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Educational Psychology: The Science of Learning

Spring 2018 Copenhagen

3 credits

Major Disciplines: Child Development, Psychology, Human Development, Education Faculty: Barbara K. Hofer, Ph.D., bhofer@middlebury.edu

Program Director: Maja Sbahi Biehl, msb@dis.dk, Vestergade 10A-24 Program Assistant: Colleen Kolb, cko@dis.dk, Vestergade 10A-24

Tuesday & Friday, 13.15-14.35 Classroom: TBA

Course Information and Purpose

Course Description and Goals The goal of this course is to provide an overview of general principles, theories, issues, and related research in educational psychology. This is an applied area of psychology and includes constructs from cognitive, developmental, and social psychology, as well as neuroscience, as applied to education. The course is designed for students of human development, psychology, and education/educational studies, and will address the science of learning, human development, motivation, diversity, individual differences, and other such topics. I hope that through this course you will develop an understanding of the psychological underpinnings of learning and teaching that you will be able to use throughout your careers, whether you apply this to your work as a teacher, a psychologist, or as a life-long learner and student of human behavior. In addition, we will examine the cultural context of putting theories into practice, with a focus on Denmark, and Scandinavia more broadly. Instructor Information: Dr. Barbara K. Hofer, Ph.D. Professor of Psychology, Middlebury College Ph.D., Education and Psychology, University of Michigan, with a certificate in Culture and Cognition; Ed.M., Human Development, Harvard University. I am an educational, developmental and cultural psychologist with research interests in all three areas. I teach courses at Middlebury on Adolescence, Educational Psychology, Cultural Psychology, Research Methods, and Psychology and Emerging Technology. I previously taught at DIS during Fall 2013 in the psychology program and spent two previous sabbaticals in Kyoto, Japan, teaching and conducting research on Japanese education and the psychological correlates of achievement across cultures. I am very interested in education in Scandinavia and how the science of learning is manifest in cultural contexts. Course Objectives

To understand what psychologists know about learning, based on empirical research from educational, cognitive, developmental, and social psychology, as well as neuroscience

To understand how the science of learning can be used to inform the practice of teaching

To understand how the science of learning can be used to influence your own learning

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To develop a rudimentary understanding of child development theories

To learn about individual differences of students as well as group differences

To investigate how theories of learning are put into practice in Danish education (and Scandinavia, more broadly) and how that might differ from the U.S., developing a better understanding of the role of cultural context in educational practice

To develop critical reading and thinking skills

To further skills of participating in respectful, engaging class discussion

To refine and practice research and presentation skills, as well as discussion leading skills

To refine and practice skills of group work Course Components

1. Required Readings The primary readings are a text and a recent book that summarizes and applies research on the science of learning. In addition, we will read several articles and book chapters, available on Canvas, noted on both the attached schedule and bibliography. Woolfolk, Anita. (2017). Educational psychology. Boston: Pearson. Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge: Belknap Press of Harvard University Press. 2. Format of Course: The general format of this course will be a mixture of lecture, large group discussion, small group work and other learning activities (e.g., demonstrations, case studies, video clips, etc.). I think that you will gain the most from this course from active participation and engagement; accordingly, I will structure the class to promote this, and will expect you to come prepared. Guest lecturers: There will be two guest lecturers scheduled for the course. Field studies: We will have two field visits to educational sites. 3. Class Representatives Each semester DIS seeks class representatives to become official spokespersons for their class group, addressing any concerns that may arise (in academic or related matters), suggesting improvements and coming up with new ideas. Class representatives are a great way for DIS faculty members to ensure better and timelier feedback on their courses, assessments and teaching styles, and as such perform an invaluable role in connecting student needs with faculty instruction during term time. Class Representatives will be elected in class at the beginning of the semester. 4. Assignments

Assignment How evaluated

Due date Percentage of grade

Participation See criteria below 10%

Response papers See criteria below

See schedule below 20%

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Participation (10%) Active participation is an important part of this course. Here's an operational definition of constructive participation and active engagement:

Actively and constructively involved in class discussion;

demonstrates thoroughness of preparation and understanding of the readings;

uses course concepts to help explain or justify comments;

asks productive, thoughtful questions;

contributes regularly without dominating;

connects to the ideas of others;

helps create a supportive environment for other students' learning;

demonstrates willingness to share ideas; responds to other students' comments in a responsible, respectful, intellectual manner.

