ࡱ> JLI  bjbj 8jjl8<32<<<<<----;-0p3$!5 A733<<3.<<--R*7-<0 ~ I,-3031,b7I7-EPFR 515 Advanced Educational Psychology Dr. Ellen Lavelle Department of Educational Leadership elavell@siue.edu 650-3636 Spring, 2006 l. Course Description EPFR 515, Advanced Educational Psychology: Educational implications arising from major theoretical perspectives on learning and instruction. ll. Rationale The course Advanced Educational Psychology provides an in-depth approach to understanding and evaluating student learning as related to contemporary educational problems. Students will be encouraged to reevaluate their own thinking about learning, teaching and assessment. lll. Textbooks Bruning, R., Schraw, G., Norby, M., & Ronning, R. (1999). Cognitive Psychology and Instruction (4th Ed.). Pearson Prentice Hall: NJ. lV. Objectives To foster an integrated, research-based conception of learning and instruction via familiarity with current thinking in the field. To foster competence in evaluating and applying learning models to real world educational problems. V. Course Topics Cognition Motivation Instruction Information Processing Higher Order Thinking Intelligence Technology Problem Solving Social Constructivism Learning in the content areas Assessment VI. Instructional Methods and Activities Discussion/activity format. Readings completed in advance. Classroom Within Classroom Facilitation. Workshop or Presentation Research Paper or Reflective Journal. Vll. Evaluation and Grade Assignment A: Outstanding, B: Very Good, or F: Inadequate. Readings and attendance 20% CWC Facilitation 20% Midterm and Final Tests 20% Workshop or Presentation 20% Reflective Journal or Research Paper 20% VIII. Tasks Group Workshop Groups will choose topics and are expected to deliver an informative workshop to the class. Workshops will serve not only to inform the class regarding current issues in the field, but also to discuss, explain or remediate those issues. Workshops, which are not more than 60 minutes, will include all elements of good instruction: motivating students, advance organizers, drawing on prior knowledge, depth, examples, applications, checking understanding, evaluation, organization and supplementary information. It is not effective for each student in the workshop group to lecture nor to merely divide the material up. Groups are encouraged to assess member strength and draw on those strengthsdevelop roles. The goal is to provide an integrated learning experience for the class on the important topic at hand. Unique delivery methods are encouraged: internet, role plays, panels, case studies. Audience involvement may be appropriate. The key to a smooth and meaningful presentation is depth and practice. That is, it is important to provide an in-depth, critical treatment and to rehearse the workshop. All group members will receive the same grade. Some Possible Workshop Topics Performance-based Assessment Action Research Social Exclusion, Bullying Portfolios Grade Retention Teacher or Class WebPages Social Skills Training or Conflict Resolution Peer Mediation Rubric for Workshop: Meaning: Were all parts integrated? Did the presenters display interest and knowledge? Depth: Was the presentation going beyond the text book discussion level to bring new or complex information to a college level audience? Application (when appropriate): Were applications appropriate? Were they linked to discussion/content? Were they meaningful for the teachers? Integration: Did all the parts relate to each other with no superfluous information. Professionalism: Did the presenters conduct themselves in a sophisticated and knowledgeable manner? Flow: Did the presentation progress smoothly with carefully planned transitions? Supplemental information (as warranted): Were handouts useful and appropriate? Organization: Was the organizational pattern evident and logical? Concise? Classrooms Within Classrooms CWC is designed to promote small group interaction and sharing of ideas involving critical topics in educational psychology. While topics are generally covered in the text, it is important to extend and apply that information and to consider related ideas. It is the role of the CWC moderator to prepare