Syllabus for EDEP 311: Psychological Foundations

Spring, 2019

A sense of purpose, a sense of place: Preparing knowledgeable, effective, and

caring educators to contribute to a just, diverse, and democratic society

Class Meetings: Mondays and Wednesdays, 12:00-1:15pm, SAKAM D101

Instructor: Klavdija Zorec
Email: [email protected]
Office Location: Wist Hall, Room 210
Office Hours: Mondays and Wednesdays 10:30-11:30am, or by appointment

College of Education Conceptual Framework

A sense of purpose, a sense of place: Preparing knowledgeable (K), effective
(E), and caring (C) educators to contribute to a just, diverse, and democratic society—
The College of Education envisions a community of educators who provide innovative
research, teaching, and leadership in an effort to further the field of education and
prepare professionals to contribute to a just, diverse, and democratic society. The
College aims to enhance the well being of the Native Hawaiian people and others
across the Pacific Basin through education.

Course Description and Objectives

This course is designed to prepare students for teaching. It will provide a general
introduction to the major theories of learning, including cognitive, developmental, and
behavioral learning theories. An emphasis will be placed on applying theories of
learning to effective instruction. Related topics that are covered include motivation,
lesson planning, classroom management, multicultural education, individual differences,
special education, and assessment.
The objectives are:
a) To attain a body of knowledge relevant to teaching and educational psychology. (K)
b) To apply that knowledge through in-class (team) teaching exercises, major teaching
projects and papers. (E)
c) To grow as teachers and as professionals who understand and care for students, the
broader community, and the educational process. (C 1)
d) To improve our communication skills, including our ability to write and speak
effectively. This course is designated writing-intensive. A combination of peer and
instructor feedback will be used on drafts of writing. (WI). (K 1 & E1)

Course Format
Each class will consist of a discussion on an aspect of educational psychology
and its application in teaching. We will carry out small group activities and peer teaching
exercises on aspects of educational psychology and their application in teaching.
1 The College of Education prepares educators to be Knowledgeable (K), Effective (E), and Caring (C).

Course Assignments and Grading

1
 There will be a group teaching project, reflection papers, and written knowledge
reviews. Class participation will be evaluated for a grade as well. We value each
person's preparation, professionalism, and constructive input at all class sessions.

Group Teaching Project

For this project, you will work in groups to devise part of the instruction for this
class. You will work with me to decide on a topic relevant to the class, produce a lesson
plan and present the topic in class. As part of your instruction you will receive peer
responses from your colleagues, may decide to be videotaped, and write up a report
assessing the experience. You will receive a separate handout with more information
about this group activity later in the semester.

Reflection Papers
Reflection papers are ways for you to reflect and critically think further upon the
concepts described in the text and in class and to apply them to your own (future)
teaching. You will complete reflection papers in conjunction with all textbook chapters.
Papers should be 1-2 pages in length, typed and double-spaced. You will share your
papers with peers in class and use them as preparation for small group discussion. You
will receive full credit if your paper is turned in on time and you are present to discuss it
in class. You will get points taken off if you do not participate in the discussion or if you
do not bring a hard copy for people to read that day. See below for the way points will
be assigned.
Reflection Paper Credit Assigned
Points Paper turned in Participated in discussion
1 Hard-copy in class Yes
0.8 Online version, but on day due Yes
0.7 Online version, but on day due No
0.5 1 or more days late Either

Knowledge Reviews
The Knowledge Reviews are designed to assist you to better assimilate the
content of the course and to encourage you to keep on top of the readings. Knowledge
reviews are “take-home exams” covering the material presented in class and are some
combination of essay and application questions. I will hand out the Knowledge Reviews
approximately two weeks before they are due. Your responses should be typed and
double-spaced.

Materials
Your main text will be Educational Psychology (13th Edition) by Anita Woolfolk
(2016). Looseleaf.

2
Preliminary Schedule
The following schedule is tentative in the sense that we will probably spend
additional time on subject areas that are of interest and relevant to the class, or we can
incorporate additional material. So, if you have a particular interest, be sure to express
early on in the semester. If you feel that you already have a strong background in any of
these areas, please let me know that, too.

