In how many different ways can this
product or service complement the book? Continued...
The Course Resources section of the site can help instructors plan and deliver a course:
- Use the chapter themes to quickly and easily reference the main concepts of each chapter.
- Use the PowerPoint slides to lead class lectures and discussions of the text.
- Use the suggestions for teaching to help provide appropriate examples for students who plan to be teachers at different grade levels, K-12.
- Use the Web sources to provide additional Web-based resources to complement the material in the textbook.
- Use the self-tests to have students check their basic knowledge with objective measures.
The Field Experiences section of the site can help instructors make the connection between the classroom, the textbook, and actual in-service teaching for their students.
- Use the site observation guidelines to prompt students in field experiences to record focused, practical observations of topics covered in class.
- Use the site-based cases to provide real-world examples of classroom situations. Cases present contextualized situations that inform students and challenge their thinking about educational theory and practices.
- Use the technology demos to connect students to demonstration versions of popular classroom software programs and information about innovative technology-based projects-supporting current standards for teaching with and about technology.
The Class Applications section of the site helps instructors develop lessons and projects designed to foster higher-order knowledge building.
- Use the classroom activities as introductions to lectures to help link theory into practice. Classroom activities can be ice breaking, inspirational, motivational, and thought-provoking for students.
- The debates can be done in class and relate to topics that cross over several chapters in Psychology Applied to Teaching.
- Use the model lesson plans to walk your students through the phases of planning a lesson. A print-and-do template is provided, as well as a few sample lessons to get students started.
- The thought questions can be used as prompts for classroom discussions and student essay questions.
- The semester projects support sustained inquiry on major topics or issues in educational psychology that extend over weeks or months.
- Use the reflective journal questions to help students get started on their own reflective journals about teaching practice.
The Share Knowledge and Experience section of the site serves as acommunication link to other people with similar professional interests.
- The Contributions Corner is a forum for sharing thoughts, comments, and classroom ideas with other instructors. For example, an instructor might become a contributor by posting a personal profile, listing the Web location of his or her class syllabus, making a Web link suggestion for a particular chapter, or posting stories by chapter telling how he or she teaches a certain section of the class.
- Use the faculty and student development links to promote your own professional development as a university-level faculty member. Links also are provided to help your students as they become teachers.
- Use the discussion forum to have online discussions and debates with your students as well as with instructors and students from other educational institutions.
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Pedagogical approaches. Continued...
As an example of levels of use:
- Some instructors and students might use this site only as an enhanced course resource with the ACE self-test questions, PowerPoint slides, and Web sources.
- For instructors whose primary goal is to ensure student mastery of a fixed amount of material (e.g., a "Bloomian" approach), the Chapter Themes, PowerPoint slides, Technology Content chart, Thought Questions, and ACE self-tests provide the most support for Psychology Applied to Teaching's mastery structure.
- Instructors taking an active, cognitive model of learning orientation, such as a discovery learning or constructivist approach, can nurture activation of students' mental tools with many of INSITE's resources, applications, and interactive functions. The site's background knowledge resources, site-based cases, technology demos, lesson plan templates, debates, reflective journal questions, and opportunities for students to explore one another's experiences provide a rich array of options for instructor and student alike.
- Instructors can also use INSITE to extend the boundaries of their own particular class by interacting with students and instructors in other locales and countries. From such online discussions and collaborations, new teaching and learning partners should emerge. As technology extends the teaching and learning environments, the notion of what a class is and who is enrolled in it will likely change.
- Beyond enhancement and extension, instructors can start to transform the classroom setting by having students suggest resources and Web links to explore. The interactive commenting and story-building features embedded in some of the tools encourage student construction of knowledge. Transformation of the "college education course" as we once knew it will continue to evolve as more instructors shift to teaching their course-perhaps their entire course-on the Web.
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Provide Sample syllabus using the product and text continued...
Course Description / Purpose
Educational Psychology is a survey course, which introduces students to broad, substantive areas related to learning and teaching. This Web-based course introduces students to major concepts, theories, and issues in the field of educational psychology. Course content design, early field experiences, and lab work present an integrated approach to a wide array of topics. Students have the opportunity to explore individual interests and topics pertaining to elementary, secondary, and general (art, physical education, music, etc.) education.
The objectives of the course are for all students:
- To acquire a solid foundation of knowledge based on theory and research in the field of educational psychology
- To learn ways of applying this knowledge to the educational system in which they will be teaching, taking into account its mainstreaming policy and the growing cultural diversity of the student population
- To make the learning of the principles of educational psychology meaningful by relating them to their application within a typical classroom
- To demonstrate an understanding of this knowledge via Web-based discussions, written assignments, and an oral presentation
- To develop an appreciation for the value of reflection in the teaching/learning process (supported by ongoing reference to Chapter 15 throughout this course)
Required Text Book and Web Sites
We will be using the first educational psychology textbook designed to integrate technology-related content in every chapter along with a web site designed to accompany the text. Psychology Applied to Teaching, 9th ed. (Biehler and Snowman, 2000) has an outstanding accompanying interactive web site, INSITE.
Snowman, J. & Biehler, R. F. with Bonk, C. J. Technology Contributor (2000). Psychology Applied to Teaching (9th Edition), Boston, MA; Houghton Mifflin (referred to as the PAT text).
