Syllabus

toc =1. Course Identifier= Psych 201-03 – Educational Psychology Fall 2013 Capital University

=2. Instructor= Carolyn Osborne, cosborn2@capital.edu; 614-282-8012  begin_of_the_skype_highlighting 614-282-8012  FREE  end_of_the_skype_highlighting  (text or call); 222 Learning Center Office hours: M: 12-1, 3-4; W: 12-1; F: 12-1, 3-4 during school year; by appointment during summer

=3. Course Meeting Time= This course is conducted online. Course activities will require 9 hours of engagement per week.

=4. Course Description:= The foundation for critical thinking about the observation of teaching and learning, including teaching in relation to individual, developmental and cultural differences; research and applications from behavioral and cognitive perspectives; and educational measurement strategies. Prerequisite(s): PSYCH 110

=5. Course Goals:= This syllabus is based on the standards and format required by the University Senate in conjunction with the federal definition of a credit hour (http://literacymethods.wikispaces.com/Rigor#Academic Rigor and the Federal Definition of Credit Hour). The focus in this course is on true academic rigor (as defined here: http://literacymethods.wikispaces.com/Rigor). The following goals-related statements demonstrate the ethical stance on which this course is based.

University Mission Statement
Capital University's mission statement is "Transforming lives through higher education." Education is a transformative process and it is incumbent upon teachers to set up the conditions under which students can take the emotional risk of volunteering to change. Educational Psychology teaches students about how to be teachers who create transformational learning environments; one way in which the course achieves this is through being an example to students for how this is done.

Transformation happens when students truly learn, when their ideas of how the world works shift because they have thought deeply about critical ideas..

University Goals
Capital University has three goals: By drawing upon the Lutheran principle of free inquiry, Capital University:

Provides for personal growth by encouraging, enabling, and celebrating learning; Prepares individuals to be knowledgeable, independent, critical thinkers - educated for lives of leadership and service in an increasingly diverse society; Inspires individuals to be morally reflective, spiritually alive, and civically engaged.

University goals support a stance towards learning that focuses on transformation. This class "provides for personal growth" through the use of engaging materials, assessment practices that focus on the quality of student thought, class policies and procedures that help students undertake a challenging class in a challenging format.

Education Department Mission Statement
The Education Department's Mission is: "to prepare competent, caring and committed professionals to teach, lead and serve diverse communities of learners."

One way to operationalize this mission statement (and the goals that go with it) is to consider them in light of Bloom's taxonomy. Bloom's taxonomy was a system of classifying educational objectives developed by a committee that Benjamin Bloom chaired.

The cells that have red text in them are those that are reflected in this course.

Bloom's Taxonomy and Education Department Mission

 * || Remembering || Understanding || Applying || Analyzing || Evaluating || Creating ||
 * Competent || Knowledgeable || Ability to explain knowledge to others in own words || Can apply content knowledge and knowledge about teaching and learning in the classroom || Reflects on teaching practice || Evaluates students and self in order to improve teaching practice || Creates constructive learning environment and classroom practices ||
 * Caring || Knows why caring is important || Understands what it means in students' lives for a teacher to be caring || Is caring towards students || Finds out about students' lives in order to understand them and care for them || Reflects on own practices in relation to caring || Develops more ways to communicate and demonstrate caring ||
 * Committed || Knows what commitment in education is || Understand the importance of commitment || Is committed to the education of each student || Analyzes student needs and diligently searches for ways of meeting those educational needs || Evaluates past ways of working with students in terms of their effectiveness || Innovates in creating new ways of teaching students ||
 * Teach || Knows about teaching || Understands teaching as a profession and calling || Field placements reflect students understanding of teaching || Reflection on teaching || Reflection on teaching || Creation of new ways of teaching ||
 * Lead || Knows leadership principles || Can explain leadership ideas to others || Takes a leadership role in classes and university groups || Analyzes leadership practices to see which ones would work for him/herself || Evaluates own leadership skills across contexts || Develops innovative leadership strategies ||
 * Serve || Knows about service || Values service || Serves || Analyzes how one's ability to serve can be best put to use || Evaluates own service for short term and long term success || Develops new opportunities for service for self and/or others ||

