Syllabus (SGU)

SYLLABUS/SPRING 2018

                                 

ED 610 – ADVANCED EDUCATIONAL PSYCHOLOGY

Section 00

(3 Semester Hours)

INSTRUCTOR:  Art W. Fisher, M.Ed. PHD Candidate USD

OFFICE HOURS:  Student Services Building. 

PHONE: 605-441-2113

EMAIL: artfisher65@gmail.com or ArtFisher@sintegleska.edu

COURSE BLOG: https://lmea753.blogspot.com/?zx=717ded8a3573725d

LOCATION:  Student Services Building – Room 101

TIME/DATE: 4:00-7:00 pm; Tuesday

REQUIRED TEXT:  

Slavin, Robert. (2015). Educational psychology. . 11 edition New Jersey: Pearson.

*Supplementary Reading: As assigned by instructor

COURSE DESCRIPTION:

This course will provide an in-depth study of cognitive psychology as the theoretical basis for constructivist education. It will also examine school-based applications of a cognitive approach and describe new approaches to problem solving, critical thinking, and reflective thought.

COURSE GOALS:

Students will demonstrate an understanding of how all students develop and learn by designing active learning opportunities that address varied developmental levels and diverse approaches to learning.

Students will demonstrate an understanding of the importance of establishing safe, orderly, and equitable learning environments that foster positive social interaction, active, engagement of learning and self-motivation for all students.

Students will be given opportunities to study formal and informal assessment strategies; students will also gain a realization of how assessment results determine curricular programs address student needs and facilitate student achievement.

Students will reflect and evaluate instructional practices as they seek opportunities for professional growth and developmental.

COURSE LEARNING OBJECTIVES: When students have completed this course they will:

1.            Discuss educational theory and research from multiple perspectives.

2.      Compare and contrast educational theories and their impact on teaching and learning

3.      Communicate educational changes to improve learning opportunities for children.

4.      Apply educational theory and research to the classroom.

5.      Demonstrate a working knowledge of how educational psychology impacts communities

6.      Apply educational theory and research to meet the unique needs and perspectives of Native American students and students coming from other diverse backgrounds

7.      Critically analyze research and publications about developments in educational psychology and understand the implications and limitations of the findings

8.      To practice Lakota values of honesty, courage, and fortitude in the classroom, between

colleagues and within the research process

9.      To utilize the Lakota language within the classroom, between colleagues and within the research process

COURSE STANDARDS:

Interstate New Teacher Assessment & Support Consortium (InTASC) Principles:

Through assignments, readings, and class activities, students will:

Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

 Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Standard

#8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

STUDENT RESPONSIBILITIES:

ATTENDANCE:  The attendance policies stated in the Sinte Gleska University Student Handbook will be strictly adhered to.  Successful completion of this course is contingent upon attendance, participation, and completion of all course requirements in a timely manner.

                     

Students can be dropped by the instructor after missing three consecutive classes or five classes during the semester; and students must have assignments completed by the next class meeting. 

ACCOUNTABILITY:  All readings, presentations, and assignments must be ready when due in order to earn the maximum number of points allowed.  The instructor reserves the right to deduct points for late work at the rate of one point per day for approximately 20 days at which time the assignment will no longer be accepted.  Scores for assignments are recorded in the grade book as raw scores based on the number of answers required for any given assignment.  For this instructor this is a policy being implemented in an effort to insure that students are not advancing to new topics without mastering previous topics.  STUDENTS MUST UNDERSTAND THAT THEY ARE ULTIMATELY RESPONSIBLE FOR THEIR OWN LEARNING.

CELL PHONE POLICY:  Cell phone usage disrupts the learning process.  All cell phones must be turned off and put away during class time.  You may check your messages and/or make necessary phone calls during class breaks or after class is over.  Thanks for you cooperation.

DISABILITY STATEMENT:  Sinte Gleska University strives to assist students with declared disabilities that may impact their learning.  Please advise your instructor or academic advisor prior to the beginning of the class if you have special needs.  See SGU Catalog page 14 for the full disability statement.

COURSE REQUIREMENTS, ASSIGNMENTS & MARKINGS

Action Research Critique	25 points
Educational Theory Matrix	50 points
Educational Theory Matrix Presentation	50 points
Annotated Bibliographies (10 annotations)	100 points
Literature Review (Based on Theory and Teachable Point of View)	100 points
Multimedia Based Stage Theory Characteristics	100 points
Multimedia Stage Theory Presentation	50 points
	475 total points

GRADING:

428-475 = A   90 -100%                     Note:   Graduate level courses must be

380-427 = B   80 - 89%                       passed with a “C” or better.               

333-379 = C   70 - 79%        

COURSE SCHEDULE: (Note the course schedule and assignments are subject to change upon instructors decision.