a lesson, or learning experience with the goal of expanding students knowledge regarding the topic, and then to facilitate the discussion. Moderators are encouraged to be creative, to bring new dimensions, applications or instructional techniques to fostering group learning. A secretary may be appointed to take notes on the group discussion and groups will then report to the class at large, and the instructor will summarize the main ideas. At the end of the CWC session, participants will provide anonymous feedback to the moderator via evaluation forms provided by the teacher. Evaluation may be open ended or may be geared toward reflecting any of the following components: Meaning, Organization, Facilitation (dialogue, delivery), Materials (if included), Preparation, Knowledge, Application. Midterm and Final The midterm and final represent a chance for students to review materials and organize a high quality assessment experience based on the assigned readings. Assessment experiences may be either objective, qualitative or a combination. Qualitative assessments should be accompanied by a rubric. It is important that the midterm and final be comprehensive and that questions be clear and meaningful. Creativity is encouraged. Reflective Journal The reflective journal is an ill-defined task. That means that there are not specific rules or guidelines. Your journal is a written record of your thinking about the readings, topics discussed in class, or more general ideas regarding instruction. Students electing the journal option, should plan to write in their journal twice weekly although there are likely to be exceptions. Academic Research Paper The academic research paper is your opportunity to investigate a topic of interest and to organize related literature in a meaningful fashion. The academic paper may lead to your thesis. Consult the instructor for additional guidelines. lX. Calendar (subject to change) Information-Processing Theory January 12 Introductions, Syllabus, Overview of Educational Psychology Read Chapter 1 January 19 Short Term Memory Read Chapter 2 Mini Lecture: Review of Behaviorism CWC Teacher Beliefs January 26 (Speaker) February 2 Long Term Memory Read Chapter 3 Mini Lecture: Review of Development/Piaget Workshop February 9 Encoding Read Chapter 4 CWC Self-Regulation February 16 Retrieval Read Chapter 5 CWC Student Led Conferences Beliefs and Cognition February 23 Beliefs about Self Read Chapter 6 CWC Teacher stress/burnout March 2 Review day/project or journal catch up March 16 Beliefs about Intelligence and Knowledge Read Chapter 7 Mini Lecture Intelligence Workshop Fostering Cognitive Growth March 23 Problem Solving and Critical Thinking Read Chapter 8 Workshop March 30 Classroom Contexts for Cognitive Growth Read Chapter 9 Mini Lecture: Motivation Workshop April 6 (Speaker) Cognition in the Classroom April 13 Reading Chapters 11 and 12 Mini Lecture on Assessment Workshop April 20 Writing Read chapter 13 CWC Academic or Thesis Writing Workshop April 27 Math and Science Read chapters 14 and 15 CWC Collaboration (teacher or learner) Wrap Up EPFR 515 +,c2?Tc  "#9:OP\]ghwx u 8:ú6>*CJOJQJ]CJOJQJ]56>*\]>*CJOJQJ6>*OJQJ]5OJQJ\]\5\CJOJQJ\CJH*OJQJ6CJOJQJ]OJQJ5CJOJQJ CJOJQJ9+,>c12ASTc^8^8 h^`h & F ^`^$a$  #:P]hx G `  . 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Hyperlink >*B*ph,@2, Header  !, @B, Footer  !8+,>c12ASTc^ #:P]hxG`KL_ '2o"2`jmx  /JK{} 2BMNW &1:CTt0000(00c0c0c0c0c0c0c0c0c0c0c0c0c 0c0c 0c0c0c0c 0c 0c 0c 0c 0c 0c 0c 0c 0c 0 c 0 c0c0c 0c 0c 0c 0c 0c00000000000000000000000000000000000000000000000000000000000000000000000000000000000000@0@0@0@0 0  K }:  8@0(  B S  ?`Ku 8 e Q x :1Lam  } 3ACW '1;SUsu Ellen Lavelle Ellen Lavelle Ellen Lavelle Ellen Lavelle Ellen Lavelle Ellen LavelleCathy Santanello Ellen Lavelle@C:\Documents and Settings\Ellen Lavelle\Desktop\Spring, 2006.DOC Ellen Lavelle@C:\Documents and Settings\Ellen Lavelle\Desktop\Spring, 2006.DOC Ellen Lavelle@C:\Documents and Settings\Ellen Lavelle\Desktop\01. Syllabus.DOC . $čT7ALp`F\xr73N)YR?@BCDEFGHKRoot Entry Fp' ~M1Table7WordDocument8SummaryInformation(9DocumentSummaryInformation8ACompObjjObjectPoolp' ~p' ~  FMicrosoft Word Document MSWordDocWord.Document.89q