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FORT HAYS STATE UNIVERSITY

AEP 821, EDUCATIONAL PSYCHOLOGY

3 Graduate Credit Hours

INSTRUCTOR: Dr. Elden Daniel

Phone: 719-480-2089 (Office)

e-mail: drdaniel@gojade.org

COURSE DESCRIPTION:

The Educational Psychology course explains the cognitive, linguistic, personal, social, and moral

development of individuals as well as individual and group differences. This lesson also

describes behaviorist and social cognitive views of learning, intrinsic and extrinsic motivation,

and informal and formal assessments.

FORT HAYS STATE UNIVERSITY MISSION STATEMENT:

Fort Hays State University provides accessible quality education to Kansas, the nation, and the

world through an innovative community of teacher-scholars and professionals to develop

engaged global citizen-leaders.

COLLEGE OF EDUCATION AND TECHNOLOGY MISSION STATEMENT:

Education professionals prepared in the College of Education and Technology at Fort Hays State

University will have the technological, pedagogical and content knowledge, skills, and

dispositions to lead, model, teach and collaborate in diverse settings.

CURRENT MISSION:

Professional educators prepared at Fort Hays State University will have the knowledge, skills,

and disposition to ensure excellence in teaching while actively investing in their own

professional development.

DEPARTMENT MISSION STATEMENT:

The mission of the Advanced Education Department is to prepare 21st century global

leaders who serve in educational and community settings. Degree programs focus on the

interaction among innovative technologies, relevant content, diversity and best practices.

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The Conceptual Framework for Professional Educators at FHSU

Technological Pedagogical and Content Knowledge (TPACK)

TPACK 1 – Candidates integrate current and emerging digital tools to collect, analyze, and present

information.

TPACK 2 – Candidates demonstrate proficiency in oral and written communication skills.

TPACK 3 – Candidates select, design, administer, and interpret a variety of appropriate assessments.

TPACK 4 – Candidates incorporate theories and research to design and implement effective learning

environments for all students.

Technological Knowledge (TK)

TK 1 – Candidates model and teach safe, legal, and ethical use of digital information and technology.

Technological Content Knowledge (TCK)

TCK 1 – Candidates design/facilitate diverse learning activities that incorporate digital tools and

resources.

Content Knowledge (CK)

CK 1 – Candidates design/facilitate lessons/opportunities that reflect subject content and academic

knowledge.

www.tpck.o

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CK 2 – Candidates design/facilitate and implement interdisciplinary units of study.

Pedagogical Content Knowledge (PCK)

PCK 1 – Candidates make/facilitate curricular decisions based on data.

PCK 2 – Candidates collaborate with other professionals to identify and design strategies and

interventions to ensure student/teacher learning.

PCK 3 – Candidates design/facilitate and adapt lessons/opportunities to meet the diverse needs of all

students.

PCK 4 – Candidates reflect on their practice and make necessary adjustments based on data to develop

effective learning opportunities for all students and teachers.

Pedagogical Knowledge (PK)

PK 1 – Candidates model the dispositions expected of professional educators as identified in state and

institutional standards.

PK 2 – Candidates engage in and reflect on professional learning opportunities.

Technological Pedagogical Knowledge (TPK)

TPK 1 – Candidates communicate and collaborate using digital tools.

Disposition Statement: Professional attitudes, values, and beliefs demonstrated through both

verbal and non-verbal behaviors as candidates interact with students, families, colleagues and

communities. These behaviors support student learning and development. Candidates are

expected to demonstrate observable behaviors that are consistent with the ideas of fairness and

the belief that all students can learn. (NCATE definition, 2001)

Definition for DIVERSITY: Differences among groups of people and individuals based

on culture, ethnicity, race, socioeconomic status, gender, exceptionalities, language, migrant

status, religion, sexual orientation, and geographical area.

DIVERSITY FIELD PLACEMENT definition: The FHSU COET definition of a diverse

placement for students includes practicums, clinicals, internships, student teaching experiences,

and course assignments. These experiences provide the candidate with the opportunity to interact

with P-12 students in environments where the following indicators of diversity are present: 20%

of the student population is economically disadvantaged (on free or reduced lunch), 5% of the

student population has identified disabilities (are on IEPs), or 5% of the student population is

non-white (self-reporting of student or parent).

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DIVERSITY PROFICIENCIES:

1. Recognizes and explains the nature of diversity in the community to inform instruction.

2. Understands and can articulate characteristics and attributes of student populations which

contribute to commonality and differences.

3. Recognizes and applies appropriate educational options for all students.

4. Understands and applies results of assessment data for educational placement and

accommodations.

5. Utilizes appropriate technology to gather and disseminate information.

6. Reflects on diversity experiences from a variety of perspectives (emotional, informational,

and developmental) for diagnostic purposes and self-growth.

SOCIAL MEDIA GUIDELINES FOR STUDENTS:

All social media sites created for instruction and communication purposes by Advanced

Education Programs faculty will be set up as secret or private.

Site purpose

The purpose of the site will be stated by your instructor. It is in line with Advanced

Education Program’s mission to help prepare 21st Century learners and provide them

content and pedagogical knowledge online via innovative technology. A general

guideline will be: This site is to be used exclusively for the purpose of responding to class

discussions, assignment submission, uploading videos, and asking questions regarding

course work. Your instructor has the right to remove any comments, discussions,

questions, etc. that are not consistent with the stated purpose of this site.

Know copyright laws

Always use a URL link when posting videos, full articles, etc. In other words, if you

embed them on the site, be sure to provide sources and/or permissions.

Be accurate

Always provide clear and consistent information based on research and fact.

