PSYCHOLOGY 3TT3: APPLIED EDUCATIONAL PSYCHOLOGY – FALL 2014

Course Instructor: Dr. Joe Kim kimjoe@mcmaster.ca Teaching Assistant: Amy Pachai pachaiaa@mcmaster.ca Office Hours: By appointment Class Meeting Time: Wednesdays 9:30-11:30AM; Fridays, 10:30AM-11:30AM, PC 237 Course Description This seminar course aims to develop students’ professional skills while exploring contemporary issues in the field of educational psychology. Students will also consider the use of popular technologies to address existing academic challenges and generate viable solutions for the twenty-first century learner. Evaluation Summary Participation 10% Journal Reading Discussion Facilitation 10% Tutorial Preview Project 20% TED-Ed Talk 20% Research Proposal 20% MCQ Synthesis Project 20% Missed Work If you miss a class period, assignment or an exam due to illness, personal circumstances, or late registration, it is your responsibility to notify the instructor and to submit suitable documentation (e.g., note from physician) to the appropriate Faculty/Program office. Academic Integrity As a student, you are expected to behave honestly and ethically in all of your academics. According to McMaster University's Academic Integrity Policy, you are engaging in academic dishonesty if you "knowingly act or fail to act in a way that result or could result in unearned academic credit or advantage" (Academic Integrity Policy, p. 6). This behaviour can result in serious consequences, such as a grade of zero on an assignment, loss of credit with a notation on the transcript that reads “Grade of F assigned for academic dishonesty," and/or suspension or expulsion from the university. It is your responsibility to understand what constitutes academic dishonesty. The following are just three forms of academic dishonesty:

1. Plagiarism.

2. Improper collaboration. 3. Copying or using unauthorized aids in tests and examinations.

For more information on academic integrity, please read the Academic Integrity Policy: http://www.mcmaster.ca/academicintegrity Evaluation Breakdown: Participation – 10% Your active participation is integral to establishing a dynamic learning environment. The rubric below outlines the expectations for your in-class participation in 3TT3. For the 12 weeks of class, you will be assigned a grade out of 10 for every 3 week period. At the end of the semester, your top 3 out of 4 period grades will be counted to calculate your final Participation grade. You will use the same grading scheme to grade your students’ participation throughout the semester in Psych 1X03.

EVALUATING CONTRIBUTION

Excellent Satisfactory Poor

Excellent Regularly makes

thoughtful contributions

AT

TE

ND

AN

CE

(3 of 3) 8-10 6-7 4

Satisfactory Occasionally makes

valuable contributions (2 of 3) 6-8 2-4 0-2

(1 of 3) 4 0 0

Poor Little to no participation

Note that for a given period, if you attend 3 out of 3 classes but make little or no contribution to discussion, you cannot receive a grade higher than 4 out of 10 for that period. Major Projects – 90%

Project Value

Journal Reading Discussion Facilitation 10%

Discussion Facilitation: 5% Wrap up = 2.5% Notes = 2.5%

Tutorial Preview Project 20% Presentation: 15% Written report: 5%

Ted-Ed Talk 20%

Peer Review: 2.5% Final Slides: 17.5%

Grant Proposal 20% Letter of intent: 5% Grant Proposal Write-up: 15%

MCQ Synthesis (x2) 20% Questions: 8% Upload with corrections: 2%

Course Outline – Fall 2014 Week 1: September 10, 2014 Workshop Multimedia Presentations: Planning and Delivery

Activity (a) The 5-minute presentation (b) Discuss course projects

Tutorial Preview Levels of Analysis

Due in Class Read article A, B  Sign up for projects

Week 2: September 17, 2014 Workshop Writing Effective Multiple Choice Questions

Activity (a) Questions synthesis in groups (b) Presentation and feedback on questions

Tutorial Preview Research Methods 1 & 2 Due in Class Read article C Week 3: September 24, 2014 Workshop Learning to Study and Students' Metacognition

Activity (a) Debate regarding the goal of tutorials: review vs. expanding knowledge (b) Motivating students to prepare for tutorials

Tutorial Preview Classical Conditioning Due in Class Read articles D Week 4: October 01, 2014 Workshop Mental Health Seminar Activity (a) Activity facilitated by Student Wellness Centre staff Tutorial Preview Instrumental Conditioning 1 & 2 Due in Class Read article E Week 5: October 8, 2014

