for Syllabus EDSC 173-01 San Jose State University Spring 2007 3 units Psychological Foundations of Secondary Education Mondays 7:00-9:45pm, SH 313 Instructor: Dr. Katya Karathanos E-mail: [e-mail] Office: SH 323 Office Hours: Tues, 9am-12pm; Wed, 3-5pm; Phone: [phone] and by appointment Required Text: Reader: Psychological Foundations of Secondary Education. Available at Maple Press: 481 E. San Carlos St. (between 10th & 11th St.), San Jose; phone: [phone]. Secondary Education Department Main Office: Email: [e-mail] Location: SH 301 Phone: [phone] Fax: [phone] Address: One Washington Square, San Jose, CA 95192-0074 Course Website: http://www.sjsu.edu/faculty_and_staff/faculty_detail.jsp?id=1771 Note: An easy way to access the website is to go to www.sjsu.edu, click on "more quick links", type in "karathanos" and click on my name. Course Description and Objectives: EDSC 173 includes "Application of developmental, cognitive, and sociocultural theories of adolescent psychology and culture as a rationale for teaching and learning." Essential questions addressed in this course include: How do people learn and develop? How can my teaching and classroom environment support learning for understanding? How can learning theory inform my practice? Specifically, by the end of the semester, credential candidates will be able to: 1. Demonstrate a critical understanding of theories and principles of adolescent cognition, learning, and development. (TPE 4,6,7) 2. Begin to uncover and articulate their assumptions, questions, and understandings about how students learn and effective principles of teaching (TPE 12,13) 3. Construct instructional objectives and lesson plans that are developmentally and gradeappropriate and challenge students to utilize higher order thinking skills. (TPE 5,6,7,8,9) 4. Apply key theories/principles presented in the course to develop a philosophy of learning and teaching that is sensitive to and reflective of issues of diversity and multiculturalism. (TPE, 4,6,7) 5. Apply psychological principles to the development and/or modification of curriculum materials and teaching practices that foster inclusiveness for all learners. (TPE 1,4,6,7,8,9) 6. Articulate the rationale and theory underlying instructional approaches and strategies that actively engage and make content accessible to learners with differential needs (including English Language Learners). (TPE 4,6,7) 7. Assess students' current levels of skill and understanding and to make decisions about what students are ready to learn and how they can best be taught. (TPE 2,3) 8. Create emotionally safe learning environments where students can take risks, develop confidence, and grow emotionally and academically. (TPE 4,7,) 9. Evaluate the impact of school culture and students' culture on learning. (TPE 8,10,11) 10. Utilize knowledge of how students' expectations for success and interests in learning can influence motivation.
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Course Requirements Grading Scale: A+ = 98-100, A = 93-97, A- = 90-92, B+ = 88-89, B = 83-87, B- = 80-82, C+ = 78-79, C = 73-77, C- = 70-72, D+ = 68-69, D = 63-67 (Based on % of total points possible) Detailed guidance on preparation of assignments and grading criteria will be provided in class and on the course website. Assignments and due dates are subject to change given fair notice. Assignments and their point values are as follows: Class Participation (45 pts): This grade is based on active participation during each full class period. This course is structured around discussion and small group activities that provide teacher candidates the opportunity to reflect upon and apply course content. Therefore, it is critical that you keep up with the readings and actively participate in class. Please note that course readings are meant to serve as a foundation for course content and learning (You should not rely on lectures for a review of this material. Rather, this material will serve as a primer for mini-lectures and class learning activities). In order to receive full participation credit for each class period, you are required to come to class prepared, contribute to class discussion without dominating it, show respect for others' views, and participate actively in small group activities. Part of your evaluation of whether or not you are coming to class prepared will include a number of quick writes given at the beginning of class throughout the semester. If you are not present during the quick write, you will not receive credit for it. ASSIGNMENTS: Class participation: 45 pts Leading class activity (Appendix A): 24 pts Critical Reflection Paper (Appendix B): 45 pts Constructivist Lesson Plan/Analysis (Appendix C): 45 pts Case Study (Appendix D): 