SYLLABUS
DEPARTMENT OF BILINGUAL AND LITERACY STUDIES
COLLEGE OF EDUCATION AND P-16 INTEGRATION
EDCI 3331 HUMAN DEVELOPMENT AND STUDENT LEARNING 44R
INSTRUCTOR NAME: ALCIONE N. OSTORGA, PH. D.
OFFICE EDUO 2.640
TERM FALL 2015
MEETING TIMES: 10:50AM – 12:05PM ROOM EDUC 1.404
TELEPHONE (956) 665-3410
EMAIL [email protected]
OFFICE HOURS TUESDAYS AND THURSDAYS: 9:30-10:30 AM
WEDNESDAYS 10 AM- 2 PM BY APPOINTMENT
Required Text:
Bodrova, L & Leong, D. J. (2007) Tools of the Mind: The Vygotskyan Approach to Early Childhood Education. 2 nd Ed.
Upper Saddle River, NJ: Pearson
Other supplemental readings will be avialble in the course website.
COURSE DESCRIPTION AND PREREQUISITES
This field-based course focuses on applications of child development from birth to preadolescence in children
from culturally and linguistically diverse populations including students with exceptionalities. Learning,
intelligence and motivation, as they apply to the development of teaching knowledge in learner centered
environments will be discussed. This course explores the relationship between teaching, learning and
development as occurring in multiple contexts, including children’s social relationships (peer, family and teacher
relationships), and how children develop with respect to their identities as learners. Students will be exposed to
self-analysis (reflective teaching) skills that can improve teaching/learning behaviors.
†CROSSWALK COURSE
This course satisfies EDCI 3331 Child Development and teaching in the Elementary School.
Learning Objectives/Outcomes for the Course
Student Learning Outcomes
1. Teacher candidates will plan and prepare instruction demonstrating knowledge of content and pedagogy,
knowledge of student diversity, and ability to select appropriate instructional goals in inclusive learning
environments.
2. Teacher candidates will deliver instruction demonstrating ability to communicate clearly and
accurately, to use questioning and discussion techniques, and to engage and motivate diverse students to
learn.
3. Teacher candidates will foster a positive classroom environment by creating a climate of respect and
rapport, establishing a culture for learning, and managing classrooms.
4. Teacher candidates will know, understand and use formal and informal assessments to plan, evaluate and
strengthen instruction that will promote academic achievement of diverse students.
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SYLLABUS
TEXES STANDARDS FOR EC-6 CERTIFICATIONS
EC-12 PEDAGOGY
This course is aligned to Standard I for Teacher Preparation n in the state of Texas.
AND
PROFESSIONAL
RESPONSIBILITIES
STANDARDS
Standard I: The teacher designs instruction appropriate for all students that reflects an
understanding of relevant content and is based on continuous and appropriate assessment .
KNOWLEDGE
The beginning teacher knows and understands:






SKILLS
1.1K the intellectual, social, physical, and emotional developmental characteristics
of students in different age groups;
1.2k the implications of students’ developmental characteristics for planning
appropriate instruction;
1.3k characteristics and instructional needs of students with varied backgrounds,
skills, interests, and learning needs;
1.4k different approaches to learning that students may exhibit and what motivates
students to become active, engaged learners;
1.5k cultural and socioeconomic differences and the significance of these
differences for instructional planning; and
1.6K appropriate strategies for instructing English language learners.
The beginning teacher is able to




PEDAGOGY AND
PROFESSIONAL
RESPONSIBILITIES
TEST FRAMEWORK
1.1S plan lessons that reflect an understanding of students’ developmental of students in
different age groups; characteristics and needs;
1.2s adapt lessons to address students’ varied backgrounds, skills, interests, and learning
needs, including the needs of English language learners;
1.3s use effective approaches to address varied student learning needs and preferences;
1.4s plan instruction that motivates students to want to learn and achieve; and
1.5S acknowledge and respect cultural and socioeconomic differences among

