EDP 3004
Professor:
Website:
Phone:
Office room:
Spring term
Class Hrs:
Office Hrs:
Educational Psychology: Principles & Applications
Dr. Martha Pelaez
http://www.fiu.edu/~pelaeznm/
348-2090
COE 242-B
2013, GC 279B
Mondays 5:00–7:40 pm
Mondays 2:30-4:45 pm
Thursdays 2:30–4:45 pm
By appointment
GENERAL DESCRIPTION:
This is an undergraduate foundation course designed to teach psychology as applied to teaching with
emphasis on research and practical applications. The course bridges the gap between theory, research,
and applications and offers the practical knowledge needed to make effective and professional teachers.
The rationale for implementing educational methodologies is presented; this course is a major link
between the theory courses and the method courses throughout the College of Education Curriculum. This
course is a requirement for Teacher's certification.
RATIONALE AND OBJECTIVES:
There are two main objectives in this course:
(1) To inform future teachers on the psychological principles of learning and motivation. Students in this
course must learn the specific processes involved in teaching-learning effectively in the classroom. Thus,
the course principal foci are on the processes by which information, skills, values, rules, and attitudes are
transmitted from teachers to students.
(2) To inform future teachers on the application of those principles of psychology and learning to the
practice of instruction; specific information on how the methods, procedures, and behaviors of teachers
impact learners.
REQUIRED TEXT:
(available at the FIU bookstore)
Santrock, J. W. (2011). Educational Psychology (Fifth edition). NY: McGraw Hill. Professor’s summary
PowerPoint notes will be on Dr. Pelaez’s Web page: http://www.fiu.edu/~pelaeznm/
SUGGESTED READING: (available in Reserve Room at the FIU Library)
Alberto, P. A. & Troutman, A. C. (2008). Applied behavior analysis for teachers (8th ed.). New Jersey:
Pearson Education.
Publication Manual of the American Psychological Association (Fifth Edition or newest). Washington, D.
C.: American Psychological Association.
For more information on behavior-analysis training, certification, and job opportunities visit:
WWW.behavior-analysis.org
To be informed on current teaching certification requirements in the State of Florida visit:
WWW.fldoe.org
For teachers resources in the classroom please visit:
WWW.fldoe.org/teacher/resources.asp
Course Requirements and Notes:
1.
2.
3.
Attendance is compulsory and will be taken intermittently for extra points.
Students are responsible for the text reading AND homework exercises due on the days listed.
Everyone is expected to come to class on time and take a midterm and a final exam at the
scheduled times. There will not be Make-up exams. No cellular/phone mobile or other electronic
devices (than those in the classroom) are allowed.
Approximately the first 20 minutes of each class will be dedicated to questions asked of the students
about the reading due that day and to discussion on such material. The rest of the class time will be
dedicated to lecture, discussion, and review of practice tests.
There will be two exams (dates are listed below) and multiple quizzes in class on the lecture material for
extra points. These exams will cover both lecture and textbook readings materials. These two exams
consist of multiple-choice questions and will cover the material of the entire course divided in two
segments--one segment of chapters for each exam. Each exam is worth 33.3 % of the final grade.
REQUIRED ASSIGNMENTS AND GRADING:
THE COURSE GRADE WILL BE BASED ON THE TWO EXAMS (33.3 POINTS EACH=33.3 X 2 = 66.6
%) PLUS 33.3 POINTS FOR THE TASK-STREAM ARTIFACT/PROJECT, and extra points for
participation.
FEAP 7) Human learning and development: showing that you are familiar with learning theories,
learning principles, and their application to your teaching practice.