If you have any concerns about your participation, please feel free to meet with me and I will be happy to help you. Response papers (20%; 5 papers at 4% each) These are 2-3 page papers that are due Tuesday at the start of class during those weeks that additional readings are assigned. Your goal is to respond to the readings in preparation for class discussion on Friday of those weeks. There are no make-ups for these papers after the discussion has been held, and papers submitted after the start of class on Tuesday but before class on Friday can receive only half credit.

Please include the following in your paper: - A summary and synthesis of the main points of each of the readings - Your thoughtful response to the ideas and research presented in the articles. For example, you might consider the following: What psychological and educational issues have been raised in the reading that you would like to discuss? Are the points well substantiated? How does the reading relate to other psychological or educational literature you have studied? How does it relate to your own experience? - End your paper with three questions or issues you would genuinely like to discuss in class. In place of one of these questions you might include a quote that you think merits discussion. This can be a passage that you want to affirm, challenge, or explore in any way that would enhance understanding and discussion.

Application paper Details provided with assignment

February 27 25%

Leading discussion Details provided with assignment

To be determined in class

10%

Cultural research papers Details provided with assignment

Outline: April 6 Paper: April 27

25%

Cultural research presentations

Details provided with assignment

April 27 & May 1 10%

Total

100%

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Leading discussion: (10%) You will each get a turn to lead small group discussion in class. This will involve reading others’ papers in advance, and developing a written plan for facilitation. I hope this will both enhance the quality of discussion and help you develop skills of facilitation.

Integration/application paper on the science of learning (25%) This paper will give you the opportunity to integrate and apply the ideas we have studied about the science of learning. A choice of topics will be provided two weeks in advance. Late papers will be penalized. Cultural research project (25% paper; 10% presentation) The cultural research project will involve a combination of reading, analyzing and applying related literature and conducting community research, on a topic in educational psychology that you would like to understand more deeply in a Danish cultural context. Your research might involve observations during our field trips or your practicum, interviews with host family members, or scheduling other relevant activities. Papers will be 6-8 pages in length, and specific details will be provided in class. Late papers will be penalized. The cultural research projects will be done in small groups and each group will present their work to the class. More details will be provided in class. DIS Academic Policies

Attendance: You are expected to attend all DIS classes when scheduled. You are also expected to be in class ready for the lesson to start on time. If you miss a class, contact the faculty member no later than the day of the absence. If you miss multiple classes, the Director of Teaching and Learning, and the Director of Student Affairs will be notified and they will follow-up with you to make sure that all is well. Absences will jeopardize your grade and your standing at DIS. Allowances will be made in cases of illness, but in the case of multiple absences you will need to provide a doctor’s note. Academic Integrity: DIS expects that students abide by the highest standards of academic honesty in all academic work. DIS assumes that all students do their own work and credit all work or thought taken from others. I will provide more specific guidelines for preparing research papers and will answer any questions you may have. Please see me if there is any aspect that is unclear to you. Completion of assigned work: A passing grade is dependent on completion of all of the assigned work. Accommodations: Students with documented disabilities who believe that they may need accommodations in this class are encouraged to contact Sean Green (sgr@dis.dk), who coordinates these services. In order to receive accommodations, please inform me of approved DIS accommodations within the first two weeks of class.

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Addition policies for this course

Late work: There will be no extensions, and late work will be penalized one point per day – e.g., if an assignment is worth 10 points (10% of your grade), the highest possible points that can be earned if submitted a day late would be 9 points. Electronic devices: Please respect our time together by focusing on the course material and our discussions, turning off and putting away any devices not needed for class (e.g., cell phones). Thanks! We will make the best use of our time together if we can give each other full attention. I encourage you to take notes by hand, as research shows it improve comprehension (compared to note-taking on a computer), and another recent study shows that use of laptops is also distracting to nearby peers. Please talk to me if you have reasons for using a laptop. We may make judicious use of laptops in class and I expect you to focus on the task at hand. Think of this as a skill that needs strengthening and I invite you to this class as a place to practice.

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Educational Psychology: The Science of Learning Course Schedule

The schedule is subject to change if necessary with as much notice as possible.

Class Topics

Readings To be done before class

Assignments

Class 1 (intro class) Friday Jan. 19

LEARNING: THEORY & PRACTICE Introduction to Ed Psych: What is learning? How do we know what we know?

