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Davidson
College
Educational
Psychology and Teaching Exceptionalities (EDU 242) Dr.
Rudy Jackson, Jr. COURSE
GOAL: To
develop an understanding of classroom practices acquainting students
with information about teaching that is derived from the discoveries
of psychologists and ways in which students might apply psychological
knowledge to teaching. COURSE
OBJECTIVES: The
student will... 1. Become an effective teacher by becoming an
effective learner. 2. Understand what secondary students are like and how much they
know, specify what is to be learned, provide instruction, and
determine what students have learned. 3. Understand current theories of psychological development. 4. Explore the relationship between theories of
psychological development and sound educational practices. 5. Demonstrate an ability to relate theory to classroom practice. 6. Understand assessing student variability. 7. Understand exceptional children and multicultural populations. TEXTS: Woolfolk,
A.E.; Educational
Psychology (8th ed.) .
Allyn & Bacon. Smith,
T.E.C.; Polloway, E. A.; Patton, J.R.; & Dowdy, C.A. Teaching
Students With Special Needs (2nd. Ed.)
. Allvn & Bacon. GRADING
SCALE: A - (90—93)
A (94—100)
B - (80—83) B (84—87)
B+ (88—89)
C - (70—73) C
(74—77) C+
(78—79)
D - (60—63) D
(64—67)
D+ (68—69)
F - (below 60) Classroom
Observations
In order to expose the student to the realities of the
educational experience, each student is required to spend time
observing in a public or private school. Those in the
teacher education program are required to spend three full days
in a public secondary school (6th—l2th grades).
Those not in the teacher education program may elect to spend only one
day in a public or private school either elementary or secondary. The
written observation report must be submitted before or on May 9th
(9:00 A.M.).
The work associated with the classroom observation will count as 15%
of the final grade. Research
Project
Each student will choose an important topic in educational
psychology. Professional books, articles, journals, and personal
correspondence can be used as resource materials. The paper should be
seven to nine (7-9) pages long including a review of the literature
and research and practical applications for the classroom teacher.
The student will then “teach” the class this topic. The
presentation and the paper will count 25% of the final grade. Pledging
All written work and reviews are to be pledged. Attendance
Regular class attendance is the student’s obligation, and the
student is responsible for all the work of all class meetings. The
student is encouraged to only miss class in case of an emergency.
Each student’s presence will enhance the learning
opportunities for his/her classmates. The college policy of the
required number of classes for credit will be followed. Reviews
There will be four comprehensive reviews, which will account
for 60% of the final grade:
#1 February
13 Woolfolk: 1, 2, 3, 4
Smith: 1, 7, 4, 5, 6
#2
March 1 Woolfolk: 5, 6, 7
Smith: 12, 8, 9
#3
April 3 Woolfolk:
8, 9 10, 11, 12 Smith: 10, 11, 2, 3
#4
May 3 Woolfolk:
13, 14, 15 Smith: 13, 14, 15, 16 Schedule W—Woolfolk,
EDUCATIONAL PSYCHOLOGY S—Smith,
et al,
TEACHING STUDENTS WITH SPECIAL NEEDS 1/16,
18 W—l
Teachers, Teaching and Educational Psychology
S—1
Inclusive Education: An Introduction 1/23,
25
W—2
Cognitive Development and Language
S—7
Teaching Students with Mental Retardation 1/30,
2/1
W—3
Personal, Social and Emotional Development
W—4
Learning Abilities and Learning Problems 2/6,
8
S—4
Teaching Students with Learning Disabilities
S—5
Teaching Students with Attention Deficit/Hyperactivity Disorder
S—6
Teaching Students with Emotional/Behavior Disorders 2/13
Review
#1 2/15
W—5
Impact of Culture and Community
