into teachers who facilitate learning for all students, they must be

1. Knowledgeable understand theories associated with child development and the

environments best suited for learning understand the content that is taught and the appropriate

selection of content according to the child’s abilities, cognitive growth, and environmental relevance

understand the importance of total student development so as to attend to academic, psychological and social needs of children

understand the relationship between theory and practice

2. Effective in Instructional Practices and Assessments demonstrate appropriate use of instructional strategies demonstrate skills in establishing a class environment for

maximum learning use data to assess student needs, outcomes and areas for

improvement use teaching methods to address the learning process of children

and adolescents with various needs

3. Responsible and Reflective use self-evaluation to improve teaching and learning observe the daily class activities to help assess student

engagement be receptive to internal and external evaluations that will lead to

the improvement of teaching skills demonstrate willingness to seek assistance and professional

growth

4. (Committed to) Diversity

EDU 6303- 79; Fall 2009 13

provide multiple instructional methods and assessments to help students develop understanding and proficiency of content

demonstrate and value the uniqueness of all children establish a class environment that honors and values the

perspectives of family, culture and religious differences support fair and equitable policies and justice for all children

5. (Proficient in )Technology Integration demonstrate the appropriate use of technology integration in

teaching and learning uses technology to facilitate data collection and analysis to

improve student progress

6. Collaborative engage with families, colleagues and others to develop

opportunities that support student learning and achievement actively seek the counsel of appropriate personnel for effective

student growth demonstrate effective communication and decision making skills

Winston-Salem State University’s candidates are knowledgeable, effective practitioners skilled in the use of best instructional and assessment strategies, responsible and reflective, committed to diversity, fluent in the use of technology and collaborative for the purpose of impacting student learning and achievement. Additionally, they are confident, poised, critical and creative thinkers who are committed to their own continuous professional growth. It is these characteristics that support the evolution from candidates to teachers who facilitate learning for all children.

Back

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Appendix C

Case Study

I. Instructional Contexta.Cognitive Development – Ch 2 in Slavin

(2009)i. Piagetii. Vygotsky

b.Moral Development – Ch. 2c.Social Development – Ch. 2d.Analysis of the learning environment – Ch

11e.Learning styles of the student – Ch. 4

II. Lesson Plan (External Links)a.NCSCOS – objectivesb.Instructional strategy

a.Behaviorism Ch. 5b.Constructivism – (information

processing) Chs. 6 & 8c.Effective learning environment – Ch.

11d.Motivation strategies – Ch. 10

III. Assessmenta. Learning styles (two) – Ch. 4, Ch. 13b.Rubrics – Ch. 13

EDU 6303- 79; Fall 2009 15