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PSY 332 Educational Psychology - Suny Cortland · PSY 332 Educational Psychology ... Instructor: David Kilpatrick Office Hours: Tuesday 1:00-2:30 Phone: 315-416-1120 (cell); ... FINAL

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Page 1: PSY 332 Educational Psychology - Suny Cortland · PSY 332 Educational Psychology ... Instructor: David Kilpatrick Office Hours: Tuesday 1:00-2:30 Phone: 315-416-1120 (cell); ... FINAL

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PSY 332 Educational Psychology

Course Syllabus

Instructor: David Kilpatrick Office Hours: Tuesday 1:00-2:30

Phone: 315-416-1120 (cell); 315-452-0963 (home) Thursday 11:30-2:30

607-753-2041 (office); or by appointment

E-mail: [email protected]

Text(s):

Ormrod, J. E., (2011). Educational psychology: Developing learners. (7th. Ed.). Upper Saddle River, NJ: Pearson/Merrill/Prentice-Hall.

(Required) Ormrod, J. E., (2008). Student guide to accompany Educational psychology: Developing learners. (7th. Ed.). Upper Saddle River, NJ:

Prentice-Hall. (If available - Not Required)

National Reading Panel, (2000). Teaching children to read: Report of the National Reading Panel. Washington, D. C.: National Institute

of Child Health and Human Development (required –free electronic download).

Overview:

This course is designed to give you an understanding of the educational implications of psychological

principles, research, and theory. Major areas of focus will include, but not be limited to, human development,

learning, evaluation, effective instruction, classroom management, and academic development in reading,

writing, and math. The goal will be to provide students with a foundation for teaching based upon research

findings and well-established theoretical principles.

Evaluation: Student grades will be based on one of the two following evaluation options.

Evaluation % of To determine Evaluation % of To determine

Option 1 total grade point value Option 2 total grade point value Test 1 25% .25 x Test 1 grade Highest of first 3 tests 25% .25 x Test grade

Test 2 25% .25 x Test 2 grade Second highest of first 3 tests 25% .25 x Test grade

Test 3 25% .25 x Test 3 grade Test 4 (Final) 25% .25 x Test grade

Test 4 (Final) 25% .25 x Test 4 grade Paper 25% .25 x Paper grade

Total 100% Total 100%

The final grade will be based on accumulated points as follows:

A+ 98 - 100 pts. B+ 88 – 89.9 pts. C+ 78 – 79.9 pts. D+ 68 – 69.9 pts.

A 93 – 97.9 pts. B 83 – 87.9 pts. C 73 – 77.9 pts. D 63 – 67.9 pts.

A- 90 – 92.9 pts. B- 80 – 82.9 pts. C- 70 – 72.9 pts. D- 60 – 62.9 pts.

E 00 – 59.9 pts.

Tests. The tests include objective questions from both the book and the classroom presentations.

Optional Paper. A separate sheet will be provided to explain the nature of the optional paper.

Attendance. The class lectures and discussions are an integral part of the learning experience of this course.

Thus, excessive unexcused absences will affect your final grade. Keep documentation during the semester for each

excusable absence (e.g., doctor’s office forms). If you miss more than two classes, provide me with the

documentation at the end of the semester so these absences won’t affect your grade. A ―relaxed‖ version of the

college attendance policy will be followed: Each unexcused absence beyond two may count as two number points

off your final number grade. This policy is not intended as an after-the-fact ―punishment‖ for missing class, rather

as ―negative reinforcement,‖ i.e., as an incentive not to miss class in the first place. By contrast, there is a ―positive

reinforcement,‖ for students with no absences all semester. They will automatically raise their final grade one third

of a letter grade. For example, a C+ would become a B–. The exception is for students who earn an A in the class.

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They will raise their grade 3 points for perfect attendance (which may or may not elevate them to an A+.) Students

with only one absence will have two points added to their final test average (which may or may not raise their final

grade by a third of a letter grade), and students with two absences will add one point to their final grade (again, this

may or may not influence their letter grade). College sponsored events (e.g., professional conferences or away

games) do not count against the attendance incentive. Also note: When students are only physically present during

a given class, that class does not qualify for the attendance incentive (this includes use of laptops, texting, reading,

or sleeping!). In addition, excessive lateness can count against the attendance incentive. Finally, if you arrive after

attendance is taken, you must approach the instructor after to be sure you were marked present.

Common Courtesy. No cell phones can be used during class, including text messaging. Also, please do not use

laptops during class unless you have an important reason for doing so (must be cleared with instructor). If you

expect to arrive late or leave early, please notify the instructor ahead of time.