S—12 Teaching
Students Who Are at Risk 2/20,
22 W—6
Behavioral Views of Learning
W—7
Cognitive Views of Learning 2/27
S—8
Teaching Students with Sensory Impairments
S—9
Teaching Students with Autism, Traumatic Brain Injury, and
Other Low-Incidence Disabilities
3/1
Review #2 3/6,
8 Davidson’s
Spring Break 3/13
W—8
Complex Cognitive Processes 3/15
S—10
Teaching Students with Communication Disorders
S—11
Teaching Students Who Are Gifted 3/20
W—9
Learning and Instruction 3/22
S—2
Designing Inclusive Classrooms
S—3
Identifying and Programming for Student Needs 3/27
W—10 Motivation: Issues and Explanations
W—11 Motivation, Teaching, and Learning 3/29
W—12
Creating Learning Environments
4/3
Review
#3 4/5
S—13
Classroom Organization and Management
W—13 Teaching for Learning 4/10,
12 W—14
Standardized Testing
W—15
Classroom Assessment and Grading 4/17
Easter Break 4/19
S—14 Teaching
Students with Special Needs in Elementary Schools
S—15 Teaching
Students with Special Needs in Secondary Schools 4/24
S—16 Working
with Families of Students with Disabilities 4/26,
5/1
Open Topics 5/3
Review #4 5/9
Observation Report(s) due 9:00 A.M. (Jackson Court #1) Some
topics for consideration. You
are not limited to this list.
1.
Athletics/eligibility
2.
Motivational factors
3.
Ability grouping
4.
Tracking
5.
Charter schools
6.
Alternative schools for secondary students
7.
Open education
8.
Traditional education
9.
Magnet schools
10.
Assessment (student)
11.
Assertive discipline
12.
Portfolios/journals
13.
Bilingual education (ESL)
14.
Montessori School
15.
Child abuse
16.
National Assessment of Education
17.
Dropouts
18.
Performance Based Education
19.
Cooperative learning
20.
Teenage suicide
21.
Classroom management
22.
Programmed instruction
23.
Compensatory education
24.
Compulsory education
25.
Values clarification/character education
26.
Computer-assisted instruction
27.
Vocational education
28.
Achievement/ability testing.
29.
Voucher plan
30.
Competency testing
31.
Site based management
32.
Multicultural education
33.
Time-on-task
34.
Inclusion (mainstreaming)
35.
Middle school—philosophy/education
36.
Exceptional Children:
Gifted/talented
Learning
impaired
Learning
disabled
Mental
retardation
Speech
disorder
Visual
impairment
Physical
and health impaired
37. Grade
retention
37.
Skipping a grade
38.
Gender differences in learning
39.
Home schooling
40.
Lesson plans/objectives
41.
Left/right brain learning
42.
Grading/reporting
43.
Classroom/school environment
44.
Block scheduling/4x4/A-B Day
45.
Technology in the classroom
46.
Co-curricular activities
47.
Class size
48.
Remedial instruction
49.
Classroom/school design
50.
Financial funding of school/system
51.
Teen-age pregnancies
52.
Promotion requirements
53.
Grouping within the classroom/grade level
54.
Homework
55.
Counselor’s role in school
56.
Same sex academic classes
57.
Teachers’ duties outside the classroom
58.
Parental involvement in school
59.
Length of school day
60.
Commercial advertising in schools
61.
Teacher certification requirements
62.
Teacher competency tests
63.
Mentoring program for teachers
64.
National Board Teacher certification
65.
Parents/students involved in curr. planning
66.
International Baccalaureate Program
67.
Management by Objectives
68.
NC’s ABC Program
69.
High school graduation requirements
70.
Class rank
71.
Grade point average (GPA)
72.
Money allocations within a school
73.
Peer teacher evaluations
74.
Merit pay
75.
Teacher shortage
76.
Student fees
77.
Grade-level organization (K-5, 6-8, 9-12)
78.
Extra-duty pay (coaching, advising, etc.) Davidson Home Page | Search Davidson | Email the Department of Education © Copyright 2001 Department of Education, Davidson College, Davidson, NC 28035-7124 |
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