FEAP 9) The design of learning environments: Showing that you can think critically about the types of
learning interactions and learning environments (or conditions) that will facilitate learning
in your students
Grading:
Grades will be assigned based on the following points distribution:
100 - 95 = A (4.00 grade points) Excellent; superior
94 - 90 = A- (3.67 grade points) Very Good
89 - 87 = B+ (3.33 grade points) With merit; good
86 - 84 = B (3.00 grade points) Good
83 - 80 = B79 - 77 = C+ (2.67 grade points) Above-satisfactory
76 - 74 = C (2.33 grade points) Above-satisfactory
73 - 70 = C- (2.00 grade points) Satisfactory; minimum
69 – 67= D+
66 – 64= D
63 – 60= D<60=F
In writing your notes (for your artifact/taskstream) please take the following information into account:
format:
The quality of the structure of the paragraphs and grammar must convey that you can write
effectively. These are essential to the assignment. Correctly using topic sentences, writing wellfocused paragraphs, and good spelling and grammar would make your important ideas more
accessible to your reader and identify you as a capable professional in your field. To help you in
conceptualizing your writing, you should check to make sure that you have satisfied the criteria that I
will use to assess your work. Look over the following four categories that will be used to assess the
quality of the artifacts that are submitted. Take great care with this assignment, as state guidelines
require that you must pass the artifact assignment to receive credit for the course. If you need
assistance to improve your writing skills, ask your instructor or student services at the Green Library
office for information about writing workshops.
3004 Writing Scoring Rubric
Examples/Content: How clearly presented were the Excellent 25%
examples that you chose included in your writing? Is
your description sufficiently elaborated that someone
who was not there gets a complete picture of the
event/principle? Do your notes show that you really
understand the content that you are discussing?
Needs work 5%
Organization/Clarity: How clear are the notes overall?
Do you have a clear point or focused set of points to
make? Do the paragraphs show organization and
ordering?
Analysis: Why are you selecting these facts? What is the
main point of all your writing? Make your case and be
persuasive that you have interpreted these observations
correctly and made important insights.
Instructions: Have all the instructions been followed?
Are your notes legible or hard to read for some reason or
simply not summarizing or addressing the questions
raised in the chapter/lecture?
To interpret the score or guide your efforts in creating your artifact you can also look at the following
classification.
Level
Score
Description
4
90-100%
Clear well presented ideas and practices with evidence of significant original
application of your knowledge
3
80-89%
2
70-79%
Clear well presented ideas and practices but poor or limited evidence of original
application of your knowledge
Fuzzy/Unclear structure with incomplete or very limited presentation of
important ideas and knowledge.
1
0-69%
Not passing
Thus, the main objective of your TaskStream (Powerpoint Notes Project):
I.
Identify the main topic for each of the chapters covered in the lectures (following an outline,
examples, ideas, summarizing). For your notes on each chapter you should be reading the
assigned material. They should reflect your understanding of the topic at hand.
II.
Provide example(s) of how you would apply the particular theory or concept being discussed
in class and in each chapter to your classroom. At the end of your paper/project think of
your future students (including culturally and/or linguistically diverse students).
III.
On the last page of your project/paper you should write a “Conclusion” paragraph. For
example, conclude what was the most meaningful aspect of the reading to you and why.
What has the reading of the chapter together with the professor’s lecture/explanations
shown you about the topic, principle, or research?
Calendar for EDP 3004
DATE
TOPIC
Readings Due:
Jan 7
Educational Psychology: A Tool for Teaching
Introduction
Ch. 1
Jan 14
Research Methods & Cognitive Development
Ch. 1 and 2
Jan 21
MLK day-University Closed
Jan 28
Cognitive & Language Development
Social Context and Socio-emotional Development
Ch. 2
Ch. 3
Feb 4
Individual Variations: Intelligence
Ch. 3 & 4
Feb 11
Individual Variations: Intelligence
Ch. 4
Feb 18
Behavioral Approaches to Learning
Ch. 7
Feb 25
Information Processing Theories
Review for Exam
Ch 7& Ch. 8
Mar 4
Midterm Exam
Mar 11
Spring Break (March 11-16)
Mar 18
Complex Cognitive Processes and Learning
Ch. 9
Mar 25
Learning and Cognition in the Content Areas
Ch. 11
Apr 1
Planning, Instruction, and Technology
Ch. 12
Apr 8
Motivation, Teaching and Learning
Ch. 13
Apr 15
Managing the Classroom and Review for Task Stream
Ch. 14
Review for Final Exam
TaskStream Project DUE to Professor (bring a Hard Copy to class-no email)
April 23
Final Exam
THE LAST DAY to upload your Taskstream Project at the COE website 11:59pm.