Week	Major Class Topics	Assignments Due
1.   Oko Wanji 1/16	Course Introduction and Overview Educational Psychology: A Foundation for Teaching Chapter 1 Topics: What Makes a Good Teacher, The Role of Research, What are the Research Methods, Becoming an Intentional Teacher	Assignment: * Read Chapter 1 * Action Research Critique * Education Theory Matrix & Presentation (due week 15)
2.   Oko Nunpa 1/23	Cognitive, Language and Literacy Development Chapter 2 Topics: How Do Children Develop Cognitively? How is Piaget’s Work Viewed Today? How Did Vygotsky View Cognitive Development? How did Bronfenbrenner View Development?	Due: * Action Research Critique Assignment: * Read Chapter 2 * Annotated Bibliography 1
3.   Oko Yamni 1/30	Cognitive Theories of Learning Chapter 6 Topics: What is an Information-Processing Model? What Do We Know From Research on the Brain? What Causes People to Remember and Forget? How Can Memory Strategies Be Taught? What Makes Information Meaningful? How Do Metacognitive Skills Help Students Learn? What Study Strategies Help Students Learn? How Do Cognitive Teaching Strategies Help Students Learn?	Due: * Annotated Bibliography 1 Assignment: * Read Chapter 6 * Annotated Bibliography 2 * Multimedia Based Stage Theory Characteristics and Presentation Due Week 9
4.   Oko Topa 2/6	Behavior and Social Theories of Learning Chapter 2 Topics: What is Learning? What are Behavioral Learning Theories? What are Some Principles of Behavioral Learning? How Has Social Learning Theory Contributed to Our understanding of Human Learning?	Due: * Annotated Bibliography 2 Assignment: * Read Chapter 2 * Annotated Bibliography 3
5.  Oko Zaptan 2/13	Student Diversity Chapter 4 Topics: What is the Impact of Culture on Teaching and Learning? How Dopes Socioeconomic Status Affect Student Achievement? How Do Ethnicity and Race Affect Students’ School Experience? How Do Language Differences and Bilingual Programs Affect Student Achievement? What is Multicultural Education? How Do Gender and Gender Bias Affect Students’ School Experience? How do Student Differ in Intelligence and Learning Styles?	Due: * Annotated Bibliography 3 Assignment: * Read Chapter 4 * Annotated Bibliography 4
6.  Oko Sakpe 2/20	The Effective Lesson Chapter 7 Topics: What is Direct Instruction? How Does Research on Direct Instruction Methods Inform Teaching? How do Students Learn and Transfer Concepts? How are Discussions Used in Instruction?	Due: * Annotated Bibliography 4 Assignment: * Read Chapter 7 * Annotated Bibliography 5
7.  Oko Sakowin 3/6	Student-Centered and Constructivist Approaches to Instruction Chapter 8 Topics: What is the Constructivist View of Learning? How is Cooperative Learning Used in Instruction? How are Problem-Solving and Thinking Skills Taught?	Due: * Annotated Bibliography 5 Assignment: * Read Chapter 8 * Annotated Bibliography 6
Spring Break 3/12 – 3/16	Spring Break	Spring Break
8.  Oko Saglogan 3/20	Grouping, Differentiation, and Technology/Connectivism Chapter 9 Topics: What are Elements of Effective Instruction Beyond a Good Lesson? How are Students Grouped to Accommodate Achievement Differences? What are Some Ways of Differentiating Instruction? What Educational Programs Exist for Students Placed at Risk? How is Technology Used in Education?	Due: * Annotated Bibliography 6 Assignment: * Read Chapter 9 * Annotated Bibliography 7
9.  Oko Napciunka 3/27	Motivating Students to Learn Chapter 10 Topics: What is motivation? What are Some Theories of Motivation? What Factors Affect Students’ Motivation? How Can Teachers Increase Students’ Motivation to Learn?	Due: * Annotated Bibliography 7 * Multimedia Based Stage Theory Characteristics and Presentation Assignment: * Read Chapter 10 * Annotated Bibliography 8
10. Oko Wikcemna 4/3	Effective Learning Environments Chapter 11 Topics: What is an Effective Learning Environment? What is the Impact of Time on Learning? What Practices Contribute to Effective Classroom Management? What are Some Strategies for Management Routine Misbehavior? How is Applied Behavior Analysis Used to Manage More Serious Behavior Problems? How Can Serious Behavior Problems be Prevented?	Due: * Annotated Bibliography 8 Assignment: * Read Chapter 11 * Annotated Bibliography 9
11. Oko Ake Wanji 4/3	Learning with Exceptionalities Chapter 12 Topics: Who are Learners with Exceptionalities? What is Special Education? What is Response to Intervention? What is Inclusion? What are Effective Strategies for Students with Disabilities in General Education?	Due: * Annotated Bibliography 9 Assignment: * Read Chapter 12 * Annotated Bibliography 10
12. Oko Ake Nunpa 4/10	Assessing Student Learning Chapter 13 Topics: What are Instructional Objectives and How Are They Used? Why is Evaluation Important? How is Student Learning Evaluated? How are Tests Constructed? What are Authentic, Portfolio, and Performance Assessments? How are Grades Determined?	Due: * Annotated Bibliography 10 Assignment: * Read Chapter 13 * Literature Review Draft outline due week 13
13. Oko AkeYamni 4/17	Standardized Tests and Accountability Chapter 14 Topics: What are Standardized Tests and How are They Used? What Types of Standardized Tests are Given? How are Standardized Tests Interpreted? What are Some Issues Concerning Standardized and Classroom Testing? How are Educators Held Accountable for Student Achievement?	Due: * Literature Review Draft Outline Assignment: * Read Chapter 14 * Annotated Bibliography
14. Oko Ake Topa 3/24	Student Work Session Overview of course grades and standings and a time for students to work to finish coursework for closure of class.
15.  Oko Wikcemna 4/1	Closure to Adv Ed Psych Course Wrap-up	Due: * Literature Review * Education Theory Matrix & Presentation (due week 15)

DISCLAIMER: The Syllabus is subject to change as deemed necessary by the instructor.