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Seminar in Educational Psychology (EdFS 377)
Course Assessment Rubric
Posted: June 15th, 2005 by Charles Rathbone
EdFS 377 Seminar in Educational Psychology (6-0228)
Posted: June 14th, 2005 by Charles Rathbone
June 27 – July 8, 2005
830am-1230pm 426 Waterman Building
Instructor: Charles Rathbone, Ph.D.
Office Phone: 656-4578
Department Phone: 656-3356 (Courtney)
E-mail: charles.rathbone@uvm.edu
INTRODUCTION
This is a seminar in educational psychology. The dictionary tells us a seminar is:
• a meeting of university students for study or discussion, and/or
• a course of specialized study under faculty supervision, in which ideas, approaches, and advances are regularly shared among participants.
Goals
By the end of the seminar, my hope is that each of you will be able to:
1. focus your study of Educational Psychology to become more “expert” in an area of teaching and learning that is significant to you;
2. articulate with specificity how and what you have learned from your classmates; and
3. demonstrate how you’ve become smarter through our study and reflection on the writings of two important thinkers in the psychology of teaching, learning, and schooling as practiced in our diverse, multicultural society: Lev Vygotsky and Deborah Meier.
Process
A seminar should be a bounded, free flowing, ongoing, academic discussion among scholars: thoughtful, risk taking, productive, useful, and above all, engaging. I would like you to think about your participation in this way. Listen to others, own your thoughts, challenge and let yourself be challenged. Let’s try to keep it real. We will work in whole class settings as well as small groups. Don’t hide. Be respectful to each other. Listen. Offer your own expertise. We can be a whole lot smarter together than any one of us can be separately. I will structure the class so there are regularly occurring variations in class activity, just to keep us moving and active.
My role as a teacher. There are several areas I think you should know about Educational Psychology and I will make sure this exposure occurs. It’s important that you know something about the scope of the discipline, for example. It’s important that you know some of the good research that’s available to you. It’s important that your “clients” benefit as a result of what happens here. It’s also important that we better understand our present by connecting to the good “stuff” of the past. I will make sure this happens to the best of my skills and knowledge.
But mostly, my intention is that you use this seminar to make you a more powerful educator. Like most teachers, I want your exit to be accompanied by a certainty that your time in class was productive. I will support your inquiry by offering what I know to the group and to you individually. I will try to help us challenge each other with what we know and what we are learning. I will work to make this time worthwhile.
I want you to do the same. Adapt the format to fit your needs. I can change the structure of the course if a different approach is called for. We will be all over the place in terms of expertise I am sure. That is always the delightful challenge of a seminar such as this. Let’s make it work for us. That is all our responsibility.
Grading
I will employ a rubric to arrive at a grade for each course participant. Grading is at best, a subjective process even with attempts to objectify the process. The course rubric (in the “rubric” folder) is my attempt to be clear about the required elements of the course.
Texts
Meier, D. (2002.) The Power Of Their Ideas. ed.2. Boston: Beacon Press. ($14)
Wink, J. & Putney, L. (2002.)A Vision of Vygotsky.Boston: Allyn and Bacon. ($41)
Cauley, K.M., Linder, F., & McMillan, J.H. Eds. (2006.) Educational Psychology, Annual Editions. Dubuque, IA: McGraw-Hill/Dushkin. ($24)
Content Examples for Personal Project
Posted: May 14th, 2005 by Charles Rathbone
1. Standards of Effective Pedagogy: What is meaningful learning.
2. The Social Psychology of Albert Bandura
3. Situating Learning In The Classroom
4. Brain Based Learning: Language Acquisition
5. The Millenial Generation as Lifers
6. White Identity Development: Action or Reaction?
7. Becoming Expert: How Good Am I Really At What I Do?
8. Adopting Inclusive Teaching / Learning Strategies: Beyond Invisibility
Course Schedule
Posted: May 13th, 2005 by Charles Rathbone
Use the schedule category for outlining your daily or weekly class topics, exam & assignment due dates, and other important information.
Study Guides
Posted: May 5th, 2005 by Charles Rathbone
Here’s a good place to post resources for your course. You can make a new post for each section. For example, you could put links to study guides in this section.
Assignment One
Posted: May 1st, 2005 by Charles Rathbone
Here is an example assignment posting. Here you could post information about the required readings, homework due, or projects.
For each assignment, you can make a new post in the assignment category.