Students with disabilities. If you are a student with a disability and wish to request accommodations, please

contact the Office of Student Disability Services located in B-40 Van Hoesen Hall or call (607) 753-2066 for an

appointment. Information regarding your disability will be treated in a confidential manner. Because many

accommodations require early planning, requests for accommodations should be made as early as possible.

Plagiarism. Please note the college policies on plagiarism in the College Handbook. Specifically ―each student

is expected to present his or her own work. All papers, examinations, and other assignments must be original or

explicit acknowledgement must be given for the use of other persons’ ideas or language‖ (p.47).

COURSE OUTLINE

I. Introduction to Educational Psychology

1. The Science of Psychology and Applying Science to Education

2. Psychological Development

3. Special Education: Meeting the Needs of All Children

a. Special Educational Laws and Students’ Rights

b. Overview types of Exceptionality

c. Programming for Children

4. Psychometrics: Evaluation Educational and Intellectual Abilities and Progress

a. Types of assessment procedures and goals for evaluation

b. Understanding the meaning of test scores

II. Behavior and Classroom Management

1. Conditioning, Learning Theory, and Human Behavior

2. Understanding and Managing Attention-Deficit/Activity Disorder

III. Foundations for Teaching Children: Understanding How Learning Occurs

1. Neuropsychological research

2. Cognitive and information processing research

a. Human Memory and Human Thinking Processes

b. Applying Memory Research to Classroom Learning

IV. Teaching Children so that All Succeed

1. Reading

2. Writing & Spelling

3. Math

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Reading Assignments: Note: The reading assignments are ―due‖ by the dates listed. Also note: Chapters 1, 12, 15 and 16 from the book are not assigned.

TUESDAY, JANUARY 26 First class—no reading due

The science of Educational Psychology

THURSDAY, JANUARY 28

Chapter 2: Cognitive and Linguistic Development

Psychological Development TUESDAY, FEBRUARY 2

Chapter 3: Personal, Social, And Moral Development

Students with Special Educational Needs

THURSDAY, FEBRUARY 4

Students with Special Educational Needs

TUESDAY, FEBRUARY 9

Chapter 4: Individual and Group Differences

Students with Special Educational Needs

THURSDAY, FEBRUARY 11

Chapter 5: Individual Differences Special Educational

Needs

Educational Assessment - Tests

TUESDAY, FEBRUARY 16

Educational Assessment - Scores

THURSDAY, FEBRUARY 18

•EXAM 1 (Chapters 2, 3, 4, 5 & Lectures)

TUESDAY, FEBRUARY 23

Chapter 9: Behaviorist Views of Learning

Behavioral approaches to education

THURSDAY, FEBRUARY 25

Chapter 10: Social Cognitive Views of Learning

Behavioral approaches to education TUESDAY, MARCH 2

Behavioral approaches to classroom management THURSDAY, MARCH 4

Chapter 11: Motivation and Affect

Behavioral approaches to classroom management

TUESDAY, MARCH 9

Attention Deficit/Hyperactivity Disorder

THURSDAY, MARCH 11

Attention Deficit/Hyperactivity Disorder

TUESDAY, MARCH 16

THURSDAY, MARCH 18

Spring Break TUESDAY, MARCH 23

• EXAM 2 (Chapters 9, 10, 11, & Lectures)

THURSDAY, MARCH 25

Neuropsychology and learning

TUESDAY, MARCH 30

Chapter 6: Learning and Cognitive Processes

Neuropsychology and learning

THURSDAY, APRIL 1

Memory, cognition, and learning

TUESDAY, APRIL 6

Chapter 7: Knowledge Construction

Memory, cognition, and learning THURSDAY, APRIL 8

Memory, cognition, and learning TUESDAY, APRIL 13

Chapter 8: Higher-Level Thinking Skills

Memory, cognition, and learning

THURSDAY, APRIL 15

• EXAM 3 (Chapters 6, 7, 8, & lectures)

TUESDAY, APRIL 20

The “Simple View” of reading comprehension

THURSDAY, APRIL 22 National Reading Panel (NRP) (whole booklet)

The “Simple View” of reading comprehension

TUESDAY, APRIL 27

Reading – word recognition processes

THURSDAY, APRIL 29 •Optional Draft of Paper Due

Reading – word recognition processes TUESDAY, MAY 4

Chapter 13: Instructional Strategies

Written expression

THURSDAY, MAY 6 Chapter 14: Creating & Maintaining a Productive

Classroom Environment

•Optional Paper Due (if selected)

Math

TUESDAY, MAY 11

Last Class

FINAL EXAM WEEK • EXAM 4 (Chapters 13, 14, NRP booklet & lectures)