COURSE SCHEDULE AND ASSIGNMENTS

DATE TOPIC ASSIGNMENT DUE

Please note that readings must be completed on the days that they are listed.

1/7 Introductions
Review of Syllabus

1/9 What is educational psychology? Read Ch. 1

Why do I want to be a teacher? Reflection paper #1
Characteristics of exemplary teachers due

1/14 Developmental theories (Introduction) Read Ch. 2 (p.30-56)

Piaget

1/16 Piaget & Education Refl. paper #2 due

1/21 Holiday – No class

1/23 Development: Vygotsky Read Ch. 2 (p. 56-71)

1/28 Vygotsky & Education Refl. paper #3 due

1/30 The CREDE Standards Read Yamauchi,

Trevorrow, & Taira,
2016

2/4 Social and personal development Read Ch. 3

Refl. paper #4 due

3
2/6 Social and personal development Read Ch. 3
(Continued)

2/11 Behavioral and social cognitive approaches Read Ch. 7 & 11

Refl. Paper #5 due

2/13 Behavioral and social cognitive approaches Read Ch. 7 & 11

(continued)

2/18 Holiday – No class

2/20 Backward design Read Ch. 14,

Wiggings &
McTighe, 1998
Knowledge Review
1 passed out

2/25 Cognitive views of learning Read Ch. 8

2/27 Complex cognitive processes Read Ch. 9 & 10

Due: Knowledge
Review 1 draft paper

3/4 Learning sciences and constructivism Read Ch. 10

Refl. Paper #6 due

3/6 Meeting to determine cooperative Due: Topics for in-

teaching projects class teaching from
Ch. 4, 5, 6, 12, 13
Due: Knowledge
Review 1 final
paper

3/11 Assessment & testing Read Ch. 15

3/13 Assessment & testing (continued) Read Ch. 15

4
3/18 Spring Break – No class

3/20 Spring Break – No class

3/25 Language acquisition and linguistic diversity Read Ch. 5

Au, 2008

3/27 Group teaching project: Finalizing Brief lesson plans

topics, planning activities, dividing up work due by end of
class.

4/1 Introduction to ERIC, library Find at least 2

Web resources. Bring laptops, tablets current
references (i.e.,
refereed journal
articles or book
chapters from 2010
on) related to your
topic area
for group
teaching projects.

4/3 Guest Speaker - TBA

(Mandated Reporting Workshop)

4/8 Preparation for group teaching projects Final lesson plans

due by end of class.
Email the instructor.

4/10 Teaching project 1: Culture and Diversity Read Ch. 6

Title: Refl. paper #7 due
Instructors:

5
4/15 Teaching project 2: Immigrant Education Read Ch. 5, 6
Title: Refl. paper #8
Instructors: Knowledge Review 2
passed out

4/17 Teaching project 3: Learner Differences Read Ch. 4

and Learning Needs
Title:
Instructors:

4/22 Teaching project 4: Motivation Read Ch. 12

Title: Refl. paper #9
Instructors:

4/24 Teaching project 5: Creating Learning Read Ch. 13

Environments
Title:
Instructors:

4/29 Course wrap-up Due: Knowledge

Review 2 Final
Paper

5/1 No class
Discussion on class performance (optional)

Late Policy
Only excused late work will be accepted up until 1 week after the due date; a
grade will be deducted from late work in all but the most exceptional circumstances.

Attendance, Participation, Professionalism, Etc.

Positive and constructive participation, punctuality, professionalism, and
attendance are required. More than 2 unexcused absences or excessive lateness can
result in a lower grade or failure in the course. Please attend class regularly and
promptly. We benefit from the input of each class member. If you are going to miss a
class, please notify the instructor. Professionalism involves basic courtesy, including no
cell phones, texting or non-course related computer usage during class. If you are

6
taking notes on a laptop or PDA, please put the top down during class discussions, out
of basic professional courtesy. If you are having difficulty with an aspect of the course,
please let instructor know, ASAP, so we can consider solutions and maintain a positive
in-class learning environment for all.