Education Department Goals
The following chart outlines the Education Department Goals in relation to Bloom's Taxonomy:

Bloom's Taxonomy and Education Department Goals
all students || Knowledge of culturally responsive practices || Empathy || Development of culturally responsive teaching practices || Reflection on own teaching practice || Reflection on own teaching practice || Creating new teaching practices || = 6. Intended Learning Outcomes and Assessment Plan = Students will use their content knowledge in the development of various lesson plans and other reflections on course material. || Reflection on Teacher Knowledge || Motivation Communication Classroom Management most of the other units in this course || Students will reflect on aspects of each unit in relation to their own experiences as students and themselves as teachers. The reflections and other activities will demonstrate the level of student understanding. When students clearly do not understand the material, the instructor will reteach via individual contact; the reteaching will last until it is clear that the student understands what is being taught and how that might be applied to the classroom in which he or she plans to teach. || Reflections on units || all students || Teaching All Students (diversity) UDL Relationship Skills Funds of Knowledge || Students will become aware of people whose lives are very different from their own through videos that represent these people's perspectives. They will consider how these people are different from themselves and the ways in which they will need to reach out in order to develop a positive working relationship with them. || Reflection on Teaching All Students unit UDL presentation Reflection on Motivation || Listening Documentation || Students will develop a presentation of information that reflects the UDL principle of using multiple means of representation. Students will practice professional documentation by writing about a classroom incident as depicted in a Youtube video. Students will engage with information about active listening and write a dialog in which active listening is used to defuse a conflict. || UDL, Documentation,and Listening Reflections || Learning Resources also embedded throughout this online course || Students will become aware of various types of technology available to teachers Students will analyze situations in which particular technologies will be appropriate to use in teaching and learning Students will become aware of the communication limits of many informational formats and ways to increase understanding by reducing the limits of these formats || Reflections on specific listed || Students will become aware of laws. Students will analyze a teaching situation for the different types of knowledge teachers use (pedagogical knowledge, content knowledge, etc.) || Reflections on Professional Development || Standardized Tests || Students will analyze standardized test data for basic statistics. Students will become aware of the significant shortcomings of standardized tests as a form of assessment. Students will develop an authentic assessment for a lesson they might teach. || Reflections on units mentioned ||
 * || Remembering || Understanding || Applying || Analyzing || Evaluating || Creating ||
 * Goal 1. Demonstrate thorough knowledge and understanding of the content to be taught || Knowledge of content || Context of content || Pedagogical content knowledge || Assessment of students || Assessment of lesson effectiveness || Lessons ||
 * Goal 2. Engage in critical inquiry to impact professional practice || Knowledge of research methods || Critical reading of research || Implications of research for own teaching practice || Analyzing research and data analysis methods || Deciding how to use research in one's own teaching || Action research ||
 * Goal 3. Demonstrate an understanding of the teaching-learning relationship || Knowledge about teaching and learning || Understanding the teaching-learning relationship in fairly complex ways || Develops own practice of supporting teaching-learning relationship || Analyzes various possibilities of teaching-learning relationships || Evaluates own practices || Creates new ways of teaching ||
 * Goal 4. Demonstrate effective and culturally responsive practices to support the achievement of
 * Goal 5. Utilize a variety of tools to clearly and effectively communicate || Knows communication strategies || Can explain communication strategies || Practices communication strategies || Analyzes possibility communication strategies || Evaluates own communication strategies || Creates or uses innovative media in communication ||
 * Goal 6. Demonstrate effective use of technology in professional practice || Knowledge of technology || Problem solving || Use of technology || Analyzes the utility of technology in various contexts || Evaluates own use of technology || Innovates in use of technology ||
 * Goal 7. Demonstrate professional involvement || Knowledge of options || Understanding of how these options are useful || Involvement in professional development || Analyzing contribution of professional development to one's teaching practice || Deciding what is helpful and what is not || Becoming a teacher leader ||
 * Goal 8. Apply ethics and values in professional decision-making || Knowledge of ethics || Can explain ethical principles and why they are important || Clearly applies ethical principles in educational decision-making || Analyzes the implication of various systems of ethical/moral reasoning || Evaluates ethical stances in relation to own teaching practice || Creates a philosophy of education that is founded in a consistent ethical stance ||
 * Goal 9. Understand and use varied assessments to inform instruction, evaluate and ensure student learning || Knows assessment strategies || Understands assessment systems and strategies || Assesses as a part of own lesson planning || Analyzes assessment strategies in relation to the types of information they yield || Evaluates assessment strategies for their appropriateness in given educational contexts || Develops innovative assessment strategies and practices ||
 * **Education Department Goal** || **Topic** || **Learning Outcomes** || **Assessment** ||
 * Goal 1. Demonstrate thorough knowledge and understanding of the content to be taught || Teacher Knowledge || Students will analyze a teaching situation for the types of teacher knowledge needed (e.g., content knowledge, pedagogical knowledge, etc.).
 * Goal 2. Engage in critical inquiry to impact professional practice || Research || Students will be able to create and outline a possible research study, selecting an appropriate methodology from several they have studied. || Proposed research study in unit on Research ||
 * Goal 3. Demonstrate an understanding of the teaching-learning relationship || Theorists and Theories
 * Goal 4. Demonstrate effective and culturally responsive practices to support the achievement of
 * Goal 5. Utilize a variety of tools to clearly and effectively communicate || UDL
 * Goal 6. Demonstrate effective use of technology in professional practice || UDL
 * Goal 7. Demonstrate professional involvement || Professional Development || Students will find information about professional organizations for their fields of study.
 * Goal 8. Apply ethics and values in professional decision-making || Professor Feedback || Students will receive feedback from the professor on their reflections and other activities. This feedback will reflect and encourage the use of ethics and values in decision-making. Where warranted, the professor will engage with students individually and privately in order to encourage the use of values and ethics. || Reflections on all units ||
 * Goal 9. Understand and use varied assessments to inform instruction, evaluate and ensure student learning || Assessment