Be respectful

It’s okay to disagree, but be polite and constructive in your manner.

No defamatory or harmful information about any individual—including students,

colleagues, faculty, or administrators will be tolerated. All such content will be not be

tolerated and may result in removal of the violator from the social media site at the

discretion of the instructor.

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Remember--Anything that’s not appropriate for the classroom or the evening news is

not appropriate online.

Students Who Do Not Want to Participate

Students who may not want to participate for various reasons are encouraged to discuss

concerns with your instructor.

Be transparent

Note that any opinions expressed are your own, and communicate in a professional and

appropriate manner. Your instructor will likewise follow these guidelines: Anything that

the instructor says is strictly his/her opinion and is not speaking on behalf of FHSU.

Safeguard others’ privacy

When telling stories about real students and classroom, school, and district challenges,

don’t identify the location, names, job titles or any other personal information protected by

state and federal privacy laws.

Adhere to the Golden Rule of Social Media: Post about others as you would have them

post about you.

GOALS/OBJECTIVES/COMPETENCIES/OUTCOMES

Students will . . .

1. Integrate processes and procedures for differing accounting for cognitive and linguistic

development, for moral reasoning and behavior change over time, for differences in

various cultural and ethnic groups, and for differences between males and females

2. Discover and implement classroom practices to enhance student intrinsic and extrinsic

motivation

3. Build and incorporate instructional strategies in the classroom using Gardner’s Theory of

Multiple Intelligences and include expository instruction, lectures, mastery learning,

direct instruction and cooperative learning

4. Organize classroom management practices to create a classroom culture, a community of

learners, while dealing effectively with misbehavior, accommodating a diverse classroom

and effectively communicating with parents

5. Design assessments that consider mental models, domain content, and problem

construction and employ formal and informal assessment as appropriate

COURSE OUTLINE/CONTENT

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COURSE FORMAT

COURSE REQUIREMENTS:

Product One:

As you proceed through each lesson in this course, you will be required to access the appropriate

course named online lesson package. Each course’s important portion is identified by a Lesson

Number, and the sole component you need to open is the Tutorial for each Lesson. You can

access your course at this web page: http://www.leadershipcredit.info/fhsu-non-degree-seekers/

Go to paragraph 4 on the web page. PRINT and READ THE THREE-PAGE INSTRUCTION

DOC. The only web browsers that will work are Internet Explorer or Microsoft Edge. You may

ignore the Preparation, Discussion Questions, and Assignment sections on the web link, but not

the Tutorial or Exam sections. All additional course imperatives are contained in this document.

No course textbook is required.

You will receive from your course instructor access to this course’s discussion board, which is

not on the Fort Hays State University’s Blackboard. Please follow your instructor’s instructions

provided in the email to meet your discussion board requirements. Questions about this

requirement can be directed to your instructor by email inquiry or via a telephone call.

Lesson Topics

Welcome - This section provides instructions on how to use this course, materials needed for this

course, and references used in developing this course.

Directions for content sources:

Each lesson includes content sources, and in lieu of a textbook, material composed of narrative

plus either links to articles, youtube presentations, or graphics. You will find yourself being more

of a researcher than simply referring to a depository of content as is sometimes common when

reading a traditional textbook as a way to gain content knowledge. You will find some of the

content redundant, but in education we like to call this repetition which can be an instructional

strategy. You also will find that sometimes the sources are not in agreement. This is okay too.

Some sources will require careful and thoughtful reading while others will invite you to a less

formal perusal. You will probably find the youtube presentations and the graphics particularly

helpful for providing summaries of the content concepts. Feel free as a researcher to explore

other websites to gather further information.

Explanation of Points

Product One: Evidence of completing the lessons is the submission of either a screenshot print

of your online EXAM Score or the certificate of completion. This score is strictly a pass option

with scores of 70% or more required. Exam must be retaken for any score below 70%. This is a

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must pass requirement. Exams with a score below 70% can be retaken until 70% or greater is

achieved.

Product Two: Up to 150 Points will be awarded based on the quality and pithiness of the

responses to discussion prompts.

Product Three: Up to 1500 points are available for your major student writing assignment. Final

grade will be determined as a percentage of points earned calculated on total possible points.

Lesson 1 – Introduction to Educational Psychology - This lesson will summarize the principles

that characterize human development as well as describe the key principles and theories that

guide teachers in their efforts to adapt instruction to student’s cognitive abilities and promote

their further cognitive development. Additionally, the lesson will demonstrate how students

differ from one another in their cognitive and linguistic development.

Objectives: -Summarize the principles that characterize human development. - Describe the key

principles and theories that guide teachers in their efforts to adapt instruction to students'

cognitive abilities and promote their further cognitive development. - Explain how students

differ from one another in their cognitive and linguistic development, and how teachers can

accommodate such differences.

