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See Page 2, Student Learning Expectations/Outcomes for this Course part D.

NORTHERN ARIZONA UNIVERSITY


College of Education
EPS 324/325 EDUCATIONAL PSYCHOLOGY
MASTER SYLLABUS

COE Vision Statement:


We develop educational leaders who create tomorrow's opportunities.

COE Mission Statement:


Our mission is to prepare competent and committed professionals who will make positive
differences for children, young adults, and others in schools.

GENERAL INFORMATION

Instructor: Tom Fetsco, Ph.D. Office: CEE 166


Phone: 523-7141 Office Hours:
E-Mail; Thomas.Fetsco@nau.edu TTh: 8:30-9:30
3:35-4:00
W 10:30-11:30 -
By Appointment
COURSE PREREQUISITES

Non-education majors need permission of the instructor to


enroll in this course. You need to be at least a sophomore
to enroll for this course.

COURSE DESCRIPTION

In this course we will discuss the application of


psychological principles to elementary and middles school
education. The major focus of this course is on the
learner and the learning process.

RELATIONSHIPS TO ARIZONA PROFESSIONAL STANDARDS

Although this course may be helpful in addressing a number


of standards, it is focused primarily on the following
professional knowledge criteria of Standard 8.

3. Principles and techniques associated with various


instructional strategies
4. Learning theory, curriculum development, and student
development and how to use this knowledge in
planning instruction to meet curriculum goals
6. Influences of individual development, experiences,
talents, prior knowledge, language, culture, gender,
family, and community on student learning
7. Principles of human motivation and behavior and
their implications for managing the classroom and
organizing individual and group work.

Student Learning Expectations/Outcomes for this Course

Upon completion of this course students should be able to


do the following.

A. Describe the importance of educational psychology theory


and research for classroom practice.(Unit I)
B. Interpret classroom scenarios in terms of key concepts
and principles from behavioral, cognitive, social
cognitive, cognitive developmental, and motivation
theories. (Units I & II)
C. Design instruction for specific learning outcomes using
a synthesis of instructional design theories. (Unit III)
D. Describe how learner characteristics such as
cultural/linguistic background, cognitive and social
development, and gender affect the teaching/learning
process. (Units I through IV)
E. Apply basic classroom management concepts and approaches
to classroom scenarios.

Course Structure/Approach

The format of this class will be primarily lecture and


discussion. Out-of-class assignments have been designed to
help students extend their knowledge and to apply concepts
from this course.

Textbook and Required Materials

Fetsco, T. G., & McClure, J. (2005). Educational psychology: An integrated approach to


classroom decisions. Boston: Allyn & Bacon.

Assessment of Student Learning Outcomes

Methods of Assessment

1. Unit Tests: Three unit tests will be administered


during the semester. The tests will consist of 50 objective
items designed to assess students understanding of course
content and how it applies to classroom situations. The
exam dates and material covered by each exam are listed on
the course outline part of this syllabus. Each test is
worth 100 points and make-ups will be arranged only under
special circumstances.

Total Points: 300 points

2. Final Exam: The final exam in this course is cumulative


with an emphasis on the material covered in the last unit.

Total Points: 120 points

3. Homework Assignments: Students will complete two


homework assignments that have been designed to help them
apply what they have learned in class. Descriptions of
these assignments are included in the course support
materials.

Total Points: 45 points

4. In-Class Assignments: There will be eight unannounced


in-class, open-note quizzes. Each quiz is worth five
points. Seven quizzes are required for full credit. The
eighth is provided as extra credit, or as a replacement
should a student miss one of the quizzes. These quizzes
cannot be made up if they are missed. The intent of these
quizzes is to help students monitor their progress in
understanding the course material.

Total Points: 35

Signature Assignments

During this course, you will complete four short assignments that will serve as the
TaskStream signature assignment for EPS 324 and EPS 325. Here is some important
information about this requirement.

1. During the first week of class, your instructor will make the signature assignments
available to you along with a time schedule for completing these assignments.
2. You need to complete these assignments as they do count toward your final grade
in this course.
3. You are required to have a Task Stream subscription for this class, and you must
be enrolled in the appropriate Task stream program for your program of study.
You can find out how to do these things by accessing the Student Resources link
on the Electronic Portfolio Project web page (http:portfolio.coe.nau.edu).
4. You will be asked to submit signature assignments to Task Stream once they are
completed. You can find information on how to submit your assignments by
accessing the Student Resources link on the Electronic Portfolio Project web page
(http:portfolio.coe.nau.edu).
5. This assignment will be evaluated in Task Stream. Points for this assignment will
be added and part of the overall assessment for this class.

Total Points: 60

Timeline for Assessment

The dates for exams are included in the course outline. The
due dates for the two homework assignments will be
discussed in class.