This course addresses the following TExES competencies:
Competency 001, 1.A-1.P
Competency 002, 2E
Competency 003, 3.A
Competency 004, 4.C and D
Course Objectives
The following are goals for this course. It is expected that all students will have achieved these goals by the
end of the course.
Foundational Knowledge:
1. Develop an understanding of the physical development of children in each developmental stage
between birth and 12 years of age.
2. Develop and understanding of social and emotional development of children in each developmental
stage from birth to 12 years of age.
3. Develop an understanding of the cognitive characteristics of each developmental stage in children
between birth and 12 years of age.
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SYLLABUS
4. Develop an understanding of the moral development of children in each developmental stage from
birth to 12 years of age.
Application
1. Understand how the knowledge of physical development in each developmental stage applies to
classroom settings.
2. Understand how Social emotional and moral development of children in each developmental stage is
played out in school settings.
3. Understand how the knowledge of cognitive development in each developmental stage can be applied
in the classroom
Integration
1. Demonstrate an understanding of the relationship between current research in child development and
classroom applications that are developmentally appropriate for each developmental level and each
developmental domain.
2. Apply understanding of physical, socio emotional and cognitive aspects of child development at four
developmental stages and implications for classroom practice.
3. Demonstrate an understanding of how physical needs at different developmental levels relate to the
way classroom spaces are organized.
4. Demonstrate an understanding of how demographics of a classroom can create variations in learning
needs at different developmental stages
5. Apply Piagetian theory to analyze child’s performance on a cognitive task.
6. Integrate knowledge of learning theories and child developmental stages to evaluate field-based cases
of teaching/learning activities.
Human Dimension
1. Develop skills to work and contribute to the optimal functioning of his/her team by participating, in
team assignments in a responsible and active manner.
2. Develop an awareness of his/her strengths and weaknesses as they relate to the concepts learned in
class and the ways of accomplishing assignments
3. Develop a critical reflective stance in examining the relationships between teaching, learning and
child development
4. Develop a critical reflective stance in examining the relationships between child development and
socio-cultural context of schools.
Caring
1. Demonstrate an understanding of child centered teaching from a developmental perspective
Learning How to Learn
1. Demonstrate ability to use academic resources, (library, scholarly journals, etc.) to promote
professional development.
2. Demonstrate appropriate use language and organizational features in assignments, appropriate for
college level assignments.
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SYLLABUS
MAJOR REQUIREMENTS, DEMONSTRATION OF MASTERY AND EVALUATION
Assignments and Assessments
All assignments are submitted online by midnight of the due date.
COURSE REQUIREMENTS: ASSIGNEMENTS AND TESTS
Individual Assignments:
Individual Readiness Assurance Tests (Individual RAT).
There are 2 ways of assessing your readiness for class activities. Individual and in team. Chapter and reading
quizzes will be taken online by the due date, which falls the day before class at midnight. The purpose is to
assess your readiness for class. This will constitute the individual RAT grade. 10 Points will be taken off from
your final grade, if you fail to complete 2 or more individual RATs.
Reflective Journals: These types of assignments help each student to reflect on some aspect of the course on a
more personal level. These require self -analysis and evaluation. Please check syllabus for these assignments
and their due dates.
Benchmark: Culture of Cognition Ethnography
This is a field-based project. Students will create an ethnography that describes the children in the grade level
placement from a cognitive development perspective, analyzing instructional practices for theoretical and
developmental appropriateness.
Refer to the project description titled Culture of Cognition Ethnography on Blackboard for details on its
completion and submission. This project will be submitted online. A minimum grade of 75 is required of this
assignment. If you receive less than a 75:
1. You will be required t revise and resubmit according to feedback from the instructor.
2. You will receive a maximum grade for the assignment of 85
You will receive a maximum grade for the course of “B”, regardless of the final average for assignments.
Final Exam: A final exam will be given to assess your understanding of the entire semester’s work
Team Assignments:
Team Readiness Assurance Tests (RAT): The same quiz taken individually will be given in class as a team
assessment. This will constitute the team readiness assurance grade.
Class Community: This will take place during the first week of the course. As part of team building and creation
of a community of learners. You are asked to add a picture of the team and some information about each
team member. This will be uploaded to the class website. Use the link on the home page.
Team Based Learning Assignments (TBL): These assignments are completed in class through team-based work.
Through these activities you will apply and integrate knowledge learned from readings and class discussions.
There are 6 team based learning assignments, one for each unit.
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SYLLABUS
My Child Guide: Some TBL assignments have a part 1 and part2. Part 1 of these assignments will always pertain
to the My Child Guide., which integrates all the knowledge learned in the units. It consists of a compilation of
learning on child development. Refer to the project description titled My Child Development Guide on
Blackboard. More information on this assignment will be given in class.
Team Evaluation:
Teamwork will be evaluated by your peers at the end of units 3 and 6. Your grade for this portion will be based
on your peer’s assessment of your preparation, contribution, respect for others’ ideas and flexibility during
teamwork.
GRADING CRITERIA
Scores in three major performance areas will determine the grades: Individual Performance, Team
Performance and Team Maintenance (“Helping” Behavior). The actual weight grades will combine decisions
made by the course instructor and input from students. Representatives from each team will decide on the grade
weights for this course according to recommendations from their respective teams. Once decision is made, this
syllabus will be updated. Excessive absenteeism may lead to reduction in final grade. More than one absence
during team RATS or Team Assignment work and submission may result in a grade of 0 for that assignment or
team RAT.
Grade Weights and Percentages
Within area
1. Individual performance
a. Individual Readiness Assurance Tests
(20-50%)
b. Reflective Journals
c. Final Exam (50% or above)
_______%
_______%
_______%
100%
Benchmark: Culture of Cognition Ethnography
2. Team Performance
a. Team readiness assurance tests (team
RATs)