Reading Assignment:

Psychologist believe that young people grow through a series of definable stages, and suggest

that teaching should be matched to the developmental level of students. Teachers know that

children develop skills and abilities in a somewhat predictable sequence. Piaget has proposed

distinct stages. Open these content source links for more information.

https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457

https://www.webmd.com/children/piaget-stages-of-development#1

http://www.biography.com/people/jean-piaget-9439915

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Educators look at the concept of scaffolding. The term provides a visual of creating ways for

students to move upward in their learning experience and should be stable. Jerome Bruner is

associated with scaffolding. Be sure to review the content source links to explore concepts about

scaffolding about cognitive development: guided participation, scaffolding, apprenticeships, and

peer interaction. Also notice the importance of questions and frequent feedback.

https://iris.peabody.vanderbilt.edu/module/sca/cresource/q1/p02/#content

https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber

https://www.britannica.com/biography/Jerome-Bruner

https://www.pearsoned.com/tips-for-encouraging-positive-interactions-between-students-with-

behavioral-disorders-and-peers/

https://cirt.gcu.edu/teaching3/tips/effectivefeed

https://beyondpenguins.ehe.osu.edu/issue/energy-and-the-polar-environment/questioning-

techniques-research-based-strategies-for-teachers

Lesson 2 - Personal, Social, and Moral Development - This lesson will explain how self-concept

and self-esteem affect the classroom performance of students as well as identify the strategies

most likely to promote good relationships among diverse students. This lesson will also explain

how students’ moral reasoning and behavior change over time and what teachers can do to

promote moral development.

Objectives: - Explain how self-concept and self-esteem affect the classroom performance of

students - Identify the strategies most likely to promote good relationships among diverse

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students - Explain how students' moral reasoning and behavior change over time, and what

teachers can do to promote moral and pro-social development.

Reading Assignment:

Our beliefs about ourselves, our personalities, strengths, weaknesses tell us much about our self-

concept. How do you describe yourself? Are you a good teacher? Are you physically attractive?

friendly? likable? moody? intelligent? empathetic? energetic? physically active? How do you

think your students regard themselves? And how do you think this might influence their

learning? How do self-concept and self-esteem affect the classroom performance of the students

with whom you are working? The bottom line is self-concept and self-esteem do effect

performance. Look at the content source links about Erikson's psychosocial stages, Kohlberg’s

studies, the value of self-concept and self-esteem and positive self-talk.

https://www.psychologynoteshq.com/erikerikson/

https://www.verywellmind.com/kohlbergs-theory-of-moral-developmet-2795071

https://study.com/academy/lesson/promoting-self-esteem-in-the-classroom.html

https://www.thepathway2success.com/how-to-teach-positive-self-talk/

Lesson 3 - Individual and Group Differences - This lesson will enable you to investigate how to

incorporate Gardner's Theory of Multiple Intelligences into your teaching as well as compare and

contrast the ways in which students from various cultural and ethnic groups are apt to be alike

and different from one another, and identify the implications of these differences for classroom

practice. Additionally, the lesson will enable you to compare and contrast the ways in which

males and females are alike and different and identify what can be done to provide equitable

educational opportunities for both genders.

Objectives: - Investigate how to incorporate Gardner's Theory of Multiple Intelligences into

your teaching - Compare and contrast the ways in which students from various cultural and

ethnic groups are apt to be alike and different from one another, and identify the implications of

these differences for classroom practice. - Compare and contrast the ways in which males and

females are alike and different, and identify what can be done to provide equitable educational

opportunities for both genders.

Reading Assignment:

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The chart above lists Gardner’s identification of eight intelligences. The basis of his theory is

that individuals have a preferred learning style. Review the links to content sources to discover

details of Gardner’s theories and consider implications for how teachers deliver instruction. Be

sure to check out the links concerning cultural and ethnicity as factors and gender schemas. Also,

be sure to look at the link on jigsawing.

http://www.nsta.org/publications/news/story.aspx?id=40969

https://www.youtube.com/watch?v=cf6lqfNTmaM

http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/

https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161

https://www.huffingtonpost.com/matthew-lynch-edd/6-ways-teachers-can-foste_b_6294328.html

https://owlcation.com/social-sciences/gender-shema-theory

http://www.teachhub.com/jigsaw-method-teaching-strategy

https://www.youtube.com/watch?v=euhtXUgBEts

Lesson 4 - Learning and Knowledge Construction - This lesson will enable you to define

learning and identify the general theoretical perspectives that can be used to describe and explain

it as well as demonstrate an understanding of how students learn concepts. The lesson also

explains how teachers can promote conceptual change in students and the importance of transfer

in learning, and identify the factors that affect transfer.

Objectives: - Define learning and identify the general theoretical perspectives that can be used

to describe and explain it. - Demonstrate an understanding of how students learn concepts. -

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Explain how teachers can promote conceptual change in students. - Explain the importance of

transfer in learning, and identify the factors that affect transfer.

Reading Assignment: -

Learning results in a change. Behaviorists theorists’ learning theories typically looks for external

evidence while cognitivists are more interested in internal mental processes. Learning theories

about positive and negative transfer are helpful for understanding how learning takes place.

Explore these links for further understanding.

https://lynnmunoz.wordpress.com/learning-theories/behaviorist-learning-theory/

http://teachinglearningresources.pbworks.com/w/page/31012664/Cognitivism

http://www.psychologydiscussion.net/educational-psychology/6-important-theories-of-transfer-of-

learning/1827

https://www.youtube.com/watch?v=sKuUiIugTZE

Lesson 5 - Behaviorist Views of Learning - This lesson will enable you to demonstrate an

understanding of the basic principles of behaviorism as well as explain classical conditioning and

describe how it can be used in the classroom and explain operant conditioning and describe how

it can be used in the classroom. Additionally, the lesson will summarize some of the strengths

and potential weaknesses of behaviorist teaching techniques, particularly the use of

reinforcement.

Objectives: - Demonstrate an understanding of the basic principles of behaviorism. - Explain

classical conditioning and describe how it can be used in the classroom. - Explain operant

conditioning and describe how it can be used in the classroom. - Summarize some of the

strengths and potential weaknesses of behaviorist teaching techniques, particularly the use of

reinforcement.

