Multicultural Education in an Urban Context (3



California State University Dominguez HillsTED 505 Educational PsychologySpring 2017Instructor: Jeff SappOffice: College of Education #1453Telephone: (310) 243-3721Email: jsapp@csudh.eduHome Page: HYPERLINK "" Office Hours: Monday/Wednesday 2-4Class Location: All classes will be held on campus, in Room COE 1426.University Statement Regarding the Americans with Disabilities Act: CSUDH adheres to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations for students with temporary and permanent disabilities. For students with a disability that may adversely affect their work in class, it is recommended that they register with Disabled Student Services (DSS). All disclosures of disabilities are kept strictly confidential. Note: no accommodation can be made until a student is registered with the DSS in WH B250. For information call (310) 243-2028.University Statement Regarding Academic Integrity and Plagiarism: The CSUDH booklet Student Rights and Responsibilities states that “...all academic work submitted by a student as his or her own should be in his or her own unique style, words, and form. When work is submitted that appears to be original, but actually is not, the student has committed plagiarism.” For this course, you are expected to submit an original instructional unit. You may incorporate materials and resources developed by other individuals, but be sure to cite the authors or developers of these materials and resources. Please refer to the University Catalog for the full state of the university’s policies.Conceptual Framework of the College of EducationA complete description of the Conceptual Framework is posted on the COE website: csudh.edu/coe.Mission StatementThe mission of the College of Education (COE) is to prepare educational professionals who are successfully engaged in work that supports and promotes public school students in California.Vision StatementThe vision of the College of Education (COE) is to maintain a model of collaborative, urban educational excellence, recognized for preparing teachers, administrators, counselors, and other specialists who work effectively with a variety of learners from diverse backgrounds.Philosophy StatementWe value knowledge that leads to effective teaching performance and professional practice in urban and diverse communities.We value the creation of educational programs that meet the needs of our students.We value the development of students with a commitment to high professional standards.We value university teaching that models best instructional practices.We value collaboration as an integral process for program planning, assessment and evaluation, and collegial interactions.The Knowledge Base of the College of Education consists of commonly agreed upon principles and practices which address diverse ways of knowing and theoretical, empirical approaches to the educational processes which inform our theory and practice. This knowledge base pervades our curricula and is built upon:Skill in realizing educational equity for all learners.Sensitivity toward and effectiveness with people from diverse cultural and linguistic backgrounds.Appropriate and creative use of independent and collaborative experiential learning.Multicultural and global perspectives in thinking and practice.Personal growth through reflection and self-evaluation.The ability to critically analyze theory and research that inform effective practice and authentically assess student performance and progress.Multimedia and technology literacy.The ability to facilitate student learning in performance-based and standards-based environments.Course Description (3 units):This course explores theory, research, and practice related to learning, motivation, and affective and cognitive development. The emphasis is on the application of learning principles to classroom learning situations and individual differences. This graduate level course deals with complex ideas, materials, techniques, and problems and requires high-level analysis skills.Prerequisites:Admission to Multiple Subject or Single Subject Credential puter/Information Literacy Expectations for Students enrolled in this classStudents in this class are expected to:1. Use the university's email system (Toromail) to check communications daily.? Additionally, only messages sent through Toromail can be officially recognized as being sent to faculty, the program and the college. Messages sent using outside email system cannot be verified as being sent should a dispute arise.2. Use Blackboard to check for announcements daily.3. Use a word processing program for all writing assignments assigned to be completed outside class. (e.g., Microsoft Word)? Please use the information provided through the links below to identify campus computer labs and/or purchase student versions of software.4. Be able to access assigned websites through the internet. (see link below for campus computer lab locations)5. Use the library databases to find peer-reviewed and other reference material.6. Be able to paraphrase, reference and attribute proper sources for material used in the production of class assignments without plagiarizing material. (see plagiarism link in this syllabus for guidance)For additional information about?computing on campus, including tutorials, students should visit:? HYPERLINK "" For additional information about?computer literacy, including tutorials, students should visit:? HYPERLINK "" For?Blackboard support?please call the IT department at (310) 243-2500 between the hours of 9:00 am - 5:00 pm, Monday - Friday.For additional information related to all computer related services, please visit Conduct: Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to disciplinary action. Such behavior inhibits other students’ ability to learn and an instructor’s ability to teach. The instructor may require a student responsible for disruptive behavior to leave class pending discussion and resolution of the problem and may report a disruptive student to the Student Affairs Office (WH A-410, 310-243-3784) for disciplinary action.Late Work PolicyStudents are expected to: (1) submit all assignments on the due date listed in the course syllabus and (2) be present for all in-class assignments. Any late work that does not meet the deadline will be penalized according to the rubric provided for the assignment. If a student does not appear for an in-class assessment, they will not receive credit for the assignment. If a student experiences a serious illness or emergency, and is unable to complete an assignment or appear for an it, they are expected to email the professor to explain their situation. A new deadline or date for an assignment re-make will be established between the student and professor. If the new deadline or new meeting time is not met, the assignment will be penalized according to the rubric provided for the assignment and will receive no credit. Extra Credit OpportunitiesThroughout the current semester, CSUDH will host a variety of different student events. In order to receive extra credit, students will attend an event and write up a 1 – 2 page analytical essay describing how the event connects with concepts they are learning in TED 505. Students will use APA citations in order to connect class lectures and readings to the event’s themes. Course Outcomes:This course is designed to develop understanding and skill in three (3) basic areas: (1) development and developmental theory, (2) assessment and (3) motivational practices and strategies. To demonstrate mastery, students will:Distinguish between the major stages of cognitive and affective development in students (TPE 6 Develop appropriate teaching practices & 8 Learning about students; NCATE Standard 1: Candidate Knowledge skills and dispositions; CCTC Standard 3: Relationships between theory and practice, CCTC Standard 11: Using educational ideas and research)Discriminate between the major principles of behavioral, social and cognitive learning theory and apply them to learning processes in classroom environments (TPE 8; NCATE Standard 1; CCTC Standards 3 & 11).Analyze individual differences in children known to affect their behavior, motivation and learning (TPE 6 & 8; NCATE Standard 1; NCATE Standard 4: Diversity; CCTC Standards 3 & 11; CCTC Standard 4: Pedagogical Thought and reflective practice).Evaluate and support major theories of motivation and how they can be used to explain student behavior and achievement in school (TPE 8; NCATE Standard 1; CCTC Standards 3, 4 & 11).Anticipate major characteristics of special student populations and components of the special education referral process, including relevant laws and policies regarding the education of special students. Demonstrate the ability to plan instructional interventions, including the use of assistive technology for special students and social accommodations for their inclusion. (TPE 6 & 8; NCATE Standards 1 & 4; CCTC Standards 4, 11 & 9: Using Computer-based technology, 13: Teaching English learners, & 14: Teaching special populations in the regular classroom).Plan for common forms of student measurement and evaluation for both regular and special education students (TPE 6 & 8; NCATE Standards 1 & 3; CCTC Standard 14).Analyze the impact of cultural and language differences on motivation and learning (TPE 8; NCATE Standards 1 &4; CCTC Standard 13).Use the case study approach as a reflective tool to enhance classroom pedagogy (CCTC Standard 6).Critically examine current trends in educational research on course-related topics (TPE 13; CCTC Standard 6).Required Texts:Eggen, P. & Kauchak, D. (2010). Educational Psychology: Windows on Classrooms. Upper Saddle River: New Jersey. Prentice Hall.Publication Manual of the American Psychological Association (APA), 6th Edition.Additional readings as assigned.Attendance Requirements:Attendance and punctuality are expected at each session and will be part of your grade. Grading: The following percentage grading scale will apply:A 95% and aboveB-80-83%D+67-69%A-90-94%C+77-79%D64-66%B+87-89%C74-76%F63% or belowB84-86%C-70-73% Course Assignments: All course assignments use APA style.Autobiography of a Learner (20 points)You will be writing about yourself as a learner. While there is not any one correct way to accomplish this task, it is important that you be candid and reflective. You may want to precede your drafting with a pre-writing step, such as brainstorming, free writing or mapping. To stimulate your thoughts, the following is offered in support of your success. The following prompts are intended to stimulate, not restrict or direct.What are you earliest memories of learning to do something? What were you trying to do? Who was there? What were the others doing? How were you feeling?How do you learn best?Do you have favorite strategies for approaching a new task?From your experience and understanding, what conditions are necessary for your learning to take place?Thinking about your own experience and reflection, what are your biggest barriers to successfully learning to do something?Who do you think of as people who taught you something and what did each teach you?Personal Exploration of My Learning Styles (10 points)You will write about your capabilities with Howard Gardner’s Multiple Intelligences addressing where you see your strengths and weaknesses. Along with this exploration, you’ll also do one of the other three learning style inventories and reflect on the results. Journal Article Analysis (25 points)Select a theory of learning or development, identify five current journal articles (not more than ten-years old) that relate to the theory you selected, and analyze the articles in terms of how they support, elaborate on, or critique the selected theory. (5 pages)Signature Assignment: Student Observation Project (45 points)This signature assignment is designed to mandate a structured observation of learning, motivation and behavior of one k-12 student. You will identify and serve a student whom you believe to be “out of the norm” academically. The student may have other issues as well (behaviorally, socially, developmentally), but the academic portion of the assignment is essential. Assign a fictitious name (first name only) to the student participant in your writing and use the name in your case study. The goal of this student observation is for you to look critically at one student and analyze that student through the lens of educational psychology. You will “paint” a comprehensive picture of your student and link your findings to the coursework that is examined in this course. Your student should be close to the grade level that you intend to teach. Your primary responsibility is as follows:Locate a school that you can complete a multi-day observation of one child (should be done within first two weeks of course).Establish a relationship with the student’s teacher so they understand the project.Describe the student and include the following: age, grade level, ethnicity, language spoken in the home, etc. Also provide any academic history you have access to: e.g., ever retained, history of relocations, and any apparent family history.Observe one child in three settings and write an objective narrative of your observations of this one student. This can occur over multiple days or in multiple settings over the course of one day. Each observation should last roughly 30 to 45 minutes. So plan for a total of about 2 hours observation time. In your write-up, be clear about the observational specifics. What did the child do and say? What were their behaviors and responses to instruction, other children, and changes in environment? Note observable work habits, affect, and attitude toward learning and school. Write a clear, objective narrative about your observations. You may include:student behavior working independentlyworking within groupsparticipating at recess or other “outside” activitiesany other areas of student life.From your observation, select three different theories from Educational Psychology and clearly explain how each theory explains described behavior from your objective narrative (see #4 above)You need to accomplish several things to succeed in this assignment:Write an introduction and briefly describe the school…Do NOT name the school or the district, or the child. Generate a clear narrative description of one child in three unique settings. Must be objective!Based on this observation, select 3 theories that describe specific observable behaviors. State the theoryProvide evidence on why your student belongs to a particular group within the theory by connecting the theory to the behaviorNote: The most important component of this paper is being able to select appropriate theories, clearly define it (and reference it) and apply it to the behavior. It should reflect your best writing and highlight advanced learning and application of knowledge to a real life setting. Papers should be at least three, but no more than five (5) pages, double spaced and 12 point font.505 Course Schedule for Sapp’s Spring 2017 ClassSessionTopicAssignmentJan 25Course IntroductionMemorable ExperiencesReview your course pages at Feb 1Introduction to Educational PsychologyReflective PracticeRead Chapter 1 Educational Psychology: Understanding Learning and TeachingFeb 8Introduction to Brain-Based LearningRead Chapter 2 Cognitive and Language DevelopmentFeb 15Bronfenbrenner’s Biological ModelParental InvolvementYouth CultureDUE: Autobiography of a LearnerRead Chapter 3 Personal, Social & Moral DevelopmentFeb 22Language DiversityDiverse PopulationsRead Chapter 4 Learner DiversityRead How School Taught Me I Was Poor at Mar 1Learning StylesMultiple IntelligencesRead Chapter 5 Learner with ExceptionalitiesMar 8Safe Schools equal Highly Rigorous and Academic SchoolsDUE: Personal Exploration of My Learning StylesRead Chapter 6 Principles of Cognitive Learning Theory and the Construction of KnowledgeMar 15No Class – Jeff out of town for professional meetingMar 22Memory and RecallRead Chapter 7 Cognitive Learning and Human MemoryMar 29No Class – Spring BreakApr 5Art with the Brain in MindDUE: Journal Article Analysis Read Chapter 8 Complex Cognitive ProcessesApr 12Rethinking Sexism, Gender and Sexuality in Schools Apr 19Stress and the BrainPositive Behavioral Interventions and SupportsDUE: Flash Card ActivityRead Chapter 9 Behaviorism and Social Cognitive TheoryApr 26Self-EfficacyLearned HelplessnessRead Chapter 10 Motivation and LearningMay 3Cooperative LearningRead Chapter 13 Learning and Effective TeachingMay 10Cooperative Learning (continued)DUE: Student Observation Project ................
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