45 pts TOTAL POINTS POSSIBLE = 204 pts College of Education Vision: The College of Education at San Jose State University is a professional community of students, faculty, and staff engaged in supportive partnerships to serve a community of culturally diverse children, youth and families by pursuing scholarly and reflective inquiry, promoting, enhancing and increasing access to a quality, lifelong education. Faculty, staff, and graduates are compassionate professionals who interact in ethical ways and are mindful of our roles and responsibilities in a democratic society. College of Education Mission: The mission of the College of Education is to prepare educators who will enhance the quality of education for all students in our culturally diverse, technologically complex world. Our Basic Values:
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Respect and appreciation for diversity Promotion of equity and access to quality education Excellence through scholarly activity and reflective professional practice Continual professional and personal growth Ethical, collegial, and humane interpersonal relationships as a basis for community
Secondary Education Department Philosophy: The philosophy of the Secondary Education Department at San Jose State University is based on a vision of professional educators who can function effectively and sensitively in the multicultural, multilingual, and technologically complex environment of today's secondary schools. The faculty is committed to preparing teachers who are critical and reflective practitioners who are prepared to: 1) make informed and thoughtful decisions in their daily practice, 2) serve in diverse educational contexts, 3) promote equity, respect for person, and social justice, and 4) provide fair-minded and responsive instruction for ethnically and linguistically diverse populations. These teachers must also be aware of uses of technology for learning, and they must be well-prepared in current education theory, research, methods, and practice. Academic integrity statement: Your own commitment to learning, as evidenced by your enrollment at San Jose State University, and the University's Academic Integrity Policy require you to be honest in all your academic course work. Faculty members are required to report all infractions to the Office of Judicial Affairs. The policy on academic integrity can be found at: http://sa.sjsu.edu/student_conduct. Campus policy in compliance with the American Disabilities Act: If you need course adaptations or accommodations because of a disability, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential directive 97-03 requires that students with disabilities register with the DRC to establish a record of their disability.
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Tentative Course Schedule *See Course Reader for a complete reference list of assigned readings Class Reading (pgs. in CR)/Preparation Topic 1 1/29 2 2/5 Intro to Ed. Psych/Review Syllabus Identity, Social, and Brain development Assignments Due
Bee & Boyd (1-18) Bransford, et al. (Ch. 5 Mind & Brain) http://books.nap.edu/html/howpeople1 / Bee & Boyd (18-27) Elias Ch.1 (465-474) Borich Ch. 2 (29-72) McDevitt & Ormrod Ch. 4 (73-95) Session 2 (Learning as we Grow...)1 McDevitt & Ormrod Ch. 5 (95-112) Cognitive Apprenticeship article (on course website) McDevitt & Ormrod Ch. 5 (113-160) Eggen & Kauchak (198-228) Bloom (229-230)
3 2/12 4 2/19 5 2/26 6 3/5
Moral Development and Emotional Intelligence Multiple Intelligences and Learning Styles Cognitive development I Piaget and developmental stages Cognitive development II Vygotsky, Assisted Performance and Apprenticeship roles Cognitive development III Information Processing Principles of Instruction/Bloom's Taxonomy SPRING BREAK NO CLASS Assessment Differentiated Assignment by Subject Area -- TBA Differentiated Instruction Motivation I Motivation II Classroom Management: Behaviorism Classroom Management: Preventative and Corrective Discipline Final Class Case Study Presentations
Critical Reflection Paper
7 3/12 8 3/19 9 3/26 10 4/2 11 4/9 12 4/16 13 4/23 14 4/30 15 5/7 16 5/14 5/21
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Cushner et.al Ch. 12 (333-355) No Formal Class Meeting Tomlinson (283-314) Salend (315-332) Ormrod Ch. 11 (405-426) Ormrod Ch. 12 (427-464) Woolfolk (161-197) Eggen & Kauchak (367-402)
Constructivist Lesson Plan
Case Study Paper (group analyses Case Study Presentations
Go to http://www.learner.org/resources/series172.html. Under Professional Development (workshops and courses) on the left of page scroll down and click on The Learning Classroom. Click on the VoD box under Session Two. (You may be prompted to create a username and password to access the VoD).