=7. Required Reading= http://capitaledpsych.wikispaces.com/Assessment This page includes a lengthy power point, a video, and written information about assessment. Vocabulary flashcards are provided. http://capitaledpsych.wikispaces.com/Bandura This page includes the original research article, Bandura, Ross, and Ross (1961) Transmission of Aggression Through Imitation of Aggressive Models Journal of Abnormal and Social Psychology, 63, 575-582 as well as the Bobo doll video and information to help students understand the article. http://capitaledpsych.wikispaces.com/Behaviorism This page includes a lengthy power point about behaviorism, flashcards, and a written critique of behaviorism. Students also have the option of reading Noam Chomsky's critique of behaviorism. http://capitaledpsych.wikispaces.com/Bloom%27s+Taxonomy Includes a Prezi on using Bloom's taxonomy in conjunction with educational technology, links to websites with explanations of Bloom's taxonomy, and a list of action words in relation to the taxonomy. http://capitaledpsych.wikispaces.com/Bullying This page includes: Roots of Empathy Report on Research 2009 and What Educators Need to Know about Bullying http://capitaledpsych.wikispaces.com/Cambourne%27s+Conditions+for+Learning Page includes: Cambourne (1995) Toward an educationally relevant theory of literacy learning: Twenty years of inquiry. The Reading Teacher Vol. 49, No. 3 http://capitaledpsych.wikispaces.com/Classroom+Management%2C+part+1 Page includes consideration of a lot of factors that go into planning for the classroom and a link to a web app where teachers can design their classrooms. http://capitaledpsych.wikispaces.com/Classroom+Management%2C+part+2 Page includes links to various classroom management theorists. http://capitaledpsych.wikispaces.com/Classroom+Technology Page includes videos, links to web apps, and written information on classroom technology. http://capitaledpsych.wikispaces.com/Cognitive+Theory Page includes a link to a chapter on Cognitive Theory in the wikibook on Cognitive Science and Neuroscience, a power point, and flashcards with vocabulary. http://capitaledpsych.wikispaces.com/Documentation Page includes written information on how to document classroom incidents. http://capitaledpsych.wikispaces.com/Erikson Page includes flashcards with vocabulary, a link to an explanation of Erikson's theory, and a video. http://capitaledpsych.wikispaces.com/Executive+Functioning Page includes written information on the concept of Executive Functioning as well as videos. http://capitaledpsych.wikispaces.com/Funds+of+Knowledge Page includes: Roswell, J. (2006) Chapter 4. Family Literacy Experiences Genzuk, M. (1999) Tapping into Community Funds of Knowledge. Effective Strategies for English Language Acquisition. http://capitaledpsych.wikispaces.com/Hole+in+the+Wall+Experiment Page includes a video. Students have the option of reading: Dangwal and Kapur (2009) Learning through teaching: Peer-mediated instruction in minimally invasive education. British Journal of Educational Technology Vol 40 No 1 http://capitaledpsych.wikispaces.com/Imaginative+Education Page includes written information and links regarding Imaginative