Academic Integrity
Please be familiar with UHM policies for Academic Integrity under “Student
Regulations.” All work that you submit must have appropriate references when others’
work is being discussed or quoted, and adequate and clear paraphrases. Work cannot
be submitted for more than one class without both instructors’ approval. Violations of
these regulations constitute plagiarism, for which penalties at UHM (and other
universities) can be severe. If you have questions about citing sources, or appropriately
paraphrasing, let me know. I am happy to provide you with helpful resources or provide
a mini-lesson for the class.

Grades
25% Knowledge Review 1
25% Knowledge Review 2
20% Reflection papers
15% Group teaching project
15% Participation (includes attendance, preparation, professionalism,
constructive input)
All course assignments must be completed in order to receive a passing grade.
Incompletes are only given in serious circumstances (i.e., doctor's note) when 80% of
the work for the course has been completed.

Grades will be based on the following:

A+ = 98-100% B+ = 87-89% C+ = 77-79% D+ = 67-69% F = 59 & below
A = 94-97% B = 83-86% C = 73-76% D = 63-66%
A- = 90-93% B- = 80-82% C- = 70-72% D- = 60-62%

a. Statement on Disability: KOKUA Program

If you have a disability and related access needs, please contact the KOKUA
program (UH Disabled Student Services Office) at 956-7511,
[email protected], or go to Room 013 in the Queen Lili‘uokalani Center for
Student Services. Please know that I will work with you and KOKUA to meet your
access needs based on disability documentation.
b. Academic Integrity and Ethical Behavior
Please be familiar with UHM policies for Academic Integrity under “Student
Regulations.” All work that you submit must have appropriate references when
others’ work is being discussed or quoted, and adequate and clear paraphrases.
Work cannot be submitted for more than one class without both instructors’
approval. Violations of academic integrity include, but are not limited to,
cheating, fabrication, tampering, plagiarism, or facilitating such activities. Failure
to meet this expectation will result in failure of the course and possible dismissal

7
 from the program. Plagiarism means using another's words, ideas, materials or
work without properly acknowledging and documenting the source. Students are
responsible for knowing the rules governing the use of another's work or
materials and for acknowledging and documenting the source appropriately. All
written work that candidates ultimately submit in this course must be in your own
words. If you are in doubt about whether your work is paraphrased or plagiarized,
see the UH General and Graduate Information Catalog under “Student
Regulations” and the UH Student Conduct Code
(http://studentaffairs.manoa.hawaii.edu/policies/conduct_code/) for specific
guidelines related to ethical behavior.
If you have questions about citing sources, or appropriately paraphrasing, let me
know. I am happy to provide you with helpful resources or provide a mini-lesson
for the class.

c. Office of Title IX (see attachment, next page)

8
 UHM TITLE IX SYLLABUS INFORMATION

The University of Hawai‘i is committed to providing a learning, working and living environment that
promotes personal integrity, civility, and mutual respect and is free of all forms of sex discrimination and
gender-based violence, including sexual assault, sexual harassment, gender-based harassment,
domestic violence, dating violence, and stalking. If you or someone you know experiences any of these,
UHM has staff and resources on campus to support and assist you. Staff also can direct you to resources
in the community. Here are some of your options:

If you wish to remain ANONYMOUS, speak with someone CONFIDENTIALLY, or would like to receive
information and support in a CONFIDENTIAL setting, contact:

Lesbian, Gay, Bisexual, Transgender (LGBT) Student Services

Lesbian, Gay, Bisexual, Transgender and Intersex (LGBTI) Student Services strives to maintain a safe and inclusive campus
environment that is free from harassment and discrimination. The office provides direct services to students of the University of
Hawaiʻi at Mānoa to confidentially discuss or seek advocacy and support for mistreatment due to their actual or perceived sex,
gender identity, gender expression, or sexual orientation.

Cameron Miyamoto
Queen Liliʻuokalani Center for Student Services 211
2600 Campus Road
Honolulu, HI 96822
(808) 956-9250
email: [email protected]
http://manoa.hawaii.edu/lgbt/

Office of Gender Equity

The Office of Gender Equity offers direct services to victims and survivors of sexual harassment and sexual assaults. Brief
descriptions of services offered are available here.

