CEPD 6101 PSYCHOLOGY OF CLASSROOM LEARNING
3 Semester Hours
Semester/Year: Fall 2001
Instructor: Dr. Paul Phillips
Office Location: Room 235, Education Annex
Office Hours: Monday 9:00 – 11:00 Tuesday 9:00 – 12:00
Wednesday 9:00 – 12:00 Thursday 1:00 – 4:30
This course provides an in-depth study of the major cognitive and behavioral theories of classroom learning. Emphasis will be placed on enabling teachers and counselors to better understand how students learn; on helping educators identify and remove barriers that impede student learning; and on helping educators develop, utilize and advocate teaching practices, programs, and curriculum that lead to academic success for all. Theories of motivation, classroom management practices, and belief systems that promote learning will also be addressed.
The conceptual framework of the College of Education at UWG forms the basis on which programs, courses, experiences, and outcomes are created. By incorporating the theme "Developing Educators for School Improvement", the College assumes responsibility for preparing educators who can positively influence school improvement through altering classrooms, schools, and school systems (transformational systemic change). Ten descriptors (decision makers, leaders, lifelong learners, adaptive, collaborative, culturally sensitive, empathetic, knowledgeable, proactive, and reflective) are integral components of the conceptual framework and provide the basis for developing educators who are prepared to improve schools through strategic change. National principles (INTASC), propositions (NBPTS), and standards (Learned Societies) also are incorporated as criteria against which candidates are measured.
The mission of the College of Education is to develop educators who are prepared to function effectively in diverse educational settings with competencies that are instrumental to planning, implementing, assessing, and re-evaluating existing or proposed practices. This course’s objectives are related directly to the conceptual framework and appropriate descriptors, principles or propositions, and Learned Society standards are identified for each objective. Class activities and assessments that align with course objectives, course content, and the conceptual framework are identified in a separate section of the course syllabus.
1. develop a knowledge base about the role of the teacher and cite current research findings on effective teaching and student achievement (Bruning, Schraw, & Ronning, 1999; Goetz, Alexander & Ash, 1992; Slavin, 2000) (D1: Decision makers; D6: Culturally Sensitive; D8: Knowledgeable; D10: Reflective);
2. demonstrate the ability to compare and contrast behavioral and cognitive theories of learning and their implications for the classroom (Bruning, Schraw, & Ronning, 1999; Goetz, Alexander & Ash, 1992; Slavin, 2000) (D8: Knowledgeable; D10: Reflective);
3. compare and contrast theories of motivation and their practical implications for the teaching-learning-process (Bruning, Schraw, & Ronning, 1999; Goetz, Alexander & Ash, 1992; Slavin, 2000) (D8: Knowledgeable; D10: Reflective);
4. learn to integrate and synthesize research findings on teaching and learning to generate new, more effective teaching activities (Bruning, Schraw, & Ronning, 1999; Goetz, Alexander & Ash, 1992; Slavin, 2000) (D1: Decision makers; D6: Culturally Sensitive; D9: Proactive; D10: Reflective);
5. develop an awareness of belief systems that impede or enhance learning (Bruning, Schraw, & Ronning, 1999; Goetz, Alexander & Ash, 1992; Slavin, 2000) (D1: Decision makers; D6: Culturally Sensitive; D8: Knowledgeable; D9: Proactive);
6. acquire knowledge and competency about individual student differences and how to account for them in the classroom, focusing especially on multicultural diversity (Bruning, Schraw, & Ronning, 1999; Goetz, Alexander & Ash, 1992; Slavin, 2000) (D1: Decision makers; D6: Culturally Sensitive; D7: Empathetic; D8: Knowledgeable; D9: Proactive; D10: Reflective); and
7. demonstrate technical competencies including the ability to use and help others use e-mail, productivity software, and search for and evaluate relevant professional information on the internet (ACES Technology Competency).
TEXTS, READINGS AND INSTRUCTIONAL RESOURCES
Required Text: No text required.
Goetz, E. T., Alexander, P. A., & Ash, M. M. (1992). Educational psychology: A classroom perspective. NY: Merrill.
Slavin, R. (2000). Educational psychology: Theory and practice (6th ed.). Boston: Allyn and Bacon.
ASSIGNMENTS, EVALUATION PROCEDURES, AND GRADING POLICY
1. Attendance, Preparation, and Class Participation
Each student is expected to have read all assigned material and to be thoroughly prepared for each class. Classes will be highly interactive and will require the student to use his or her knowledge base to engage in higher-level thinking.
2. Class Paper/Project
A two page paper, on one sheet of paper, front and back, APA style, with a minimum of two references on the topics of intrinsic and extrinsic loci of control, is required.
There will be a mid-term exam and a final comprehensive exam.
Mid-term exam 100 points
Final exam 100 points
Class Paper/Project 50 points
A=90-100% B=80-89% C=70-79% F=below 70%
Aug. 20 Introduction and organization of course
Aug. 27 The distinction between intrinsic and extrinsic
Sept. 6 Beliefs drive the way we teach
Sept. 13 Consequences of behavior influence behavior
Sept. 20 The collection of data on school based consequences
Sept. 27 The analysis of data on school based consequences
Oct. 4 Teaching students not to violate
Oct. 11 Midterm Exam
Oct. 18 The collection of data on academic achievement
Oct. 25 The analysis of data on academic achievement
Nov. 1 Self referencing – an intrinsic motivator
Nov. 8 Research on intrinsic and extrinsic motivation
Nov. 15 The assessment of effective teaching
Nov. 29 The achievement gap
Dec. 6 Final Exam
Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a student uses or purchases ghostwritten papers. It also occurs when a student utilizes the ideas of or information obtained from another person without giving credit to that person. If plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance with the academic misconduct policy as stated in The Uncatalog, Undergraduate Catalog, and Graduate Catalog.