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Reading Assignment:

Behaviorist approaches are useful in promoting greater academic success and more appropriate

classroom behavior, particularly when combined with cognitive approaches. Theorists introduce

classical conditioning and operant conditioning. Review the links below.

https://www.slideshare.net/JamieRBourret/classical-conditioning-in-the-classroom-15195207

https://classroom.synonym.com/uses-classical-conditioning-classroom-7603215.html

http://www.psychologydiscussion.net/learning/learning-theory/operant-conditioning-definition-and-

educational-implications/2507

https://www.learning-theories.com/operant-conditioning-skinner.html

Students’ fear or anxiety interfere with learning so teachers want to develop strategies to reduce

them. Associated with these issues are strategies for eliminating nonproductive or

counterproductive classroom behaviors. Open and review these links.

https://www.psycom.net/classroom-help-anxious-child-at-school/

https://www.newtimes.co.rw/section/read/228669

https://1313lola.wordpress.com/2015/04/27/unproductive-student-behaviors-procrastination/

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Lesson 6 - Cognitive Views of Learning - This lesson will enable you to summarize the basic

assumptions of social cognitive theory, explain how modeling can be used to facilitate learning

and describe the role played by self-efficacy in learning, and identify how teachers can enhance

self-efficacy in students. Additionally, this lesson will also identify the components of self-

regulation and metacognition, and explain how teachers can promote these behaviors in their

students.

Objectives: - Summarize the basic assumptions of social cognitive theory. - Explain how

modeling can be used to facilitate learning. - Describe the role played by self-efficacy in

learning, and identify how teachers can enhance self-efficacy in students. - Identify the

components of self-regulation, and explain how teachers can promote this behavior in their

students. - Identify the components of metacognition, and explain how teachers can promote this

behavior in their students.

Reading Assignment:

The power of observation and modeling in learning is often undervalued. Look into these links.

http://www.idemployee.id.tue.nl/g.w.m.rauterberg/lecturenotes/UFTdirectobservation.pdf

https://www.smartclassroommanagement.com/2012/02/18/how-to-be-a-great-teacher/

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https://www.leadinggreatlearning.com/4-key-components-effective-modeling/

The basic assumptions of social learning theory are an important to understand the learning

process. Open and read these links.

https://www.verywellmind.com/social-learning-theory-2795074

There are some ways teachers can promote self-regulation in their students to improve student

learning.

https://thehighlyeffectiveteacher.com/how-to-develop-self-regulation-in-your-students/

Self-reflective behaviors are key to metacognition. Metacognition is thinking about thinking.

https://academic.oup.com/femsle/article/364/11/fnx096/3814095

https://childmind.org/article/how-metacognition-can-help-kids/

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Metacognition is thinking about thinking and it is important understanding about how students

learn.

https://ctl.yale.edu/MetacognitioninClassrooms

http://www.spencerauthor.com/metacognition/

https://www.youtube.com/watch?v=_6vxOI6nlQY

https://www.youtube.com/watch?v=iXKy1El7nU0

Lesson 7 - Motivating Students - This lesson will enable you to define motivation and explain its

role in learning, compare and contrast intrinsic and extrinsic motivation and explain how the

basic human needs for self-worth and relatedness influence motivation. Additionally, this lesson

describes the role played by emotion in learning.

Objectives: - Define motivation and explain its role in learning. - Compare and contrast

intrinsic and extrinsic motivation. - Explain the how the basic human needs for self-worth and

relatedness influence motivation. - Describe the role played by emotion in learning

Reading Assignment:

Student motivation is an important factor for student learning. Intrinsic motivation and extrinsic

motivation are two categories of motivation. Open these links for further understanding.

https://www.verywellmind.com/differences-between-extrinsic-and-intrinsic-motivation-2795384

https://www.weareteachers.com/understanding-intrinsic-vs-extrinsic-motivation-in-the-

classroom/

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https://www.youtube.com/watch?v=v2eRnhBvI_I

https://www.youtube.com/watch?v=m6YsDMS-bmw

Relevance and student choice are important factors in understanding the nature of motivation.

https://www.facultyfocus.com/articles/effective-teaching-strategies/why-are-we-doing-this-

establishing-relevance-to-enhance-student-learning/

https://www.learnersedgeinc.com/blog/building-a-student-choice-based-classroom

Sometimes students self-handicap themselves in ways that hinder their learning.

https://1313lola.wordpress.com/2015/04/27/unproductive-student-behaviors-procrastination/

https://www.verywellmind.com/self-handicapping-protecting-the-ego-at-a-cost-4125125

Learning can also be influenced by students who underestimate or overestimate their abilities

both run the risk of failure and disappointment.

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https://thewinninglane.com/are-you-overestimating-or-underestimating-your-abilities/

Student-teacher relationships and connections are important to enhance student learning.

https://www.edutopia.org/blog/make-meaningful-connections-with-students-nick-provenzano

Reducing student anxiety helps create an atmosphere conducive to learning.

https://childmind.org/article/classroom-anxiety-in-children/

Lesson 8 - Instructional Strategies - This lesson will enable you to compare and contrast the

main types of expository instruction, including lectures, mastery learning, and direct instruction

as well as explain discovery learning and identify instructional situations for which it is best

suited. The lesson will also enable you to define authentic activity and compare and contrast

cooperative learning with other forms of learning.

Objectives: - Compare and contrast the main types of expository instruction, including lectures,

mastery learning, and direct instruction. - Explain discovery learning and identify instructional

situations for which it is best suited. - Define authentic activity and provide several examples. -

Compare and contrast cooperative learning with other forms of learning, and identify the

situations for which cooperative learning is best suited

Reading Assignment:

Effective instructional strategies are essential to being an effective teacher. Expository

instruction is simply teachers talking, modeling, demonstrating, explaining and/or guiding.