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Appendix A Leading Class Activity Assignment Description Working in groups of three, you will be responsible for leading a class activity related to the readings for the week. A sign-up sheet will be circulated for you to sign up for a topic. You can sign up for any day (that has not already been taken) based on your interest in the topic. In terms of your activity, you and your colleagues should prepare 15-20 minutes worth of focused activity that deals with some aspect of the week's reading that you want to explore further. Be creative!! You can plan group discussions, develop a brief in-class assignment, design a role-play, present additional videos, readings, research studies, or case studies, or other ideas you might have. Keep in mind that you are to focus on one or two concepts related to the week's readings to take into more depth. Please do not just summarize concepts from the readings. Your group should not use a powerpoint unless you get my permission ahead of time. Each group must submit a one-page outline describing the objectives of the activity and what your presentation/activity will entail. This must be submitted to me (in class or by email) no later than one week prior to the day you will be presenting. This will enable me to give you feedback and arrange for any additional materials/equipment you might need. Your group's activity will be evaluated according to the following criteria:
Group activity explores one or two concepts from the weeks reading in depth (without presenting the same material in the book) All group members participate in and contribute to activity Group is successful in involving and holding interest of the class Presentation is creative and well-organized Group actively involves the class Group adheres to the 15-20 minute time frame
Please meet with your group members and complete the following (for your own use): 1. Topic (week's reading to be addressed) of presentation:
2. Group Members' names and contact information:
3. Latest date outline may be submitted: 4. Date of presentation:
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APPENDIX B Critical Reflection Paper Assignment Description Critical Reflection is a type of multi-layered analysis that allows teachers to make sense of complex experiences by: a) thinking about their beliefs, assumptions and biases b) framing problems of practice through multiple professional perspectives c) critiquing their frames from broader social, political, and moral perspectives, and d) making commitments and taking action that are informed by such reframing. This Critical Reflection Assignment (which should be 5-6 pages double-spaced) will walk you through the kind of thought-process that allows a teacher to step outside of a thought-provoking experience, to put it into perspective, and to react to it in constructive ways. The "scaffolding", or steps, provided to guide this assignment will give you an opportunity to practice "deconstructing" an experience--thinking about the situatedness of a particular critical incident in the larger systems of power--and using that new framework to make a thoughtful and purposeful response. Your event chosen could be a one-time event or experience, an ongoing practice you want to think more about, a class discussion, or a specific reading that has been assigned for class. As you reflect on this difficult or confusing experience through a series of different lenses, you will see more layers of meaning and be able to bring more of what you know and believe to the task of formulating significant questions about this critical incident and generating personally relevant answers. In short, you will be practicing the kind of self-directed learning that is essential to being a professional educator. Your Critical Reflection should include the following sections: A. Description of the Critical Incident
Choose an incident that is complex and likely to draw you into an exploration of ideas, beliefs, and dispositions you have learned about in your teacher education classes. Completely describe the (ONE) critical incident or practice that you have selected as the focus for this entry. Your entry should include sufficient detail so that the reader can easily understand your focus. This section should be purely descriptive. Simply explain what you read, saw or experienced. The description should be one (well-developed) to three paragraphs in length.
B. Thoughts
In this section, describe your initial thoughts and opinions in relation to the description of your critical incident. Essentially, you are trying to convey what you were thinking at the point in time in which the event occurred. Think of it as if someone was listening in on your inner dialogue as you experienced the event.