b. Team Assignments
 Unit 1-Unit 6 (12 points each)
3. Team Maintenance (Evaluated by Peers)
1.1K
% of total grade
_____%
(at least 20%)
20%
28
72
100%
______%
100%
______%
(no more than 25%)
Total for the course
100
UTRGV University Policies
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SYLLABUS
UTRGV Policy Statements
The UTRGV disability accommodation, mandatory course evaluation statement and sexual harassment statement
are required on all syllabi. Additional policy statements are optional, such as those covering attendance, academic
integrity, and course drop policies.
STUDENTS WITH DISABILITIES: Required on all syllabi. Do not modify.
If you have a documented disability (physical, psychological, learning, or other disability which affects your
academic performance) and would like to receive academic accommodations, please inform your instructor and
contact Student Accessibility Services to schedule an appointment to initiate services. It is recommended that you
schedule an appointment with Student Accessibility Services before classes start. However, accommodations can
be provided at any time. Brownsville Campus: Student Accessibility Services is located in Cortez Hall Room 129
and can be contacted by phone at (956) 882-7374 (Voice) or via email at [email protected]. Edinburg
Campus: Student Accessibility Services is located in 108 University Center and can be contacted by phone at (956)
665-7005 (Voice), (956) 665-3840 (Fax), or via email at [email protected].
MANDATORY COURSE EVALUATION PERIOD: Required on all syllabi. Do not modify.
Students are required to complete an ONLINE evaluation of this course, accessed through your UTRGV account
(http://my.utrgv.edu); you will be contacted through email with further instructions. Online evaluations will be
available Nov. 18 – Dec. 9, 2015. Students who complete their evaluations will have priority access to their grades.
ATTENDANCE:
Students are expected to attend all scheduled classes and may be dropped from the course for excessive
absences. UTRGV’s attendance policy excuses students from attending class if they are participating in officially
sponsored university activities, such as athletics; for observance of religious holy days; or for military service.
Students should contact the instructor in advance of the excused absence and arrange to make up missed work or
examinations.
SCHOLASTIC INTEGRITY: Recommended on all syllabi.
As members of a community dedicated to Honesty, Integrity and Respect, students are reminded that those who
engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the
course and expulsion from the University. Scholastic dishonesty includes but is not limited to: cheating,
plagiarism, and collusion; submission for credit of any work or materials that are attributable in whole or in part
to another person; taking an examination for another person; any act designed to give unfair advantage to a
student; or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students and the
integrity of the University, policies on scholastic dishonesty will be strictly enforced (Board of Regents Rules and
Regulations and UTRGV Academic Integrity Guidelines). All scholastic dishonesty incidents will be reported to the
Dean of Students.
SEXUAL HARASSMENT, DISCRIMINATION, and VIOLENCE: Required on all syllabi. Do not modify.
In accordance with UT System regulations, your instructor is a “responsible employee” for reporting purposes
under Title IX regulations and so must report any instance, occurring during a student’s time in college, of sexual
assault, stalking, dating violence, domestic violence, or sexual harassment about which she/he becomes aware
during this course through writing, discussion, or personal disclosure. More information can be found at
www.utrgv.edu/equity, including confidential resources available on campus. The faculty and staff of UTRGV
actively strive to provide a learning, working, and living environment that promotes personal integrity, civility, and
mutual respect in an environment free from sexual misconduct and discrimination.
COURSE DROPS:
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SYLLABUS
According to UTRGV policy, students may drop any class without penalty earning a grade of DR until the official
drop date. Following that date, students must be assigned a letter grade and can no longer drop the class.
Students considering dropping the class should be aware of the “3-peat rule” and the “6-drop” rule so they can
recognize how dropped classes may affect their academic success. The 6-drop rule refers to Texas law that
dictates that undergraduate students may not drop more than six courses during their undergraduate career.
Courses dropped at other Texas public higher education institutions will count toward the six-course drop limit.
The 3-peat rule refers to additional fees charged to students who take the same class for the third time.
CEP Program Policies
FIELD EXPERIENCES
Texas Administrative Code Rules §228 require that teacher candidates have a minimum of 30 hours of field
experiences prior to student teaching. This course is a filed based course and requires 15 hours of work in the
field. The benchmark assignment for this course is a field based assignment and will require you to do specific
tasks in an elementary school setting.
Time frame to Complete Field Hours: September 28th-November 13th.
More details regarding field experiences will be provided by your instructor during class and in the course web site.
COURSE POLICIES
EMAIL ACCOUNT
Students are required to obtain university email accounts at the Academic
Services Building (ASB 2.102). To access the course web site, go to my
UTRGV.edu, Login by typing your username and password, then choose the
Blackboard icon.
POLICY FOR RATS AND
TEAM RATS
There are no make-ups for RATs and team RATS. If you do not submit RAT
online by the due date, you will receive a grade of zero. Team RATs are always
administered during the beginning of class. You are allowed to miss one team
RAT, if you have a valid excuse. After that, all Team RATs missed will result in
a zero, unless you submitted your answers from the individual RAT to the
team before the beginning of class, and if your team members consider your
excuse for not being present, a valid one.
LATE WORK
Acceptance of late work is at the discretion of the course instructor. Generally,
late work is penalized ten points per day that it is late. This includes all major
projects. You will not be allowed to take any tests after the due date and will
receive a grade of zero for any tests missed.
ATTENDANCE POLICY:
Attending class and being on time is expected. Being prepared includes not
only being on time for class, but also coming prepared to engage in class
activities and discussions. You should inform your instructor of any absences
preferable, before they occur. As allowed by university policy, 4 or more
unexcused absences will be considered grounds for being dropped from the
course.
CALENDAR OF ACTIVITIES
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SYLLABUS
TENTATIVE COURSE TOPICS, CALENDAR OF ACTIVITIES, ASSIGNMENTS, TEST DATES
Week
Date
Topics/Activities
Homework (Out of Class)
Unit 1: Physical Development
Goals, Standards and Competencies:
Goals: Foundational Knowledge: 1; Integration: 1; Learning to learn 1 and 2.
Standard: 1.1K and 1.16K. Competencies: 1A, C, E and 4A
Week 1
Sept 1
 Introduction to course structure.