Review these links.

http://www.vkmaheshwari.com/WP/?p=928

https://www.slideshare.net/AdryBncMcsb/expository-method-of-teaching

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The discovery instructional strategy is applicable for some classes in many content situations.

https://elearningindustry.com/discovery-learning-model

https://www.youtube.com/watch?v=QjBomAG63L0

Cooperative learning is another effective instructional strategy.

http://www.teachhub.com/5-cooperative-learning-strategies-try-today

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Including authentic activities is a useful instructional strategy.

http://authenticlearning.weebly.com/

Lesson 9 - Classroom Management - This lesson demonstrates strategies for creating a

classroom culture, a community of learners, explains how to deal effectively with misbehavior in

the classroom, and identifies the classroom strategies that are especially helpful in a diverse

classroom. Additionally, the lesson explains how to communicate effectively with parents.

Objectives: - Demonstrate strategies for creating a classroom culture, a community of learners.

- Explain how to deal effectively with misbehavior in the classroom. - Identify the classroom

strategies that are especially helpful in a diverse classroom. - Explain how to communicate

effectively with parents.

Reading Assignment:

Each classroom automatically becomes a community because grouping people in a confined

space for a period of time naturally forms into a community. In these communities roles develop,

leaders, followers, active participants, reserved participants, cooperative participants and

sometimes there are uncooperative and disruptive community members. Teachers have the

opportunity and responsibility to influence the class of students into a classroom culture of

learners. Classroom communities are supported by requirements and protocols. Open these links

for further understanding.

https://www.learnersedgeinc.com/blog/4-ways-to-create-a-classroom-community

http://mams.rmit.edu.au/y6xh29nmrcwr.pdf

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Misbehavior happens in classrooms in spite of instructors seeking to clearly state behavioral

expectations. It is important to have strategies for handling situations of misbehavior when they

arise. Open these links to review some helpful suggestions.

https://www.scholastic.com/teachers/articles/teaching-content/25-sure-fire-strategies-handling-

difficult-students/

https://www.interventioncentral.org/blog/behavior/how-handle-common-classroom-problem-

behaviors-using-behavior-management-menu

https://courses.lumenlearning.com/educationalpsychology/chapter/responding-to-student-

misbehavior/

https://www.youtube.com/watch?v=cOrOZ1o5beg

https://www.youtube.com/watch?v=pTVFoXNZh6c

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Often student populations are made up of diverse ethnic backgrounds. This can cause challenges

for instructors. Open these links to explore considerations that may be helpful to you.

Disclaimer: Probably not all of these ideas are appropriate for your classroom.

https://www.imaginelearning.com/blog/2010/06/esl_struggling-readers-2

https://www.middleweb.com/9471/culturally-responsive-classrooms/

https://www.youtube.com/watch?v=tPutaPc9gB8

Another difference in many classroom populations has to do with variations in family incomes.

There are considerations concerning distinctives of low-income students. Check out these

websites for more insight.

https://classroom.synonym.com/teach-children-low-socioeconomic-status-8506012.html

https://www.youtube.com/watch?v=5uBLd91Uspk

https://www.youtube.com/watch?v=-xSZbyAhyFw

Connections with the parents of your students can be very valuable both in acquiring useful

information about the students and gaining parent support for both the student and you as an

instructor. Open these links to explore suggestions for parental involvement. Caution: Some of

the suggestions will not be applicable to your situation.

https://www.responsiveclassroom.org/what-research-says-about-parent-involvement/

https://choiceschools.com/10-simple-ways-get-parents-involved-classroom/

https://www.youtube.com/watch?v=0973bx1bA8Y

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Lesson 10 - Assessing Students - This lesson enables you to define the four characteristics of

good assessments as well as demonstrate and understanding of formal and informal assessment

techniques. The lesson will also explain the importance of knowledge of mental models, domain

content, and problem construction in the design of quality assessment.

Objectives: - Compare and contrast the different forms assessment can take in classroom

settings. - Demonstrate an understanding of formal and informal assessment techniques. -

Define the four characteristics of "good" assessment. - Explain the importance of knowledge of

mental models, domain content, and problem construction in the design of quality assessment. -

Observe several classroom sessions and assess the quality of student thinking.

Reading Assignment:

Assessment is a critical component of instruction. Assessment is how the teacher can determine

if the students have learned the skills or gained the knowledge that were the teacher’s

instructional objective. First there must be the performance tasks. These tasks can be either a

content area or a skill or perhaps even a combination. The performance tasks need to be clearly

stated to the students and then the taught followed by assessment to determine if the learning

goals have been achieved. The assessment can be either formal or informal. Both can be

appropriate depending upon the situation. Sometimes portfolios are an appropriate option. The

bottom line is the instructor needs to determine what they want the students to know or be able to

do and use an appropriate assessment to see if this indeed has happened. Open these links to find

information on these concepts, Also, find information on these terms: content knowledge, mental

models, and problem construction.

https://blog.performancetask.com/what-is-a-performance-task-part-1-9fa0d99ead3b

https://www.youtube.com/watch?v=KWayNIvuxMc

https://www.youtube.com/watch?v=sVGm_AQKem4

https://abdao.wordpress.com/2015/07/18/formal-and-informal-assessments/

https://teachereducation.steinhardt.nyu.edu/assessment-methods/

https://www.youtube.com/watch?v=2gqGEufIS60

https://www.youtube.com/watch?v=6PVun4eAceQ

https://www.youtube.com/watch?v=sacuuqjHPXo

http://etale.org/main/2015/11/18/3-reasons-to-use-portfolios-in-education/

https://study.com/academy/lesson/pedagogical-content-knowledge-definition-lesson-quiz.html