C. Deconstruction This section invites you to walk around your initial thinking about the critical incident and to analyze it from multiple perspectives. One goal is to become aware of your own assumptions and biases and to use what you have learned as a teacher education student about things like theories of learning, best practice, diversity, and the larger systems of power at work in schools to see the experience in a more complex way. Another goal is to critically reflect upon ways in which your own socialization (upbringing, culture, prior education) has influenced your thinking about the critical incident.
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C1) Assumption Checking
Study your description and thoughts for possible assumptions and biases. Ask yourself what assumptions or biases are embedded in the way you described the event. Remember that finding assumptions or biases is OK. We all have biases and assumptions that are sometimes difficult to recognize and reconcile. In this assumption checking step, you want to identify one or more assumptions on which to focus your thinking for the remainder of this process.
C2) Multiple Perspectives Once you have identified your assumption(s), reflect on it/them. You should use what you have learned to consider the soundness or legitimacy of your assumptions or biases. What would the prominent educators whose perspectives have been introduced in class have to say about the incident and your response? Use what you have learned in class to critically reflect upon the "validity" of your initial assumptions/biases. Here you want to be sure to cite specific course concepts, theory, and research to support your conclusions. C3) Socialization In this section you want to think critically about ways in which your prior socialization "set you up" to feel the way you did, or think the way you did, or react the way you did. Consider the influences of your cultural background. How has your socialization-including the culture you grew up in and the things you were exposed to and not exposed to during your childhood, adolescent, college, and professional experiences--impacted your thinking? Are your personal responses and assumptions aligned with the educational perspectives you are learning? In what ways? D. Application/Action Critical reflection involves considering how your identity (cultural background, assumptions or biases), your professional knowledge and skills, your commitments, and the context of schooling influence your teaching and students' learning. By being deliberate in the exploration of these many different aspects of any teaching or related experience, you can usually create the space for the construction of new possibilities. By being reflective, you stop the action long enough to see whether you are really living according to an informed philosophy of education or whether other forces are influencing your perspectives/practices. The last step of the critical reflection process is the most important. It is the proactive step wherein you envision what you want the future to be like. Close your critical reflection by: 1) Describing what you see as the new possibilities arising from this situation. What have you learned/unlearned/relearned from experiencing this event and reflecting upon it? 2) Articulating guiding principles you plan to keep in mind to help you move toward this new, improved vision of your teaching. (Connect these principles to course readings or educational research).
3) Sharing concrete action steps that you plan to take in your future teaching practice that will act upon your new-found understanding of the event.
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APPENDIX C
Constructivist Lesson Plan/Analysis Assignment Description Objective: The purpose of this assignment is to apply your knowledge of constructivism and other course concepts by developing and analyzing a lesson that is grounded in cognitive theory. For this assignment, you will design a lesson that implements principles from Piagetian, Vygotskian, and/or Information Processing theories. The assignment will include the following two parts: 1. Lesson Plan: The number of class periods for your lesson is up to you. You may create an original lesson or you may adapt/supplement an already existing lesson. You may use a lesson plan template of your choice. You will, however, want to be sure that your lesson/s include the following elements: State standards addressed Clearly stated objectives Students' prior knowledge on topic elicited One or two learning strategies directly taught and/or practiced Context provided through visuals, graphic organizers, manipulatives, realia, etc. Instruction includes cooperative learning activity and active practice with new information Authentic assessment activity included Higher level questions posed and discussed
2. Rationale/Analysis: This part should be 5-7 pages (double-spaced) and include the following elements: A brief overview of the theoretical course concepts and principles that you plan to apply to your lesson (Please write this section as if it will be read by someone who is unfamiliar with the theory/principles you are describing). Also, among the concepts you discuss and apply, please include the following: attention, long-term memory, zone of proximal development, metacognition) Direct connections among theory/key concepts and specific strategies used (e.g. How is your use of a KWL chart or semantic mapping connected to the concept of metacognition? How is the cooperative grouping aspect of your lesson supported by sociocultural theory? An explanation of how your lesson maximizes student learning (according to the theories/concepts in which your lesson is grounded)
