Advanced Educational Psychology
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
1. To foster an integrated, research-based conception of learning and instruction via familiarity
with current thinking in the field.
2. 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
1. Discussion/activity format.
2. Readings completed in advance.
3. Classroom Within Classroom Facilitation.
4. Workshop or Presentation
5. 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 strengths—develop 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
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