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https://www.scholastic.com/teachers/blog-posts/shari-edwards/mental-models-challenging-them-

better-understanding/

https://www.youtube.com/watch?v=5Tx1LzkNhRw

https://globaldigitalcitizen.org/5-steps-to-a-problem-solving-classroom-culture

https://www.prodigygame.com/blog/advantages-disadvantages-problem-based-learning/

https://www.youtube.com/watch?v=PQy5DBUj3Pg

Student Assignment Products to be submitted to instructor:

1. Product 1 Screenshot Print of your percentage score, or a Completion Certificate

from the online course

2. Product 2 Table showing postings to the Discussion Page

3. Product 3 Culminating Activity—Writing Assignment

Product 2: (150 points)

Go to the AEP 821 discussion page at

http://www.leadershipcredit.info/discussion/viewforum.php?f=5 and post a discussion question

from each chapter from the online course. (10 points) Respond to at least one other student’s

entry. (5 points) (Remember: First-time users will need to establish their own userid and

password upon receipt of email instructions from their instructor.) While completing the online

course you responded to discussion questions at the end of each lesson. Select your answer to

one discussion question from each chapter, copy it and post it. The discussion question should be

one that reflects on application of content in the classroom. Then look through the posting by

other students and comment by responding to at least one of their posting. Choose a posting

where you can reflect on the other student’s posting in a way that can be constructive and

relevant. For your convenience the discussion questions from the lessons are listed in the table

below. Indicate which question you posted by highlighting the selected question and then record

the date of posting. By posting the date it will be easier to verify your posting and facilitate

rewarding points. Copy this table and submit it as product number 2.

Lesson Discussion Questions Date DQ

Posted

Date

Response

Posted

1 L1Q1 Recent research into best practices for teaching

acknowledges that young people grow through a series of

definable stages, and suggests that teaching should be

matched to the developmental level of students. Teachers

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know that children develop skills and abilities in a somewhat

predictable sequence, although not always at the same rate.

Their development is influenced by both heredity and the

environment, with the brain continuing to mature through

adolescence. The developing brain is a remarkably "plastic"

organ that is shaped by learning experiences throughout life.

Recent findings published in the Proceedings of the National

Academy of Sciences suggest that the brains of adolescents

continue to mature throughout high school and up to age

21.

What forms of reasoning do you typically see in students at

the grade level you teach? What implications do these

reasoning capabilities have for your own teaching?

L1Q2 Four strategies for promoting student learning and

cognitive development were described in your reading:

guided participation, scaffolding, apprenticeships, and peer

interaction.

Teachers who guide a student through a new task,

demonstrate a task, provide structure or guidelines, break a

task into smaller and more manageable components, ask

questions, or give frequent feedback, for example, are

providing essential "scaffolding" for that student by

supporting the student's early efforts.

What kinds of scaffolding have you used to help your

students develop new skills? Think of specific, concrete

examples from your classroom instruction, and then write

down at least two examples.

2 L2Q1 Our beliefs about ourselves-our personalities,

strengths, weaknesses-tell us much about our self-concept.

How do you describe yourself? Are you a good teacher? Are

you physically attractive? friendly? likable? moody?

intelligent? empathetic? energetic? physically active? How

do you think your students regard themselves? And how do

you think this might influence their learning? How do self-

concept and self-esteem affect the classroom performance of

the students with whom you are working?

L2Q2 Considering developmental stages in students' self-

views, as well as Erikson's psychosocial stages, characterize

the age group(s) with whom you currently are working. What

strategies can teachers use to promote good relationships

among diverse students? How will you work with your

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Revised on 6/11/19 by ed

students to encourage their empathetic behavior in the

classroom? Discuss some age-appropriate strategies for them.

L2Q3 Many of the students studied by Kohlberg were male.

But do you think there are gender differences in moral

reasoning? If so, what are they?

3 L3Q1 Do you incorporate the eight intelligences in your

teaching? Which the strongest for you? Are there other

intelligences that you would like to develop for use in your

teaching? Which ones? Based on what you have learned, how

would you create a plan for applying the multiple

intelligences in your teaching to ensure all students are

honored?

L3Q2 How are students from various cultural and ethnic

groups apt to be alike and different from each other? Do you

think ethnic and gender schemas exist as well? If so, in what

ways might such schemas be helpful? In what ways might

they be harmful? What can be done to provide equitable

educational opportunities for everyone including both

genders?

4 L4Q1 We haven't learned something until we've changed our

behavior, changed our thinking, or both. Behaviorists

typically look for external evidence such as observable

responses to stimuli in the environment. Cognitivists, on the

other hand, are more interested in internal mental processes,

such as attention, memory, transfer, and problem-solving.

And social cognitivists focus on the learning that takes place

when people learn through observation of others. Most

learning theorists today agree that people construct

knowledge from their experience rather than passively absorb

it in the form presented to them. What are three or four

different ways that learning occurs? What principles of

learning were involved with each example?

L4Q2 A concept provides a way of mentally grouping or

categorizing objects or events. Students truly understand a

concept when they know its defining features and can

accurately identify both positive and negative examples of a

concept. Discuss how you can promote conceptual change in

your students providing at least two specific examples.

L4Q3 Transfer is fundamental to teaching and learning.