Jenna Friedman
Queen Liliʻuokalani Center for Student Services 210
2600 Campus Road
Honolulu, HI 96822
(808) 956-9499
email: [email protected]
www.manoa.hawaii.edu/genderequity

Prevention, Awareness, and Understanding (PAU) Violence Program

Prevention, Awareness, and Understanding (PAU) Violence Program exists to inspire, educate, and empower students and
campus communities to build safe living-learning environments, end interpersonal violence, and encourage holistic well-being in
ways that are supportive, collaborative, student-centered, and strengths-based. PAU Violence Program staff provides direct
services to all University of Hawaiʻi at Mānoa students including crisis response, safety planning, academic support, and referrals
to campus and community resources.

Jennifer Barnett
Leslie Cabingabang
Queen Liliʻuokalani Center for Student Services 211
2600 Campus Road
Honolulu, HI 96822
(808) 956-8059
[email protected]

Student Parents At Mānoa (SPAM)

Student Parents At Mānoa (SPAM) seeks to increase the visibility of and resources for student parents at UH Mānoa as they
pursue education while parenting. SPAM staff provide advocacy, support, and referrals for pregnant and parenting students to
help them succeed in their educational goals.

Teresa Bill
2600 Campus Road
Queen Liliʻuokalani Center for Student Services 211
Honolulu, HI 96822
(808) 956-8059

9
[email protected]
http://manoa.hawaii.edu/studentparents/

Counseling and Student Development Center (CSDC)

The Counseling and Student Development Center (CSDC) offers support to UHM students, staff, and faculty to assist with
personal, academic, and career concerns. All services are confidential and most are free of charge for Mānoa students. They also
offer free consultation to faculty and staff on personal and student-related issues as well. CSDC office hours are from 8:00 a.m. to
4:30 p.m., Monday through Friday. They also offer immediate walk in appointments for urgent or emergency/crisis services during
their regular daily hours.

Queen Liliʻuokalani Center for Student Services 312

2600 Campus Road
Honolulu, HI 96822
(808) 956-7927
[email protected]
www.manoa.hawaii.edu/counseling

University Health Services Mānoa (UHSM)

The University Health Services Mānoa (UHSM) is staffed by physicians, nurse clinicians, nurses, and other support staff, and
offers a wide range of medical services and programs to UH Mānoa students, with many of the services also available to UH
Mānoa faculty and staff and students from other UH campuses. Services include general medical care on a walk-in basis;
women’s health, sports medicine, psychiatry, and dermatology clinics by appointment; pharmacy and clinical laboratory; and
student training, employment and volunteer opportunities.

1710 East West Road

Honolulu, Hawaii 96822
Honolulu, HI 96822
(808) 956- 8965
www.hawaii.edu/shs/

[or]
If you wish to remain ANONYMOUS, speak with someone CONFIDENTIALLY, or would like to receive
information and support in a CONFIDENTIAL setting, contact the confidential resources available here:

http://www.manoa.hawaii.edu/titleix/resources.html#confidential

If you wish to REPORT an incident of sex discrimination or gender-based violence including sexual
assault, sexual harassment, gender-based harassment, domestic violence, dating violence or stalking
as well as receive information and support, contact:

Dee Uwono
Director and Title IX Coordinator
Hawaiʻi Hall 124
2500 Campus Road
Honolulu, HI 96822
(808) 956-2299
[email protected]

As a member of the University faculty, I am required to immediately report any incident of sex
discrimination or gender-based violence to the campus Title IX Coordinator. Although the Title IX
Coordinator and I cannot guarantee confidentiality, you will still have options about how your case will be
handled. My goal is to make sure you are aware of the range of options available to you and have access
to the resources and support you need. For more information regarding sex discrimination and gender-
based violence, the University’s Title IX resources and the University’s Policy, Interim EP 1.204, go to:
http://www.manoa.hawaii.edu/titleix/

10