Course web site: http://www.indiana.edu/~p25145
Course Forum: http://ssf.indiana.edu/kaburger
Accompanying web site (INSITE): http://college.hmco.com/education/insite
INSITE is the name of a web site. INSITE accompanies the textbook Psychology Applied to Teaching 9th Ed. (Biehler & Snowman, 2000). Dr. C. J. Bonk (IU) is the technology coordinator for this site. When you purchase your course textbook you will be given a key (code) that allows interactive access to INSITE. The wide spectrum of resources include online discussion groups, guides for field experiences, a variety of class activities, self-tests, slide presentations, and worldwide forums for sharing knowledge and experience. (In what ways will worldwide forums restructure education?) Check it out! During our orientation meetings (Jan 15 and Jan 22) we will be exploring this site.
Assignment, Project, Quiz, and Evaluation Details
1. Weekly Assignments:Group Chapter Summary Discussions:
I want students to summarize the text material we are reading each week using an electronic conferencing tool called SiteScape Forum: http://ssf.indiana.edu/kaburger. Individual Self-Tests:
(INSITE Course Resources - ACE Self-Tests)
Weekly self-tests may be found in ACE within the INSITE web site. You may retake the ACE Self-Tests as many times as you wish until you are satisfied with the results. Please send me a copy of your weekly results. Keep a copy for your Course Portfolio.
Weekly Reflective Journal Entry:
(INSITE - Class Applications - Reflective Journal Questions)
eflection is the complex process of carefully thinking about one's experiences. Reflection is an important resource for becoming an expert teacher. There are many different avenues for reflection, one of which is writing. Reflective journal writing offers you an opportunity to process your understanding of teaching and learning through the formulation of questions, concepts, and theories related to your experiences. Writing about your experiences for the purpose of deriving meaning and greater understanding of teaching and learning is a powerful strategy. You may choose any 10 of the 15 chapters for your reflections. Please respond to one of the Reflective Journal Questions for the chapters you choose while we are studying that chapter. Prepare your reflections for your Course Portfolio.
2. Semester Projects:
Glossary, Cmap, & Interlinkage
In this task, you will visually display your understanding of concepts and terms that are essential to the study and application of educational psychology. This is a super way to gain a working knowledge of these terms. Personal Glossary: As you do the chapter readings, create a list of 50 terms that strike you as important to your particular interests. Alphabetize and number your list and provide textbookish definition (do NOT copy the book definition or significant points will be subtracted). I also want you to rephrase the definition and write it as if you were explaining the concept to someone who had no idea of what you were talking about. "In other words…"
Concept Maps Analyses (Cmaps): At the same time, prepare concept maps of the concepts or terms in 4 chapters of the PAT text. You may wish to place these four C-Maps on a poster board, although this is not necessary. I would like for you to:
- Specify the main ideas (i.e. put at or near the top of the concept map).
- Include details or minor ideas (i.e. put near the bottom of the map/web).
- Show linkages or causal relationships between terms (i.e. put in lines and arrows to link the terms).
- Verbally describe term relationships and connections.
- Try to keep each Cmap length within an 8.5 X 11 paper.
Glossary-Map Verbal Linkage: The last component of this project is a 1.5 - 2 page single-spaced commentary to your glossary and concept map drawings to illustrate what you have internalized and linked to your prior knowledge. To get started, you might consider the reasons you chose the four chapters in the PAT text. How could these connections be useful in a learning environment? Could someone else look at the linkages and make sense of it? Could you base a future in-service presentation from it? Could students benefit from these techniques? In what ways has learning occurred? Please approach this commentary in ways that are meaningful and useful to you.
3. Site-Based Case Quizzes:
Go to INSITE: Field Experiences: Site-Based Cases:
Quizzes demonstrate student understanding and integration of material covered through assigned readings and course discussions, activities, and projects. For the first quiz I want you to answer one case from Chapters 2, 3, 4, 5, or 15 and respond to the case replies of two peers by February 14. Please cite appropriate information, concepts, and resources. In general, I will be looking for an initial restatement of the issue in question and your position statement, and conceptual links to the PAT text and responsiveness to your peers through the peer review process. The second quiz requires answering one case from Chapters 6, 7, 8, 9, or 10 by March 27.
4. Course Portfolio:
- Table of Contents at the beginning and page number all attached information.
- A typed 1-2 paragraph summary introduction of these tasks or statement of accomplishments.
- Weekly Group Chapter Summary Discussions.
- Weekly Individual Self-Test.
- Weekly Reflective Journal Entry.
- Guided and Unguided Field Activities.
- Semester Project.
- Site-Based Case Quiz #1
- Site-Based Case Quiz #2 or Optional Activity.
- Super Summary.
5. Final Group or Individual Project / Presentation:
You are to prepare a final small group or individual presentation for this class. Before the final presentation, each person is to read at least two different articles. You may get resource ideas throughout the PAT text or from INSITE or other web sites. These final presentations vary a great deal in format. You may choose a power point slide show, demonstration, class role play, panel of experts debate, a general presentation and discussion, or another idea that best fits the material you wish to present. Each individual or group of 2-3 will have 10-15 minutes to present their report. Groups of more than 3 people will have 20 minutes. A one-page outline or summary of your presentation and at least one handout should accompany your presentation. During your presentations, I want you to identify at least 3-4 principles that illustrate ideas you found helpful during this course.
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