Students who can transfer knowledge and skills across

domains and into real-life situations demonstrate real

learning. Reflecting on your own behavior, what examples

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Revised on 6/11/19 by ed

of positive transfer can you think of? What examples of

negative transfer can you think of? What are strategies you

can use to promote transfer? How will you know when

transfer has occurred?

5 L5Q1 Behaviorist approaches are useful in promoting greater

academic success and more appropriate classroom behavior,

particularly when combined with cognitive approaches. How

can teachers use classical conditioning to create classroom

environments that conditions pleasure and relaxation

responses to academic tasks rather than fear and anxiety?

L5Q2 How can teachers use operant conditioning to increase

the frequency of appropriate and productive student

behaviors in the classroom? What are several strategies for

reducing and possibly eliminating nonproductive or

counterproductive classroom behaviors? As a teacher, under

what conditions, if any, would you resort to punishment?

How can reinforcement be used thoughtfully by teachers and

not misapplied or overused? Provide at least one example.

6 L6Q1 Describe the power of observation and modeling in

learning. What are some of the basic assumptions of social

learning theory? How can modeling reduce or increase self-

efficacy? What are the four processes essential for effective

modeling and how can a teacher use each of them

effectively? How can teachers assist in encoding? Provide

examples from your own experiences.

L6Q2 What are some of the ways teachers can promote self-

regulation in their students? These self-reflective behaviors

have been described as metacognition. How can the three

story intellect model or the active processing model help your

students learn to ask higher order meta-cognitive questions?

Provide at least one example from your experience.

7 L7Q1 Why do think intrinsic motivation is more desirable in

the classroom? What are ways teachers can use extrinsic

motivation to reinforce intrinsic motivation? How can

teachers minimize the likelihood that students will engage in

self-handicapping behaviors? Students who underestimate or

overestimate their abilities both run the risk of failure and

disappointment. Reflect for a moment on what you do as a

teacher to helping students construct a realistic appraisal of

what they can and cannot do.

L7Q2 What are strategies teachers can use to increase the

affiliation of students and therefore address their social

needs? Be as concrete as possible in listing the strategies you

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Revised on 6/11/19 by ed

use. Include any strategies that you may not be currently

using but intend to use.

L7Q3 How would you manage student anxiety in the classes

you teach? Explain hot cognition, why it is a powerful

learning tool, and describe strategies you have used or intend

to use to include it in your teaching repertoire.

8 L8Q1 What specific strategies (expository instruction,

discovery/cooperative learning) do you use to help your

students learn? Why do you prefer one over the other or do

you find that a mix is best? Relate specific examples as to

how your methods are working or how you believe they will

work.

L8Q2 How do you incorporate authentic activities into your

classroom? Provide several examples of how these types of

activities do or do not increase interest and learning.

9 L9Q1 In what way do beginning and expert teachers often

think differently when their students engage in nonproductive

behavior? How can creating a classroom culture and a

community of learners improve the possibility of student

success? What are at least four strategies of dealing with

misbehavior in the classroom without adversely affecting the

classroom environment you have established? What is an

example of one of your successes or an idea of how to

improve your classroom management?

L9Q2 Why do you think a supportive classroom environment

is especially important when working with students from

diverse ethnic backgrounds? Why is it important when

working with students of low socioeconomic status?

L9Q3 Reflect on the strategies you currently use to

communicate with parents. How effective are they? If there is

one thing that you might do differently when communicating

with parents about a student, what would that be?

10 L10Q1 What kinds of performance tasks are appropriate in

the subject area you teach? What is the balance of formal and

informal assessment you use in your classroom? How would

you apply the principles of reliability, standardization,

validity, and practicality to a portfolio? What are the

advantages and disadvantages of portfolio assessment?

Discuss how you use this and other forms of assessment in

your own teaching.

L10Q2 How have you applied or do you think you will apply

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Revised on 6/11/19 by ed

what you've learned about content knowledge, mental

models, and problem construction to your own teaching?

Product 3: (1500 points)

Culminating Activity – Writing assignment to provide a comprehensive summary of the course.

Objectives:

- Reflect knowledge from course lessons

- Demonstrate implementation and application to classroom and program

- Demonstrate writing skills and use of APA format

Submit Paper: To Dr. Elden Daniel, Instructor of Record

Student Writing Assignment:

Please respond to the following questions/statements in one paper. Please be thorough in your

discussion. Each part should contain an introduction, main body and a conclusion /summary. Be

sure to include a title page, number pages and include course title. Writing tip: Be sure to use

spell check and grammar check and have someone proofread your paper before you submit it.

(Your paper’s combined responses should be between a minimum of ten to twelve pages in

length.) Many students find that they need to write more pages to thoroughly cover the content of

the writing assignment. That is okay!

The content source links for the information required to answer the assignments is listed in each

part. Feel free to research for additional sources on the topics.

Part 1. Choose two case studies from the file (Case Studies-1), review each and discuss ways you

can apply the concepts developed in the chapter related to the case study with the students you

are teaching. (3-4 pages) A. Case Study (150 points) B. Case Study (150 points)

A. and B. Note from instructor. I know that you are working with secondary students but the best

examples of case studies had to do with elementary students. However, as I read through the

case studies I could see that most the studies could easily be secondary student issues. Pick your

two case studies to discuss that seem most likely to be secondary issues.

https://classroomcaboodle.com/teacher-resource/classroom-discipline-case-studies/