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APPENDIX D Case Study Assignment Description This assignment consists of conducting a mini "case study" in order to explore the educational experiences of diverse secondary school students from the voices and lenses of the students themselves. The main objectives of this assignment are to engage and learn about the cultural, social, developmental, and educational processes of a student from a background or culture different than your own; and to apply this knowledge to your future practices as an educator. For this assignment, you will interview a secondary student and learn about the student's life, background, and experiences with particular emphasis on the student's experiences in U.S public educational system (e.g. types of teachers and pedagogical practices they perceived to be most beneficial to their achievement and success in school). Your interview questions should be guided by concepts and principles you are learning about in this course. Note: Although the graded portion of this assignment will be a paper that you write individually, phases of this assignment will be carried out during class in collaboration with your peers. This assignment will include the following steps:
1. Interview Protocol: During class, you will work in teams of four to collaboratively develop
an interview protocol. This will consist of a series of open-ended questions that will be used to guide your interview process. (Note: Please give or email me a list of your team's interview questions for approval prior to conducting your interviews).
2. Interview: Using the protocol you developed with your team, you will conduct an interview
with a secondary student from a racial, linguistic, or socioeconomic background different from your own with the goal of learning about the student's perceptions of and experiences with the U.S. public school system. As you develop your interview protocol, keep in mind that you want to learn as much as possible about the cultural, educational, linguistic, and socioeconomic background of your student and what role these factors have played in his/her educational experiences. You also want to be sure to ask questions that identify factors that have been helpful in promoting "successes" that your student has experienced. Topics you may want to address include demographic information, education, religion, mentors/tutors, parental characteristics, home/school environment, community characteristics, peer relations, identity issues, motivation, student/teacher expectations Note: After interviewing your target student and reflecting on responses, you may decide that you want to conduct a follow-up interview to ask more questions or explore issues further. Therefore, you will want to set up and carry out your interview as early on as possible. You might also want to discuss the possibility of a "follow-up" with your student before completing the first interview.
3. Individual Report: You will turn in an individual written report summarizing "lessons
learned" from your case study and how you can apply your new found insights to your future professional practices (see guidelines for Individual Case Study Report on following page).
4. Group Sharing: The day that you turn in your individual report, you will meet with your
team (i.e. those with whom you developed the interview protocol) to exchange and discuss data/insights you gained from your interviews. You will highlight similarities (i.e. emerging
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themes) and differences in your findings as well as lessons learned from your research to share with the class. Individual Case Study Report: In this paper, which should be approximately 4-5 pages (double-spaced), you should provide a "rich description" of your target secondary student (background, culture, perceptions, attitudes, etc.) and his/her experiences (i.e. struggles, successes) in the educational system. You should further summarize what you have learned from your interview/interactions with your target student and how you can apply information and insights gleaned to your future professional practices. Please follow the general guidelines below in preparing your report: Part I: Introduction Brief personal history of student. This may include: Criteria for choosing the student Setting in which the dialogue took place Age, place of birth, countries and cities where he/she has lived, if born abroad (and age of immigration). Social, educational, and personal background (Student's perceptions/experiences) Academic history in the U.S. and overseas (e.g. grade-level, type of educational background) Linguistic, cognitive, and academic competencies (As perceived by both you and your student) Part II: Findings Discuss your findings. Interpret your research findings and link/relate them to psychological principles you have been learning about. Please cite specific research, theories, and concepts from your readings in class, other classes in the credential program or outside sources. Part III: Conclusions and Applications Discuss what you have learned from your cases study analysis. What did you learn from this process? What personal knowledge have you gained and/or connections have you made? How will you use insights gained in your future teaching and related professional practices? What specific and concrete "action" steps do you plan to take as a result of this experience?
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