- Valdosta State University
- College of Education
- Department of Psychology, Counseling, & Guidance
Home Page- of
- Educational Psychology
PSY310 - Instructor: John H. Hummel, Ph.D.
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| About the Instructor... Meeting Time/Location Required Text Class Information Course Overview Schedule Lab Hours Grading Field Experience Journal Lesson Plans NEW! SAMPLE LP! SQ4R ITASC Principles Withdrawal Policy |
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CLASS INFORMATION |
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Instructor: |
John H. Hummel, Ph.D |
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Office: |
Psychology Building |
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Office Hours: |
9-9:30, 11:30-12:30, and 2:45-3:30 MWF T TH all day by appointment |
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Office Phone: |
(912) 333-5930 |
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email address |
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Educational psychology introduces the teacher-in-training to the psychological principles that govern teaching and learning. During the quarter students will become knowledgeable with the major theories and approaches of teaching/learning that have been empirically studied. Students will also normally acquire hands-on educational experience by assisting in a classroom. Topics covered during the quarter include: Research methods in education ( chapter 1); organizing for instruction (chapter pp. 474 - 486); meaningful learning and the lesson (chapters 7 & 8); individualizing instruction (chapter 9); memory and cognition (chapter 6); classical & operant conditioning (chapter 5; classroom management (chapter 110); motivation (chapter 10); and measurement & evaluation (chapters 13 & 14).
To assist you in the course this syllabus contains study questions for each topic (and, as mentioned above, a summary/review of the content) Class attendance is mandatory. Each student is allowed to miss three classes without penalty; each additional absence reduces your quarter average by 3%. Missed quizzes cannot be made up. Instead, the comprehensive final can replace one lower quiz score. On the first class of each week, you'll take a short quiz over the week's content.
Lab Hours
DR. SCHWARTZ AND DR. HUMMEL WILL BE HOLDING COMPUTER
LAB HOURS IN RM 222 (EC) THIS QUARTER FOR WORK ON THE INTERNET, PREPARING
LESSON PLANS (POWER POINT PRESENTATION, ETC.), OURNAL ENTRIES, EMAIL, ETC.
LAB HOURS ARE USUALLY ON MONDAY AND WEDNESDA FROM 3-4:30. A
SCHEDULE IS POSTED ON EC222.
PLEASE NOTE: PERIODICALLY, THE LAB WILL BE RESERVED FOR USE BY OTHERS -- WHEN EVER POSSIBLE THESE TIMES WILL BE ANNOUNCED IN ADVANCE TO AVOID INCONVIENCE.
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SCHEDULE |
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Unit 1 |
If you do not already have an e-mail account, use VSU's Homepage to sign up for one. |
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Unit 2 |
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Unit 3 |
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Unit 4 |
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Unit 5 |
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Unit 6 |
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FINAL |
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Withdrawal Policy: Any
student who officially withdraws before midterm will automatically receive
a W. After midterm, the student's grade will determine the
withdrawal grade (i.e., WP or WF). Midterm date for Summer Quarter
is July 23, 1997.
Liability Insurance: The
College of Education at VSU requires that students taking Educational Psychology
receive 16-18 hours of hands-on experience in a school setting.
Because you will each be in a public school representing VSU, you must
hold professional liability insurance. This is an important
part of your teacher training. Only by working in a classroom can a student
really begin to understand and appreciate the rewards (and work!) associated
with the teaching profession. You cannot pass the class without completing: (a)
16-18 hours of classroom observation as a teacher's aide; (b) a satisfactory
evaluation from your classroom teacher; and (c) submission
of a complete journal recording your experiences.
Journals:
View a sample journal entry!