Part 2. Choose one of the following topics, discuss basic concepts and explain how you would

relate to these concepts to your classroom experience. (2-3 pages) (400 points) A. Classroom

management B. Instructional Strategies C. Personal, Social and Moral Development

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Revised on 6/11/19 by ed

A. Classroom management

https://education.cu-portland.edu/blog/classroom-resources/classroom-management-strategies-for-high-school-teachers/

https://www.weareteachers.com/5-quick-tips-for-secondary-classroom-management-that-

actually-i-promise-you-work/

https://www.youtube.com/watch?v=W3fr4tm_mkE

https://www.youtube.com/watch?v=nvZyE02EZ8U

B. Instructional Strategies

http://www.fortheteachers.org/instructional_strategies/

https://ctl.yale.edu/FacultyResources/Instructional-Tools

https://www.youtube.com/watch?v=kLnEhd3yCTc

C. Personal, Social and Moral Development

http://www.lotc.org.uk/why/personal-and-social-development/

https://www.youtube.com/watch?v=GTzBrjxKHLg

https://prezi.com/omxwsfmi7wnf/personal-social-and-moral-development/

https://www.slideshare.net/jvirwin/theoriesofstudentdevelopmentchapter3?next_slideshow=1

https://www.youtube.com/watch?v=x4HpTlc4jFI

Part 3. Discuss the basic principles of human development and stages of cognitive development

as described in the course. How can you apply this information in your work with students? (2-3

pages) (400 points)

https://www.simplypsychology.org/piaget.html

https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457

Part 4. Research: Find two journal articles written by two different authors that are related to the

topics in this course. Then: (400 points) (a) compare and contrast the theories (positions)

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Revised on 6/11/19 by ed

presented in the articles, or (b) interpret each article and discuss implications for your practice or

(c) write a constructive critique of each author’s conclusion (2-4 pages)

Return your student assignment and a copy of your online completion certificate by email to:

Email submission: drdaniel@gojade.org

Dr. Elden Daniel Telephone: 719-480-2089

Students have one full semester to complete the written assignment. All papers should be in

APA format. You may learn more about APA style online at apastyle.org or in any grammar

handbook, such as: Diana Hacker's "Rules for Writers." A helpful guide to the APA 6th Edition

manual can be found at http://utsa.edu/trcss/docs/APA%206th%20Edition.pdf.

EVALUATION PROCEDURES AND CRITERIA

Grading Scale

Grade Percentage Points

A 100-93 1650-1535

B 92-85 1534-1403

C 84-76 1402-1254

D 75-67 1253-1106

U 66 or below 1105 or below

I

Explanation of Points

Product One: Evidence of completing the lessons is submission of a scanned copy of the

screenshot print of your online EXAM percentage score, or a scanned copy of your certificate of

completion if available. This score is strictly a pass option with scores of 70% or more required.

Exam must be retaken for any score below 70%. This is a must pass requirement. Exams with a

score below 70% can be retaken until 70% or greater is achieved.

Product Two: Up to 150 Points will be awarded based on the quality and pithiness of the

responses to discussion prompts.

Product Three: Up to 1500 points are available for your major student writing assignment. Final

grade will be determined as a percentage of points earned calculated on total possible points.

EVALUATION CRITERIA:

A 100 - 93 = Demonstrates a thorough understanding of course concepts and principles and

provides insight into the inter-relatedness of the information. There is clear, convincing, and

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Revised on 6/11/19 by ed

consistent evidence that the candidate demonstrates achievement. The evidence is

comprehensive, thoughtful, and integrated.

B 85 – 92 = Displays a complete and accurate understanding of course concepts and

principles. There is clear evidence that the candidate knows what to do, and does it. The

evidence is specific and reasonable. However, at times the evidence may be somewhat uneven,

with specific features addressed more effectively than others.

C 76 – 84 = Displays an incomplete understanding of course concepts and principles and have

some notable misconceptions. There is limited evidence that the candidate knows what to do,

how to do it, or when to do it.

D 67 – 75 = Demonstrates severe misconceptions about course concepts and principles.

Candidate does not have a grasp of information; student cannot answer questions about the

subject matter presented. There is little or no evidence that the candidate has demonstrated

achievement.

Possible points: 1650

Assignment Points

Product 2

Lesson 1 Post Discussion Question 10

Lesson 1 Post Response to Another Students

Discussion Question

5

Lesson 2 Post Discussion Question 10

Lesson 2 Post Response to Another Students

Discussion Question

5

Lesson 3 Post Discussion Question 10

Lesson 3 Post Response to Another Students

Discussion Question

5

Lesson 4 Post Discussion Question 10

Lesson 4 Post Response to Another Students

Discussion Question

5

Lesson 5 Post Discussion Question 10

Lesson 5 Post Response to Another Students

Discussion Question

5

Lesson 6 Post Discussion Question 10

Lesson 6 Post Response to Another Students

Discussion Question

5

Lesson 7 Post Discussion Question 10

Lesson 7 Post Response to Another Students

Discussion Question

5

Lesson 8 Post Discussion Question 10

Lesson 8 Post Response to Another Students 5

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WRITTEN ASSIGNMENT CRITERIA

All written assignments must be typed and should conform to the basic principles of effective

writing along with appropriate APA style guidelines, which is widely used in education. Also

remember good writing involves an important balance of content and form.

FHSU Student Handbook

http://www.fhsu.edu/studenthandbook/

Discussion Question

Lesson 9 Post Discussion Question 10

Lesson 9 Post Response to Another Students

Discussion Question

5

Lesson 10 Post Discussion Question 10

Lesson 10 Post Response to Another Students

Discussion Question

5

Product 3

Culminating Assignment Part 1 Case Study 150

Culminating Assignment Part 1 Case Study 150

Culminating Assignment Part 2 400

Culminating Assignment Part 3 400

Culminating Assignment Part 4-Journal Articles 400

Total 1650