DEPARTMENT OF PSYCHOLOGY and COUNSELING
COURSE SYLLABUS: PSYC 3110
EDUCATIONAL PSYCHOLOGY
Three Semester Hours

Instructor: Linda S. Garavalia, Ph.D.

Office: Psychology Building (next to Continuing Ed Bldg on Patterson)

Office Hours: 12-2 Mon, Wed, Fri; 3-4 Wed; 1:30-4:30 Tues.

Telephone: 333-5930

E-mail address: lschwart@valdosta.edu

Home page: www.chiron.valdosta.edu/~lsschwartz or link from department homepage

Slavin, R.E. (1997). Educational Psychology: Theory and Practice (5th ed.). Boston, MA: Allyn and Bacon.

Dr. L. Garavalia's PSYC 3110 Study Guide and Readings from the copy center.

"Application of psychological principles to problems of teaching and learning (20 hours of field experience required). Prerequisites: EDG 200, PSY 270, and acceptance to Teacher Education or approval of instructor" (Valdosta State University Undergraduate Bulletin, 1995, p. 305).

Inform your professor immediately if you have not completed the prerequisite courses and been admitted to the Teacher Education program.

The goal of this course is teach pre-service teachers how to apply psychological theories to the academic setting. Theories seek to explain phenomenon and provide a conceptual framework for understanding and discussing behavior and cognition. Therefore, at the end of this course, students will be able to

1. name and discuss the major categories of variables under study in educational psychology that address the question "Why do some students learn more than others?"

2. name and discuss the major components and techniques of classroom planning, management, instruction, and assessment in relation to the teaching/learning process and with consideration of individual differences.

3. (a) define learning, (b) compare and contrast factors that are believed to influence the learning process, and (c) develop specific examples of how the principles could be used in the classroom.

The course is considered by most students to be fairly rigorous. Successful students spend 2-3 hours studying the material (outside of class) for every hour spent in class. These students typically suggest the following strategies for approaching the course:

1. attend all class meetings;

2. prepare for class meetings by reading the assigned materials in advance;

3. create a set of notes based on the readings and the material provided during class meetings;

4. review sample assignments provided by the course instructor;

5. study adequately for examinations; and

6. complete all assignments on time.

1. Reliability and punctuality are two very essential professional courtesies, especially for teachers. To encourage this code of behavior, the college 20% absence policy will be enforced. Allowable absences equal (# of class meetings) X 20%. A doctor's excuse is not necessary and no absences beyond 20% will be excused. Three tardies equal one absence. Students must be present for the entire meeting time to be counted as present for that class meeting.

2. Complete 20 hours of field work in the public school system - two hours per week for ten weeks. The start date is Monday, September 14. Do not begin your assignment before the start date.

The field experience setting is a public school classroom that reflects the diversity of the student population in the South Georgia region. Assignments in the Lowndes County and Valdosta City Schools will be available through your professor. Commuter students may make arrangements with a public school in their home town with the approval of their professor. At the end of the semester, supervising teachers will complete a confidential evaluation of each VSU student's performance. This evaluation will be considered in determining students’ grades in the course. See the assignment description sheet for more information.

3. VSU students working in the schools are required to show proof of professional liability insurance. You must show your insurance card to your instructor before beginning your field experience.

4. Complete exams/quizzes, assignments, and field experience by scheduled due dates.

Late work policy: Any work turned in after the start of class on the due date will be considered late. The penalty is one letter grade per day (not class period). Work turned in after the start of class on the due date is reduced one letter grade. Work turned in on the day after the due date is reduced one letter grade; work turned in two days after the due date is reduced two letter grades and so on.

Make-up exam policy: If a student misses a unit exam for any reason, he or she may take a make-up exam (consisting of essay, short answer, and/or supply items) during the final exam period.

Withdrawal Policy: Students must withdraw before midterm to receive a W. After midterm, students will receive a WF is their average is below 60 and a WP if their average is above 60. Missed tests and assignments are averaged in as "0"s.

Visitor Policy: Only students enrolled in PSYC 3110 and guest speakers invited by the instructor may attend class sessions. Please do not bring family members or friends to class meetings…no exceptions.

This assignment has two functions. The most important function is to demonstrate your "higher-level" understanding of material in this course. The secondary purpose is to demonstrate your proficiency with a word-processing program (use of technology).

A. To demonstrate your higher-level understanding – Requirements:

1) Five entries based on your classroom visits

2) Each entry must be at least one page in length.

3) The content of each entry should describe an interaction (student/teacher; student/student, etc.) and relate it to the

appropriate concepts and principles discussed in PSYC 3110

4) Your grade will be based on

a. the clarity and conciseness of your description

b. the quality of your interpretation of what you saw/did in terms of concepts and principles covered

in PSYC 3110 (most important!!)

c. the length (too brief=0), grammar, and assignment format (many errors will result in a failing grade)

To demonstrate your proficiency with a word processing program – Requirements:

1) Set all margins at one inch (remember: each entry must be at least one page in length)

2) Double-space your type

3) Set your font for Arial or Times New Roman and the type size to 11

4) Include a header with your name and the page number

5) Center the title (Journal 1, Journal 2, etc.) and left justify the text

6) Use appropriate indentations for paragraphs

How many journal entries do I have to write?

What do I need to write in my journal entries?

Does spelling count?

How long does each entry have to be?

Do I need to use a cover page?

Can I turn in my journal before I finish my observation hours?

Does my journal have to be typed?

What if I turn in my journal late?

SAMPLE JOURNALS ARE AVAILABLE IN THE PSYCHOLOGY DEPT OFFICE on the front counter. SAMPLES MAY NOT BE REMOVED FROM THE OFFICE.

