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EdSe 4501: Educational Psychology. 3 Credits. Spring Semester, 2008.

Dan Glisczinski, Department of Education

 

Syllabus

Schedule

Assignments

Contact Dan

Welcome to EdSe 4501: Educational Psychology.

Class meets:

  • Section 1: Mondays/Wednesdays/Fridays 10-11 a.m. in Montague 108
  • Section 2: Mondays/Wednesdays/Fridays 1-2 p.m. in Montague 108

Class aliases

Course description:

EdSe 4501 studies psychology as applied to the field of education. The readings examine learners, learning, and teaching. A particular emphasis is placed on studying the physical, cognitive, social, personal and moral development of students from 5th to 12th grade. The course content contributes to a better understanding of both learning and developmental theories and provides insight in how to integrate those theories into practice to make good decisions in the classroom.

This course is founded upon a firm commitment to the University of Minnesota Duluth's Learner Sensitive Teacher Model, which values diversity, seeks empowerment of all learners, practices collaboration, encourages reflection, and utilizes educational technology.

Readings:

Course Standards and Conceptual Framework:

MN Standards of Effective Practice / INTASC standards
UMD Conceptual Framework
  • Standard 1: Subject Matter
  • Standard 2: Student Learning
  • Standard 3: Diverse Learners
  • Standard 4: Instructional Strategies
  • Standard 5: Learning Environment
  • Standard 6: Communication
  • Standard 7: Planning Instruction
  • Standard 8: Assessment
  • Standard 9: Reflection
  • Standard 10: Collaboration, Relationships
  • Social Justice (S)
  • Reflection (R)
  • Empowerment (E)
  • Technology (T)
  • Collaboration (C)

 

 

 

 

 

Course Outcomes

MN Standards of Effective Practice

UMD theme
1. Explain how students construct knowledge, acquire skills, and develop habits of mind.
2A,
S, R, E, T, C
2 . Describe how adolescent physical, social, emotional, moral, and cognitive development influences learning and how that affects your instructional decisions.
2B, 3A, 3K,

S, R, E, T, C

3. Explain individual variations in development and how those differences in one domain affect performances in other domains.
2C, 3I,

S, R, E, C

4. Develop strategies for supporting individual and group work within the classroom and school--based on our understanding of adolescent behavior.

5A, 7F,

S, R, E, T, C

5. Develop a learning environment that contributes to the self-esteem of all persons and to positive interpersonal relations.
2E, 5C, 5H,

S, R, E, T, C

6. Describe factors and situations that help people work productively and cooperatively with each other in complex social settings.
5B, 5D, 5R,

S, R, E, T, C

7. Identify the principles of effective classroom management to promote or diminish intrinsic motivation.

5E,

S, R, E, T, C

8. Describe factors and situations that are likely to promote or diminish motivation.

5A,

S, R, E, T, C

9. Describe the relationship of intrinsic motivation to lifelong growth and learning. 5F,
S, R, E, T, C

10. Identify motivational strategies that are likely to encourage continuous development of individual learner abilities.
5K,

S, R, E, T, C

11. Explain how to use your knowledge of adolescent development to enhance instruction and meet curriculum goals.

2D, 3K, 7A, 9H

S, R, E, T, C

12. Describe the influences of the teacher's behavior on student growth and learning.
4H, 9B, 9C,

S, R, E, T, C

13. Identify major areas of research and professional development resources on adolescents.

9D, 9I

 

S, R, E, T, C

Dispositions:

This course will support you in strengthening the following professional teaching dispositions:

Attendance, punctuality

Initiative, independence

Reliability, dependability

Oral expression

Written expression

Critical thinking skills

Tactful judgment

Collegiality

Reflective response to feedback

Interaction with students, peers, teachers, and stakeholders

Desire to improve own teaching performance

Commitment to the education profession

Constructive attitudes toward learners

Professional ethics

Professional demeanor

Attendance expectations:

Attendance is expected at all classes--except in the case of an emergency. If you will miss class, please notify me by email, as noted above. If you miss more than two class meetings, you may be required to retake this course.


IMPORTANT:

I INVITE ANY OF YOU WHO HAVE ANY DISABILITY, EITHER PERMANENT OR TEMPORARY, OR ANY OTHER SPECIAL CIRCUMSTANCES WHICH MIGHT AFFECT YOUR ABILITY TO PERFORM IN THIS CLASS TO INFORM ME SO THAT TOGETHER WE CAN ADAPT METHODS, MATERIALS, OR ASSIGNMENTS AS NEEDED TO PROVIDE EQUITABLE PARTICIPATION.
The world offers comfort, but you were born for greatness.