Formation of teams
 Team based decisions on grade
weights for the course.
Sept 3
Online

 Study Chapter reading in Unit 1
folder - Take Unit 1 RAT by 9/7
midnight (bring answers to
class)
Week 2
Sept 8
Read one research article related to
 Team RAT Unit 1
physical development. Bring completed
 Overview of Child Development
research charts to next class in digital
course framework.
format.
 Applying research to practice
 Explanation of Assignment: My
Child Guide
Sept 10
 Work with team members on TBL
 Class Community assignment due by
activity
midnight
 Explanation of APA style
Week 3
Sept 15
 Discuss Physical development –
fine motor skills activity
Sept 17
Week 4
Sept 22
Online
 TBL activities Activity - My Child
Guide prepare for discussion on
child guide Part I


Final Discussion on TBL Unit 1



TBL Unit 1 Assignment due by
midnight
Read online chapters 11 and 12 online
in folder entitled Social and Emotional
Development; Take Unit 2 RAT by
10/23 midnight (bring answers to
class)
Unit 2: Social and Emotional Development
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SYLLABUS
Week
Date
Topics/Activities
Homework (Out of Class)
Goals, Standards and Competencies:
Goals: Foundational Knowledge: 2, Integration: 1, Learning to learn; 1 and 2, Human dimension: 2 and 4
Standard: 1.1K, 1.11K and 1.16K. Competencies: 1A, B, C, F, K and M, 2A-D, 4C and D
Read one journal article related to
Sept 24
 Unit 2 Team RAT
social emotional development bring
 Theoretical knowledge and
completed research chart to next class
Cultural connections
in digital format.
Explanation of Reflective Journal
assignment Explanation of TBL 2
Explanation of Benchmark and
Reflective Journal 1 due by midnight
Week 5
Sept 29
field experiences
Teamwork for TBL 2
Oct 1
 Discussion of TBL 2 Teacher