Chapter 1

Class 2 Tuesday Jan. 23

Behavioral views of learning: Conditioning and reinforcement

Chapter 7: pp. 250-266

Class 3 Friday Jan. 26

Social learning theory: Vicarious reinforcement and modeling Cognitive views of learning: The model of memory Cognitive load

Ch. 7: pp. 278-279, plus Ch. 11, pages 412-417 Chapter 8, pp. 288-311

Class 4 Tuesday Jan. 30

Cognitive views of learning: Types of knowledge Explicit and implicit memories Teaching for deep, long-lasting knowledge

Ch. 8: pp. 304-315 Brown, et al., Make It Stick: The Science of Successful Learning, Ch. 1, 2., 3, 4, pp. 1-101

Response paper 1

Class 5 Friday Feb. 2

Complex cognitive processes: Concept learning, concept mapping Discussion of Make It Stick chapters

Feb. 5-10 – CORE COURSE WEEK

Class 6 Tuesday Feb. 13

Complex cognitive processes: Problem solving, conceptual change, transfer, metacognition

Ch 9, 339-349 Rogoff, “Orienting concepts and ways of understanding the cultural nature of human development”

Response paper 2

Class 7 Friday Feb. 16

Complex cognitive processes (finish up)

Learning and Development in Cultural Context: Discussion of Rogoff chapter

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Class 8 Tuesday Feb. 20

CHILD & ADOLESCENT DEVELOPMENT Cognitive development: Piagetian theory, critiques, and educational contributions

Chapter 2, pp. 30-56 Howard-Jones, “Neuroscience and education: Myths and messages” Immordino-Yang & Damasio, “We feel, therefore we learn: The relevance of affective and social neuroscience to education”

Response paper 3

Class 9 Friday Feb. 23

Cognitive development: Brain development in adolescence

Discussion of two articles

Class 10 Tuesday Feb. 27

Cognitive development: Vygotsky’s theory Development in a social and cultural context Developmentally appropriate practice

Ch. 2, 56-66 Ch. 3, pp. 80-81 (the Bronfenbrenner model)

Integration/ application paper due: Tuesday, Feb. 27

Class 11 Friday March 2

The self, social and moral development Concept of the self Moral development

Ch. 3, pp. 100-111

March 3 - 11 Travel Break

Class 12 Tuesday March 13

STUDENT DIVERSITY Individual differences: Intelligence and schooling

Chapter 4, pp. 120-131 Brown, et al., Make It Stick: The Science of Successful Learning, Ch. 6 & 7, pp. 131-199 Chapter 6

Response paper 4

Class 13 Friday March 16

Individual differences: Learning styles? (revisited) Beliefs about intelligence and its malleability Discussion of Make It Stick chapters

Class 14 Tuesday March 20

Individual differences: Models of intelligence Cultural responses to individual differences: Is tracking necessary?

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Class 15 Friday March 23

Individual differences: Special needs

Ch. 4, pp. 139-162

Class 16 Tuesday March 27

Group differences: Gender, culture, race, ethnicity, social class, etc.

Ch. 6, pp. 210-235

March 28 – April 2 Study Break

Class 17 Friday April 6

Group differences: Multiculturalism and diversity in education

Ch. 6, pp. 235-245 Outlines for cultural research papers due

Class 18 Tuesday April 10

MOTIVATION Intrinsic and extrinsic

Ch. 12, pp. 444-445 Reeve, “Why teachers adopt a controlling motivational style”

Response paper 5

Class 19 Friday April 13

Motivation: Self-determination theory Goal theory Discussion of Reeve article

Ch. 12, pp. 449-456

April 14-22 Travel Break

Class 20 Tuesday April 24

Motivation: Curiosity, emotions, and anxiety

Ch. 12, pp. 465-470

Class 21 Friday April 27

CULTURAL RESEARCH PROJECTS: Group presentations

Cultural research papers due Friday, April 27

Class 22 Tuesday May 1

Group presentations

Class 23 Friday May 4

Summing it all up: What will we do differently about teaching and learning, knowing what we now know?

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EDUCATIONAL PSYCHOLOGY: THE SCIENCE OF LEARNING Required course readings (in addition to the books listed), available on Canvas

Howard-Jones, P. A. (December, 2014). Neuroscience and education: Myths and messages. Nature Reviews

Neuroscience, 15, 817-822. Immordino-Yang, M. H., & Damasio, A. R. (2016). Ch. 1, We feel, therefore we learn: The relevance of affective

and social neuroscience to education, pp. 27-42, in Emotions, learning, and the brain: Exploring the educational implications of affective neuroscience, pp. 79-92. New York: Norton.

Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can

become more autonomy supportive. Educational Psychologist, 44(3) 159-175. Rogoff, B. (2003). Ch. 1, Orienting concepts and ways of understanding the cultural nature of human development. The cultural nature of human development. Oxford: Oxford University Press.