Education. http://capitaledpsych.wikispaces.com/Instructional+Design Page includes written information and links. http://capitaledpsych.wikispaces.com/Kohlberg Page includes: W.C. Crain. (1985). Theories of Development. Prentice-Hall. pp. 118-136. Chapter 7. Kohlberg's Moral Stages Real-Life Dilemmas, Carol Gilligan’s Moral Development Theory http://capitaledpsych.wikispaces.com/Learning+Materials Page contains links to technology-based learning materials. http://capitaledpsych.wikispaces.com/Listening Page includes written information and a power point. Students have the option of reading: Rogers, Carl (1956). The Necessary and Sufficient Conditions of Therapeutic Personality Change http://capitaledpsych.wikispaces.com/Maslow Page includes written information and a power point. Students have the option to read: Maslow, A (1943) A Theory of Human Motivation. Psychological Review, 50, 370-396 http://capitaledpsych.wikispaces.com/Motivation Includes a power point and flashcards with vocabulary. http://capitaledpsych.wikispaces.com/Piaget Page includes an extensive power point, flashcards with vocabulary, videos, and links to other explanations of Piaget's theory. http://capitaledpsych.wikispaces.com/Professional+Development Page focuses on student activity. http://capitaledpsych.wikispaces.com/Research Page includes written information, a lengthy power point, flashcards with vocabulary, and: Sanders and Cutler. Groveport Madison School System: Reading Excellence Grant Program. http://capitaledpsych.wikispaces.com/Socratic+Teaching Page includes: Garlikov, R. The Socratic Method: Teaching by Asking Instead of by Telling Students have the option of reading: Saiki, M. Socratic Teaching Method: A Textbook for Socratic Questions 101 http://capitaledpsych.wikispaces.com/Standardized+Tests Page includes written information, a power point, videos on statistical concepts, and flashcards with vocabulary. http://capitaledpsych.wikispaces.com/Teacher+Knowledge Page includes a power point. http://capitaledpsych.wikispaces.com/Teaching+All+Students%2C+part+1 Page includes a power point, information, and videos for students to use in doing the learning activity. http://capitaledpsych.wikispaces.com/Teaching+All+Students%2C+part+2 Page includes an extensive power point and vocabulary flashcards. http://capitaledpsych.wikispaces.com/Teaching+Cycle Page includes written information http://capitaledpsych.wikispaces.com/Universal+Design+for+Learning Page includes written information and: Rose and Gravel. (2010) Technology and Learning: Meeting Special Student’s Needs In P. Peterson, E. Baker & B. McGraw (Eds.), International encyclopedia of education (pp. 119-124). Oxford: Elsevier. http://capitaledpsych.wikispaces.com/Vygotsky Includes a link to written information as well as a video. =8. Assignments and Examinations= Each unit carries with it a set of questions that students will answer in order to demonstrate their understanding of the material. The questions require students to apply what they are learning and to bring something of themselves to the material they analyze and therefore it is possible to assess how deep their thinking is through the ways in which they write about their thoughts.