guidelines

Online Team work on TBL 2
Week 6
Oct 6
 TBL 2 assignment due by midnight

Oct 8
 Read online readings from folder
entitled Cognitive Development.
Read text chapter 3 and 4.
Take online Unit 3 RAT by midnight
10/12
Unit 3: Cognitive Development – Piaget
Goals, Standards and Competencies:
Goals: Foundational Knowledge 3, Integration 1, Human Development: 2, Learn How to Learn: 1 and 2
Standards: 1.1K, 1.11K and 1.16K Competencies: 1A, C, G, I and J, 4C
Read one journal article related to
Week 7
Oct 13
Unit 3 team RAT
cognitive development, bring completed
Continue explanation of Piagetian Tasks research chart to next class in digital
format.
Online
Oct 15
Week 8
Week 9

Work on TBL Unit 3
Oct 20

Discussion of TBL 3
TBL Unit 3 Due by midnight
Oct 22



Explanation of Lesson Observation
Explanation of team evaluation
Explanation of Vygotskyan Learning
Theory and application to classroom
activities (lesson observations)
Tasks
Collect Team Evaluations
Explanation of Team Maintenance
Give back Team evaluation forms
Complete Team Evaluation Form –
bring it to next class
Oct 27

Oct 29




Read Leong and Bodrova chapters 6
online (in Spanish); Take online Unit 4
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SYLLABUS
Week
Date
Topics/Activities
Homework (Out of Class)
RAT by 3/23 midnight
Unit 4: Cognitive Development: Social Constructivist Processes and Linguistic Connections
Goals, Standards and Competencies:
Goals: Application 1; Integration: 6; Human Dimension: 1; Learn How to learn: 1 and 2
Standards: 1.3K and 1.6K. Competencies: 1A, B, C, G, I and J, 2E.
Week 10
Nov 3
 Team RAT Unit 4
 Reflective Journal 2 due
 My Child Guide- Discussion of
 Read research journal article related to
completion of Part 4
language development, bring completed
research chart to next class in digital
 Connections between Cognitive and
format.
Language Development (work on
TBL 4)
Nov 5
 Work on Child Guide Complete TBL  ]
4 Assignment: Integration of all
developmental domains (My Child
Guide) Final completion
TBL Work Discussion
Week 11
Nov 10
Online
Work on completing TBL 4
Bring Logs for professor to sign
Nov 12
TBL 4 due by midnight
Read online reading on moral development.
Take online Unit 5 RAT by 4/6 midnight
Filed Logs due in OEPA office 11/13 by 5PM
Unit 5: Moral Development, Self Regulation and connections to all developmental domains
Goals, Standards and Competencies:
Goals: Foundational Knowledge: 4, Application 3; Integration: 1 and 2, Caring: 1; Learn How to Learn: 1 and 2
Standards: 1.1K and1.4K. Competencies: 1A, C, H, K and N.
Week
12
Week
13
Nov 17


Nov 19
Team RAT Unit 5
Explain final portion of the
benchmark
Work on benchmark assignment
Nov 24
Activities related to TBL Assignment 5
Nov 26
Thanksgiving – No Classes
Complete lesson observations


Read textbook Chapters 10 -14;
Take online Unit 6 RAT by 4/20
midnight.
TBL Unit 5 due by midnight 11/27
Unit 6: Applications to School Settings
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SYLLABUS
Week
Date
Topics/Activities
Homework (Out of Class)
Goals, Standards and Competencies:
Goals: Application: 1, 2 and 3; Integration: 1 - 5; Human Dimension: 1-5, Caring 1
Standards: 1.2K, 1.3K, 1.7K to 1.10K, 1.12K-1.15K and 1.17K. Competencies: 1A, D, L, O, P, 2#-G and 3A.
Week
Dec 1
Benchmark due
 Team RAT Unit 6
14
 Application of theories to school:
Pre-k
Dec 3
Reflective Journal 3 due by midnight
 TBL activity Presentation and work
Application of theories to school:
grades1-5
Week
Dec 8
Review for Final Exam Explanation of
15
Final team evaluation
Finalize work on TBL 6
Dec 10
Study Day
Team evaluation due by midnight
TBL assignment Unit 6 due
Week
Final
Online exam will open at Due by12/10 and close 12/14 at 6PM
Exam
16
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