Grading System

Grades will be based on total number of points accumulated


during the semester. The following scale will be used.

504-560----------A
448-503----------B
392-447----------C
336-391----------D
Below 336--------F

COURSE POLICIES

1. Attendance: Students are expected to attend class.


Lectures are intended to supplement and extend information
presented in the text. Consequently, students who do not
attend class usually do not do well. If a student's
absences become excessive (more than 2), the following
procedure will be followed. First, the student will be
warned through progress reports issued after the second and
third exams. If the absences continue, the professor
reserves the right to deduct 5 points from the final grade
for every absence in excess of three absences.
Additionally, the professor reserves the right to write a
letter to the student's advisor concerning the student's
lack of responsibility.

2. Test Retakes: Students who have two or fewer unexcused


absences qualify to retake any or all of the three unit
tests during reading week. The term unexcused absence will
be explained in class.

3. Due Dates: Out of class assignments are to be turned in


on the designated day. They will not be accepted once the
assignments have been graded and returned. I endeavor to
return these assignments by the next class meeting.
4. Plagiarism and Cheating: Plagiarism and cheating will
not be tolerated. Do not take someone else's ideas or work
and present them as your own. University policy will be
adhered to in all cases of academic dishonesty.

5. Quality of Written Work: Written work should reflect


your best thinking. In addition, I expect your work to be
relatively free of mechanical errors. If in my opinion you
have extensive mechanical problems (spelling, punctuation
and grammar), I reserve the right to deduct up to 30% of
available points and/or to return the assignment to you to
be done over.

6. Professional Demeanor: I will endeavor to treat you as


professional educators. I expect professional behavior in
return. The rule of thumb should be to not do anything you
would not want your students to do.

7. Cell Phones and Pagers: Cell phones and pagers will be


turned off and put away once you enter the classroom.
Absolutely no electronic communication devices will be
allowed out on your desk during testing.

8. Fire Alarms: If a fire alarm is sounded, students need


to evacuate the building immediately. If the fire alarm is
sounded during a test, students should leave the exam face
down on the desk, and exit the building. Professional
ethics dictate that you do not discuss the exam with others
during the fire drill.

9. Instructor's Responsibilities: I want to help you learn


this material. If you do not understand any of the ideas
discussed in class or the text, please feel free to seek me
out. I will make a concerted effort to be in my office
during posted office hours. I am also willing to set up
appointments.
COURSE OUTLINE

Unit I: Behavioral and Cognitive Views of learning

Date Topics Reading Assignment


8/29 Course Introduction None
8/31 Types of stimuli See Concept Guide
Contiguity learning
Classical conditioning
Operant Conditioning
Types of Consequences

9/5 Types of Consequences See Concept Guide


Types of reinforcers:
Effective praise
Concurrent Praise
Premack Principle

9/7 Reinforcement potency See Concept Guide


and satiation
Schedules of Reinforcement
Extinction
Generalization
Shaping
Chaining
Behavioral principles
Intro. to Cognitive Theory
9/12 Sensory register See Concept Guide
Attention
Perception
Working memory

9/14 Encoding and Retrieval See Concept Guide

9/19 Metacognition See Concept Guide


Levels of processing

9/21 No Class
9/26 Long-term memory See Concept Guide
Declarative and procedural
knowledge
Cognitive Principles
9/28 Test 1 Unit I
Unit II Social C ognitive and C ognitive Developmental Views
o f Learning and Theorie s o f M o tivation

10/3 Social Cognitive Theory: See Concept Guide


Learners social and
personal characteristics

10/5 Performance and learning See Concept Guide


effects of modeling
Social Cognitive learning
principles

Piagetian theory:
Assimilation,
accommodation, and
equilibration

10/10 Piagetian stage theory See Concept Guide

10/12 Piagetian stage theory See Concept Guide


Current status of Piagetian
theory Vygotsky and the
zone of proximal
development
Bruner and discovery
learning and the spiral
curriculum

10/17 Constructivist learning See Concept Guide


principles
Maslows hierarchy of
needs
Motives
Perceptions of value
Goals
Motivation principles
10/19 Attributions See Concept Guide
Goal orientation

10/24 Test 2 Unit II

Unit III Teaching Techniques and Strategies and


Instructional Design

10/26 Behavioral View of See Concept Guide


teaching
Shaping and chaining
Instructional prompts
Feedback

10/31 Mastery learning See Concept Guide

C ognitive View o f
Teaching
Advance organizers
K-W-L
Adjunct questions
Signals

11/2 C ognitive View o f See Concept Guide


Teaching
Spatial/semantic organizers
Cognitive load
Direct instruction
Constructivist View of
Teaching
Guided and free/open
discovery
Scaffolding