Examinations are a poor form of representation of student knowledge. Therefore they are not used in this class. =9. Policies= Students enrolled in this course are subject to all governing University and academic unit policies. These policies contain important information about academic integrity, plagiarism, attendance, drop dates, incomplete grades, grade disputes, refunds, and human dignity. It is the student’s responsibility to review these policies that may be found in the following sources: Undergraduate Bulletin or associated graduate bulletin or unit student handbook, Code of Student Conduct and Academic Integrity, and Student Handbook.

a. Course-specific Policies
Taking an online course is challenging and this course is doubly challenging since there is a lot of material to learn. Therefore, the instructor will assist students in every way possible towards successful completion of the class.

Grading Scale: A 3255 - 3500

A- 3150 - 3254

B+ 3045 - 3149

B 2905 - 3044

B- 2800 - 2904

C+ 2695 - 2799

C 2555 - 2694

C- 2450 - 2554

D 2100 - 2449

F 2099 or below

b. Disability Services
Students with disabilities who need accommodations should contact the Office of Disability Services (ODS) at the beginning of the semester. The ODS offers a range ofaccommodations and support services to ensure equal educational opportunities for eligible students with disabilities. Students may request accommodations by providing documentation of their disability to the Disability Services Coordinator. Faculty, students, and the ODS work as a team to facilitate appropriate services for students with disabilities. The ODS is located in the Center for Excellence in Learning and Teaching (CELT) in LC 100. Contact Disability Services Coordinator Dr. Cathy McDaniels Wilson, ABPP, Coordinator of Disability Services, by calling 614-236-6114  begin_of_the_skype_highlighting 614-236-6114  FREE  end_of_the_skype_highlighting  or by emailing cmcdanielswilson@capital.edu. for additional information.

c. Academic Success Services
The office of Academic Success (formerly the Center for Excellence in Learning and Teaching) provides valuable academic support resources for students as they study and work to complete assignments. Regularly scheduled Math Center, Science Center, and Writing Center hours begin the third week of fall semester and the second week of spring semester. Drop-in math, science, and writing tutoring is available during regularly scheduled hours, but it is best to schedule an appointment ahead of time by calling Academic Success at 236-6327, e-mailing AcademicSuccess@capital.edu, or stopping by the Academic Success location on the second floor of Blackmore Library. Independently arranged one-on-one tutorials are also available in a wide range of subjects; consult the Tutor Yellow Pages (available in the Academic Success office and on the Academic Success website at http://www.capital.edu/academic-success/ starting the third week of fall semester and the second week of spring semester) to find a tutor for a particular course. Online eTutoring (www.etutoring.org) is also available in accounting, anatomy/physiology, biology, chemistry, math, statistics, and writing. And finally, students can contact Academic Services Coordinator Bruce Epps at 236-6461 or tutor@capital.edu to schedule an individualized study strategies consultation, or for additional information about Academic Success programs and services.

d. Services for Success
The file here contains university resources that may help out in many instances. =10. Course Calendar= Students are expected to finish 2-3 units per week, in the order of their own choosing.

=11. Document History= revised 8/2012 for Fall 2012 semester revised 12/2012 for Spring 2013 semester