The journal is a typed (APA
style) daily log of your field experience. Hourly
entries must be at least one page and describe your experiences. You may
describe an interaction (student/teacher; student/student; etc) and relate
it to the appropriate concepts and principles we have covered in class,
how you feel about it, and how you would have handled it differently given
what you've learned in PSY310. Examples of well-written journals will be
provided in class. Your journal grade is equal to 10% of your course grade,
and is based on the following: (a) clear descriptions of what you
saw and did (10%); (b) adherence to APA style requirements
(10%); (c) grammar (10%); (d) length (1 full page
per hour) and format (outlined below); (e) one or two personal
reaction points per entry; and (f) interpreting/relating what
you saw and did in terms of concepts and principles covered in PSY310 (this
requires critical thinking and is 40% of the journal grade)
Essentially, the journal must
conform to the following points:
Journal
Ima A. Student
PSY 310
3. Start each new entry on a new page (all pages are consecutively numbered starting with the title page).
4. The first line of type on each new entry will give the date, start and end times, and site.
5. To receive credit, you must have at least one full page per hour.
6. Each entry must describe what you saw and did (observation), your personal reaction (PR) and interpretation of significant events,
and explanations about how what you saw or did relates to, or differs from, points/concepts/processes, etc. covered in PSY310 and
other classes. This is the critical thinking component of the journal --you must professionally apply, analyze, and evaluate based on
what you are learning.
Internet:
Quality Core Curriculum http://snow-white.gac.peachnet.edu/gather/intro.html
Eric Clearinghouse on Assessment & Evaluation http://www.cua.edu/www/eric_ae
The Eric site contains a test search engine, published
articles, and teacher standard
for assessment of students.
SQ4R:
See pp. 8-9 of Hummel's study guide for information
on SQ4R . This
assignment will be graded based on the quantity and quality of your generated
questions ( for example, Qs that tap the lower levels of the Bloom et al.
taxonomy are not worth as much as those requiring the higher levels); the
completeness of paraphrased answers; and APA style.
| Average of the 3 exam scores | 45% |
| Field Experience | 15% |
| SQ4R | 5% |
| Midterms | 10% |
| Lesson Plan | 10% |
| Oral/PowerPoint Presentation | 5% |
| Final | 10% |
ITASC Principles
The following are COE Conceptual Framework Principles (modified from
INTASC statements). Not every principle well be addressed in every course
but students and faculty should be aware of them all and the COE motto:
Developing Professionals for Schools.
(Teacher is the college student in training. Teacher could be any developing
professional, a classroom teacher, a school counselor or school psychologist,
etc.)
1. The teacher understands the central concepts, tools of inquiry, and structures of the fields of knowledge he or she teaches and con create learning experiences that make these aspects of subject matter meaningful for students. [This principle is not directly addressed in PSY 310].
2. The teacher understands how children learn and develop and provides learning opportunities that support their intellectual, social, and personal development. [Addressed in chapters 5 (learning) and 6 (cognition)-see specific study questions/objectives below for each of these chapters].
3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. [Addressed in chapter 4 (diversity) NOTE: students in the class are often required to apply the SQ4R method to chapter 4 for a grade, and chapter 9 (accommodating instruction to individuals)-see specific study questions/objectives below for each of these chapters].
4. The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking , problem solving, and performance skills. [Addressed in chapters 6 9memory) and 7 (cognition) -see specific study questions/objectives below for each of these chapters].
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. [Addressed in chapters 8 (effective instruction), 10 (motivation) and chapter 11 (classroom management) -see specific study questions/objectives below for each of these chapters].
6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. [Addressed in chapter 8 (effective instruction), 9 (accommodating instruction to individuals), and 13 (objectives) -see specific study questions/objectives below for each of these chapters].
7. The teacher plans instruction based upon knowledge of subject matter, students , the community, and curriculum goals. [Addressed in chapters 6 (memory), 7 (cognition), 8 (effective instruction), and 13 (objectives) -see specific study questions/objectives below for each of these chapters].
8. The teacher understands and uses formal and informal assessment strategies to evaluate and 3ensure the continuous intellectual, social, and physical development of the learner. [Addressed in chapters 13 (assessing student learning) and 14 (performance assessments and standardized tests) -see specific study questions/objectives below for each of these chapters].
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. [Addressed in chapter 1 (research) and in the student's out of class assignment -see specific study questions/objectives below for each of these chapters].
10. The teacher fosters relationships with school colleagues, families, businesses, and agencies in the larger community to support students' learning and well-being. [This principle is indirectly addressed in PSY 310 through the student's field experience requirement described previously in this syllabus].
Course Name - PSY 310 Educational Psychology
College of Education
John H. Hummel,
Ph.D.
Valdosta State University - Department of Psychology
North Patterson Street
Valdosta,GA 31698
Office - (912)333-5930 ~~(912)333-5621
Last Updated: June 22, 1997
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