11/7 Cooperative learning See Concept Guide


Informal cooperative
learning strategies
Problem-Based learning

Instructional
Design
Instructional alignment
Task analysis
11/9 Overview of See Concept Guide
Behavioral and
Cognitive views of
Instructional Design
11/14 Teaching verbal See Concept Guide
information and facts
Teaching concepts
11/16 Teaching procedural rules See Concept Guide
ARCS and motivation
in instructional
design
11/21 Test 3 Unit III
Unit IV Classroom Management and Personal and Social Development
11/28 Guidelines for classroom See Concept Guide
rules, classroom procedures,
withitness, overlapping,
timing, and target errors

11/30 Behavioral View o f See Concept Guide


Cla ssr o o m
Management

Token reinforcement
systems
Techniques for reducing
inappropriate behavior
12/5 Techniques for reducing See Concept Guide
inappropriate behavior
Goals of misbehavior

12/7 Personal and See Concept Guide


S ocial
Development

Person/environment fit
Friendships/Peer acceptance
Moral reasoning
Linguistic diversity
12/12 and 12/14 Final Exam Cumulative
5/9 8-9:30
5/9 12:30-2:30
5/11 12:30-2:30
Northern Arizona University Policy Statements

Safe Environment Policy: NAUs Safe Working and Learning Environment Policy
seeks to prohibit discrimination and promote the safety of all individuals within the
university. The goal of this policy is to prevent the occurrence of discrimination on the
basis of sex, race, color, age, national origin, religion, sexual orientation, disability, or
veteran status and to prevent sexual harassment, sexual assault or retaliation by anyone at
this university. You may obtain a copy of this policy from the college deans office. If
you have concerns about this policy, it is important that you contact the departmental
chair, deans office, the Office of Student Life (928-523-5181), the academic
ombudsperson (928-523-9368), or NAUs Office of Affirmative Action (928-523-3312).

Students with Disabilities: If you have a documented disability, you can arrange for
accommodations by contacting the office of Disability Support Services (DSS) at 928-
523-8773 (voice), 928-523-6906 (TTY). In order for your individual needs to be met, you
are required to provide DSS with disability related documentation and are encouraged to
provide it at least eight weeks prior to the time you wish to receive accommodations. You
must register with DSS each semester you are enrolled at NAU and wish to use
accommodations. Faculty are not authorized to provide a student with disability related
accommodations without prior approval from DSS. Students who have registered with
DSS are encouraged to notify their instructors a minimum of two weeks in advance to
ensure accommodations. Otherwise, the provision of accommodations may be delayed.
Concerns or questions regarding disability related accommodations can be brought to the
attention of DSS or the Affirmative Action Office.

Institutional Review Board Any study involving observation of or interaction with


human subjects that originates at NAUincluding a course project, report, or research
papermust be reviewed and approved by the Institutional Review Board (IRB) for the
protection of human subjects in research and research-related activities. The IRB meets
once each month. Proposals must be submitted for review at least fifteen working days
before the monthly meeting. You should consult with your course instructor early in the
course to ascertain if your project needs to be reviewed by the IRB and/or to secure
information or appropriate forms and procedures for the IRB review. Your instructor and
department chair or college dean must sign the application for approval by the IRB. The
IRB categorizes projects into three levels depending on the nature of the project: exempt
from further review, expedited review, or full board review. If the IRB certifies that a
project is exempt from further review, you need not resubmit the project for continuing
IRB review as long as there are no modifications in the exempted procedures. A copy of
the IRB Policy and Procedures Manual is available in each departments administrative
office and each college deans office. If you have questions, contact Melanie Birck,
Office of Grant and Contract Services, at 928-523-8288.
Academic Integrity The university takes an extremely serious view of violations of
academic integrity. As members of the academic community, NAUs administration,
faculty, staff and students are dedicated to promoting an atmosphere of honesty and are
committed to maintaining the academic integrity essential to the education process.
Inherent in this commitment is the belief that academic dishonesty in all forms violates
the basic principles of integrity and impedes learning. Students are therefore responsible
for conducting themselves in an academically honest manner. Individual students and
faculty members are responsible for identifying instances of academic dishonesty.
Faculty members then recommend penalties to the department chair or college dean in
keeping with the severity of the violation. The complete policy on academic integrity is
in Appendix F of NAUs Student Handbook. Academic Contact Hour Policy The
Arizona Board of Regents

Academic Contact Hour Policy (ABOR Handbook, 2-206, Academic Credit) states:
an hour of work is the equivalent of 50 minutes of class timeat least 15 contact hours
of recitation, lecture, discussion, testing or evaluation, seminar, or colloquium as well as
a minimum of 30 hours of student homework is required for each unit of credit. The
reasonable interpretation of this policy is that for every credit hour, a student should
expect, on average, to do a minimum of two additional hours of work per week; e.g.,
preparation, homework, studying.