Workshop Contemporary Challenges to Building and Funding Your Experiments

Activity (a) Research Proposal brainstorming session (group) (b) Elevator pitches with Joe

Tutorial Preview Problem Solving Due in Class Read articles F, G Week 6: October 15, 2014 Workshop Grant Writing Seminar with Dr. Shore

Activity (a) Sample grant appraisal (b) Mock grant writing practice (outlines)

Tutorial Preview No Tutorial Preview – Thanksgiving! - Language MCQs due

Due in Class Read article I Letter of Intent

Week 7: October 22, 2014 Workshop Metacognition – Learning How to Study

Activity (a) Assessment of study strategies and how they can be

incorporated into IntroPsych (b) Overview of Research Proposal Project

Tutorial Preview Categories & Concepts Due in Class Read article J   Week 8: October 29, 2014 Workshop PBL vs Traditional Learning

Activity (a) PBL vs Traditional Learning debate (b) Incorporating PBL into traditional classes

Tutorial Preview Attention

Due in Class Read article K, L Submit rough research proposal (Optional for feedback)

Week 9: November 5, 2014 Workshop No Class – Fall Break! Activity No Class – Fall Break! Tutorial Preview No Class – Fall Break! Due in Class N/A Week 10: November 12, 2014 Workshop TED-Ed prep Week

Activity (a)  Watch  TED  samples  from  previous  years  (b)  Discuss  parameters  of  TED  presentation  +  Peer  editing  

Tutorial Preview Memory

Due in Class Final Research Proposal First Draft of Ted-Ed slides (for peer edits)

Week 11: November 19, 2014 Workshop The Online University and the onset of BLMs

Activity (a) Discussion: Gow do we incorporate BLM’s into other disciplines and levels of education? (b) University 2.0 brainstorm + Presentation and feedback

Tutorial Preview Forming Impressions Due in Class Hand in Final TED-Ed slides Week 12: November 26, 2014 Workshop Wrap-up Lecture Activity Feedback on assignments; and 3TT3 Tutorial Preview Influence of Others I & II Due in Class Video of your Ted-Ed presentation Week 13: December 03, 2014 Activity Public Ted-Ed Conference List of Readings Week Date Assigned Readings

1 Sep 10

A) Atkinson, C., & Mayer, R. E. (2004). Five ways to reduce PowerPoint overload. Creative Commons. B) Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational psychologist, 38(1), 43-52. Optional Reading: Davis, B. The first day of class.

2

Sep 17 C) DiBattista , David (2008). A Manual for Authors of Mutliple-Choice Test Banks.

3

Sep 24 D) Hmelo-Silver, C., & Barrows H. (2006) Goals and strategies for a problem-based learning facilitator. Interdisciplinary Journal of Problem-based Learning, 1(1) 4.

4

Oct 1 E) TBA Student Wellness Centre**

5 Oct 8

F) Daniel, D. B. (2012). Promising principles: Translating the science of learning to educational practice. Journal of Applied Research in Memory and Cognition, 1(4), 251-253. G) Robinson, D. (2013). Presented at the McMaster Symposium on Cognition, Education, and Learning. [Video Lecture] – Visit Edcogmcmaster.ca H) Sample Letter of Intent

6

Oct 15 I) Sample grant proposal

No Readings for weeks 9, 10, 11.  

7 Oct 22

J) Dunlosky, J. (2013). Strengthening the Student Toolbox. AMERICAN EDUCATOR, 13 Optional Reading: Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual review of psychology, 64, 417-444.

8

Oct 29

K) McParland, M., Noble, L. M., & Livingston, G. (2004). The effectiveness of problem-based learning compared to traditional teaching in undergraduate psychiatry. Medical education, 38(8), 859-867. L) Colliver, J. A. (2000). Effectiveness of problem-based learning curricula: research and theory. Academic Medicine, 75(3), 259-266.

11

Nov 19

M) Saj Sana, F., Fenesi, B., & Kim, J. A. (2011). A Case Study of the Introductory Psychology Bleadfnded Learning Model at McMaster University. Canadian Journal for the Schip of Teaching & Learning, 2(1). N) Kim, Joe (2011). University 2.0. Presented at TedxMcMasterU – See www.intropsych.ne