PSYC 3110 students will complete 20 hours of field-work in a public school. Field experience sessions should be one hour in length for two sessions per week; you will visit your site through the last week of the semester. Your supervising teacher may provide you with activities to carry out; however, be prepared to develop activities when asked to do so. Your involvement should enhance students’ academic performance in a manner that makes learning fun. Your experience may include working in a small group context, engaging in casual conversation with a child to explore the child's position within developmental stages, and/or tutoring children in specific content areas.

Before you start your field experience, you are required by the Board of Regents to secure liability insurance. You may do this through Dean Toth's office (see Valerie). The cost is approximately $10. Show your policy card to your instructor on the first day of class. You will receive your field experience assignment after the instructor receives proof of your liability insurance.

When you go to your school or assigned site, check in at the office or main desk each time to alert them that you are present. The first time you go to the school you will probably need to be escorted to the classroom and introduced to the teacher. You will be expected to sign a time sheet in your classroom for each session. This sheet will be initialed by the classroom teacher and given to your instructor at the end of the semester. If you must be absent for any reason, you must call the school and let them know in advance. Failure to do this will jeopardize your participation in the field experience and your grade in this course. Demonstrate good work habits such as punctuality and reliability. Dress should be appropriate for a school setting. Shorts, blue jeans, t-shirts, etc. are not appropriate attire. Also, male students working in the schools may not wear earrings. At the end of the term, the supervising teacher will evaluate your performance in the classroom and/or tutorial setting.

Use Gagne's events of instruction (p. 233) to plan a lesson for one class period.

Indicate on your lesson plan the grade level and subject matter. You may teach any grade level and subject matter within the middle or high school curriculum. Your lesson plan must include all of the following in the upper right hand corner:

Your name

Grade level of lesson

Subject matter of lesson

1. Lesson objectives...minimum of 5 - objectives are written using Mager's format. Objectives must include all three components to be considered correct. At least one of your objectives should be written at the analysis or above level of Bloom’s Taxonomy. The objectives count heavily in your grade because your plan hinges on what you say the students are going to learn.

2. Advance organizer or method of directing attention - see pp. 218-223 and 237 for possibilities for this section. Your advance organizer should be creative and engaging in order to gain students' attention.

3. Stimulate recall of prior knowledge - see pp. 209-212 and 239. Identify prerequisite information and explain how you would help students recall this prerequisite knowledge. This section explains how you will help students make connections to knowledge in their existing schemata.

4. Present new material (provide learning guidance) - see pp. 240-242. This section will be the longest because you explain how you will actually teach the new concepts/information/skills, etc. Use a minimum of three different techniques.

5. Enhance retention - conducting learning probes (pp. 242-245 and 248) is an example of appropriate activity in this section. See if you can think of other creative ways to enhance retention (i.e., refer to memory strategies in Ch. 6).

6. Promote transfer of learning - helpful suggestions can be found on pp. 245-248 and on p. 255. Also, refer to what you learned in Ch. 6. This sections explains how you will help students transfer the information to everyday life or other relevant situations.

7. Assess student learning (elicit performance) -pp. 248 and chapter 13. You must include a test with at least 10 multiple-choice items. Include additional types of items to cover all of the conditions you stated in your learning objectives. Be sure to match your assessment section to your learning objectives.

8. Provide feedback to students - p. 248.

9. Table of specifications – Match your objectives and assessment items and identify the level of Bloom’s Taxonomy.

"Much self-regulation is actually learning to control the environment that controls us."

Watson, D, & Tharp, R. (1997). Self-directed behavior: Self-modification for personal adjustment (7^th ed.). Pacific Grove, CA: Brooks/Cole Publishing Company. p. 114

Each week material will be presented in class to assist you with the ten steps of this project. Due dates for each step are listed in your course schedule. Your grade is based on timely completion of the steps and the quality of your work. In addition to the ten steps listed in the course schedule, a final report is due on the last day of class that includes your progress report and reflection on the process. Details will be provided throughout the semester for this project. It is your responsibility to stay abreast of the on-going development of this project (i.e., I will discuss it once in class...if you are absent, it is your responsibility to get the notes from a classmate). Be alert for new material each week.

Following are the INTASC principles adopted by the College of Education for the purpose of having a common language and focus across the College. This course has INTASC principle number two as the primary focus.

1. The teacher understands the central concepts, tools of inquiry, and structures of the fields of knowledge he or she teaches and can create learning experiences that make these aspects of the subject matter meaningful to students.

2. The teacher understands how children learn and develop and provides learning opportunities that support their intellectual, social, and personal development.

3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

4. The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

7. The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

9. The teacher is a reflective practitioner who continually evaluates, using qualitative and quantitative resources, the effects of his or her choices and actions on others and who actively seeks out opportunities to grow professionally.

10. The teacher fosters relationships with school colleagues, families, businesses, and agencies in the larger community to support students' learning and well being.

Principles 2-10 are addressed at an introductory level in this course.

Valdosta State University, in accordance with the Americans with Disabilities Act, will make arrangements for students who require special assistance due to a disability. If you require some assistance, do not hesitate to make me aware of it. In addition, if you are not already registered with the Special Services Program, you must contact the Special Services Office in Nevins Hall, Room 226-A, or call 254-2498.

Course Grade Computation

Five unit exams 50%

Field-Experience Journal 15

Field-Experience Teacher Evaluation 5

Lesson Plan & Presentation 10

Cumulative Final Examination 10

Self-direction Project 10

The instructor reserves the right to make changes in the syllabus.

How to compute your grade: