SAMPLE SYLLABUS

(Please contact course instructor as assignments or text may have changed)

 

 

EPSY 275

Psychological Foundations of Education:

Learning and Motivation

 

 

Instructor: Dr. Carolyn F. Chryst

Phone: 315-731-5712

E-mail: chrystc@oneonta.edu

 

I.  Course Description

         This course examines the relationship of research to educational decision making and instruction; studies the behavioral, cognitive, motivational and conceptual principles and practices derived from research and applied to educational decision making and instruction.  All outcomes are also applied to helping students become self-regulated learners. Field/ service experiences required.

 

II.  Course Rationale

         Educational Psychology 275 is a required course for students in both the elementary and secondary education programs at Oneonta. This course studies the relationship of research to educational decision-making and instruction.  The core concepts covered in this course are the traditional concepts of learning, remembering, and motivation as applied to self-regulated learning.  Additionally, we will examine research conducted on the strategies used by effective learners to enhance their learning, remembering, and motivation.  To achieve these goals the course attempts to help you develop an appreciation of the role of effective strategies in your performance as an independent learner and to apply these principles with your future students.  To further these ends, you are required to complete a series of instructional activities to help you acquire effective strategies and tactics.  You will be asked to apply these strategies with students in a field experience.  Class lectures, discussions, activities, projects and field experiences are designed to help the teacher candidate and their potential students to become more effective learners.

 

 

III. Course Objectives and Outcomes

1.   Students will demonstrate an understanding of current research on learning and motivational processes and how it relates to student achievement and teaching practices. (Oneonta Conceptual Framework: Best teaching practices)

2.   Students will understand how cultural and other differences impact on learning and motivational processes in academic settings. (Oneonta Conceptual Framework: Student empowerment, and respect for diversity)

3.   Students will employ self-observational and self-evaluative techniques to monitor and evaluate their own learning and motivation strategies and develop a plan for improving their academic performance. (Oneonta Conceptual Framework: Excellence & Empowerment)

4.   Students will understand how classroom systems and practices influence both positively and negatively the academic motivation of pupils. (Oneonta Conceptual Framework: Best teaching practices)

 

 

IV. Course Topics

1.   Historical perspectives

2.   Expectancy-value models of motivation

3.   Attribution theory

4.   Social cognitive theory

5.   Goals and goal orientation

6.   Intrinsic motivation

7.   Interest and affect in achievement motivation

8.   Influences of teachers and classroom management systems

9.   Role of schools in motivation

10.        Sociocultural influences

 

 

V.  Instructional Methods and Activities

Instructional Methods:

1.   Constructivist methodologies: modeling of, participating in, and developing constructivist lessons. Some lecture, in-class activities, role play, etc.

2.   Project based learning (self-regulatory)

3.   Discussion of „hot off the press¾ issues and research (post publication date of the textbook)

4.   Clinical experiences: student presentations of research

5.    Field experience: 10 hours: observations, interviews, service

 

PLEASE NOTE: STUDENTS CANNOT PASS THIS COURSE UNLESS OBSERVATIONS HOURS ARE COMPLETED AND DOCUMENTED.

 

 

Course Activities: requirements/assignments

 

  1. The Text:  Pintrich, P. & Schunk, D.  (2002).  Motivation in education:  Theory, research, and applications. (2nd ed.). New Jersey:Merrill-Prentice Hall.

 

This is a challenging bookãI believe that each of you is up for that challenge.  Plan extra time for reading as you may need to re-read or process the content differently than you are accustomed to doing with less challenging books.  Feel free to stop by during office hours if you are having trouble with the content and I will be happy to assist you.

 

  1. Field experience.  You are REQUIRED by the SUNY-Oneonta program to participate in 10 hours of documented field experience beyond the „in-class¾ time.  This is a wonderful opportunity to directly effect and affect the achievement of a young student(s) in your charge! 
    1. You will need to keep a journal/portfolio where you:

                                                     i.     State the day¼s learning goal and objective and how you planned on measuring the outcome;

                                                       ii.     Describe how the student(s) responded to your lesson;

                                                        iii.     What was the learning out come

                                                         iv.     How does knowledge gained about the individual student (s) influence how you plan for your next lesson; 

                                                       v.     Which theories from the corresponding chapter for that week did you witness and/or experience first hand, be specific, use APA format (and page number please) for your citations.

    1. Keep a portfolio of your student (s) work, review with them at five weeks and at the end.  This project is to help both of you see the progress that has been achieved.  Write a reflection essay (cite the text and conceptual frame work) that focuses on the progress of the student and what you learned about how children learn and process information/content.
    2. Optional (but highly recommended) keep a reflective journal of your ownãhow each learning session went, what went well, what flopped, what came to you in the middle of the night, or as you were driving as a solution to a particular learning/motivation obstacle your student facesä. A personal journal where you reflect on your own skills and contributions is a very valuable professional tool.  It will also be very useful for Part Two of the final.
    3. Each observation/professional service credit visit should be at least 1 hour in length.
    4. Part Two of the final will be your reflective „summary¾ of your ten week field experienceãreflect in writing on questions such asã

                                                     i.     What was your proudest moment?

                                                       ii.     What do you wish you had done differently?

                                                        iii.     Did you have an „A--HA¾ or „now I get it¾ moment?

                                                         iv.     How did your thinking transform?

                                                       v.     How did your understanding of teaching change?

                                                         vi.     How has your understanding of the ways that motivation effects children¼s ability to process information grown?

                                                          vii.     A reflective question of your choiceä.

 

  1. Personal learning-goal project.  This is a semester long project.  You need to begin this project within the first two weeks of class.  The final report will be due May 2-11th.  This is a professional development project that fosters life-long learning and self-regulated learning. Just as we want our students to improve their skill set, we professional educators also need to reflect on and take action to improve our own skill sets as well.
    1. Select a personal learning behavior you need to improve or develop.
    2. Establish your Goal, how will you measure your success?
    3. Develop an action plan and implement it.
    4. Develop a documentation system, how will you track your progress?
    5. Set up three conference times to review your plan.

                                                     i.     Within the first two weeksãthis is what I want to improve

                                                       ii.     During the week of March 7-13th.

                                                        iii.     Final conference is during the weeks of May 2-11th.

 

 

  1. Vocabulary/motivation Game.  Why?  Because so many teachers use games in the belief that they are motivational and instructive.  You will learn how to develop games that are in fact motivational and instructive rather than deflating and destructive.  Developing the game for your assigned chapter will also develop your critical reading and application of concepts skills.  This is a depth of comprehension project.
    1. Groups of 3-4 will be selected first day of class.
    2. Each group will be assigned one chapter to develop a „check for knowledge¾ game.  The games will need to be different from group to groupãthere are literally thousands of ways to present the material in interesting ways.  I request no spelling bees J and no jeopardy.
    3. The vocabulary list needs to be approved by Dr. Chryst one week before you engage the class in the game.
    4. Game can be no longer than 35 minutesãwe will be very strict on the time element.
    5. Elements to think aboutãcreative grouping strategies, rules (best if written, posted and explained) attention span, long-term and short-term memory factors, cooperative verses competitive games (pros & cons), Bloom's taxonomyä
    6. Write a Rational and learning objectives for your game (refer to objectives hand-out). Document how your group¼s game fits into and is derived from what you are learning about educating children [Instructional- Decision making].  Use APA citation, be specific, use your Learning and Motivation text and at least one professional article published after 2002 to support your rational, objectives and decisions.

 

  1. Participation is based on regular attendance in class and fulfillment of the field experience.  Participation also includes professional deportment issues such as:

 

    1. Willingness to engage in class discussions,
    2. Positive engagement and clear effort to learn from in-class activities,
    3. Being prepared for classãespecially reading the assigned material or exploring the suggested websites before class.
    4. Having a „life-long learner¾ approach to course content, which includes, self-regulated learning, going beyond the minimum requirements, following „threads-of-interest¾ (intrinsic motivation)
    5. Arriving on time for class and form breaks.

 

  1. Comprehensive final.  The final will be in two parts. Part 1 will be modeled after the NY certification examines, Part 2 is the reflective summary of your ten-week field experience.  Both parts require you to apply the theories you have learned to case studies.  Memorization of facts is necessary but not sufficient for success in education-- comprehension and application of the theories is what matters most.

 

  1. Other assignments and assessments may be given at the discretion of the instruction.

 

  1. Optional assignment for the Intrinsically motivated and Self-regulated learners, or those who want to become more intrinsically-motivated and self-regulated learners:

 

 Cross-referencing project.  Make a chart or graphic organizer that shows how a researcher¼s ideas are presented in each of your textbooks (Motivation, Child Development, Literacy Books, etc) and find a web-link as well.  Your chart will be an excellent study guide.   Your chart will need to have the theory, definitions from each source, the researchers' names, the title of the book, the page numbers, and a web link and most importantly an „elaboration¾ that helps you better understand/recall the theory .  See Dr. Chryst for more detail if you select to do this project.

 

VI.  Evaluation and Grade Assignment

 

Field experience portfolio                                            50 points

Personal learning goal project                                             50

Group projectãVocab Game development                           50

Quizzes (5-25 pts each)                                           100

Participation                                                                70

TBA assignments/assessments as needed                        (10-25 pts each)

Comprehensive final

Part 1-       Multiple choice/case study                        20

Part 2- reflective field experience summary                80

                                                                        400- 450 total

Learning and Development Topic Outline

 

Date

Chapters

Mandatory to read prior to class

Activities

Jan. 24

Introduction to Learning and Motivationãa closer look at the table of contents

 

In class preview Chapter 2

(Pgs 85-89)

In class preview Chapter 5 (summary)

 

  1. Pre-assessment
  2. Review course expectations
  3. Mandatory field experienceã10 hours
  4. Setting a learning goal
  5. grouping for game project

Jan. 31

Chapter 1

Introduction and Historical Foundations

 

 

Prior to class:

Read chapter 1

Bring to class a list of the 10 salient ideas (in your opinion) presented in Chap 1.  Elaborate on why these ideas are salient.

In class: 1) Compare list of salient ideas 2) Name that theory vocab. Game 3) Compare your list to my list 4) Name that theory & Syllabus Quiz

Feb. 7

Chapter 2:

Expectancy-value models

Prior to class:

Read chapter 2

Role-call quiz (5 pts) test of critical reading skills.

In class:  Using your field experience observation 1, give elaborations for each of the eight applications (pg 85-89)

Feb. 14

Chapter 3: Attribution theory

Prior to class:

Read chapter 3 (this is a dense chapterãconsider reading it twice or with a study buddy)

In class:  1) Vocab/game Quiz

2) In groups of 3, give elaborations based on field experience, and/or personal experience that illustrate the concepts presented pg 134-138

Feb 21

Holiday  Feb 19-Feb 27th

 

Feb. 28

Chapter 4:

Social cognitive theory

Prior to class:

Read chapter 4 (J you know most of these ideas)

Bring to class a chart that compares the ideas in this chapter to the theory presented in your Child Development textbook.  Individual projectãhand written.  If you sold your book, the library has copies of suitable child development texts.

March 7

Chapter 5:

Goals and goal orientation

Prior to class:

Read chapter 5

In Class:

1) Vocab/game Quiz

2) Set a conference time for personal learning goal progress report (10 mins-M-F This week).  Results presented in individual conference May 2-11

3) Be prepared to discuss learning goal progress of your field placement students.

March 14

Chapter 6: Intrinsic motivation

Prior to class:

Read chapter 6

 

March 21

Chapter 7: Interest and affect in achievement motivation

Prior to class:

Read chapter 7

 

In class: 1) Vocab/game Quiz

March 28

Holiday  March 26-April 3

 

April 4

Chapter 8: Teacher and classroom influences: Contextual Factors

 

Prior to class:

Read chapter 8

 

April 11

Chapter 9: The role of schools in motivation: Contextual Factors

Prior to class:

Read chapter 9

 

In class: 1) Vocab/game Quiz

April 18

Chapter 10:

Sociocultural influences: Contextual Factors

Prior to class:

Read chapter 10  (J you know most of these ideas)

 

In class: 1) Dr. C¼s Vocab/game Quiz

April 25

Review Chapters 1-10

Bring all your quizzes to class

May 2

Comprehensive Exam

Individual conferences for goals

Application of theory, similar to NY Certification Exam

May 9-11

Individual conferences for goals

Meet with Dr. Chryst

May 12-18th

Finals week:  Field experience report