A syllabus to be shared with faculty as a model

1. The theme of our conceptual framework is " CRITICAL AND CREATIVE THINKERS: EVOLVING
TEACHERS WHO FACILITATE LEARNING FOR ALL STUDENTS IN A DIVERSE,
TECHNOLOGICALLY, DYNAMIC WORLD.” (See Appendix B for Executive summary)
EDU 6303-79
Psychology of Teaching and Learning
(Distance delivery course)
Fall 2009
Credit Hours: 3 Location: Pinebrook Elementary School- Davie County
Time: Tuesday 4:30
Instructor: Edwin D. Bell Office: 242C Anderson Center
Telephone: 750-2694 Office Hours: M, T, W, R 2:00 -4:00
(Call during these times)
e-mail: belle@wssu.edu (e-mail anytime)
Homepage: http://myweb.wssu.edu/belle/
Course Description
This distance, blended course, i.e., instruction will be delivered through face-to-face
interaction, BlackBoard, and iLinc, examines theories of teaching and learning as
they relate to the social, affective, cognitive, and physical development of children.
The course includes a review of child development and learning theories, with
special consideration of the issues of gender, culture, class, and ethnicity. These
factors are analyzed within the psychological, social, and cultural contexts of the
family, community, and school. The focus will be on the relationships between the
developing child and the contexts in which he/she lives. The course also provides
an introduction to the selection, planning, and evaluation of instructional strategies
based on an awareness of their developmental and cultural appropriateness.
Prerequisite: Admission to the graduate program or permission of the program
coordinator.
Last Day to Drop Class: October 29, 2009
Disabled Students Information
Students with a documented disability must register with the WSSU Disability
Services Office within the first five weeks of each semester in order to receive any
consideration for accommodations in this course. You may reach the Disability
Services Office by emailing waddellm@wssu.edu.
EDU 6303- 79; Fall 2009 1

2. Honor Code: Please apply the code of ethics adopted for teachers by the NC State
Board of Education to this course and your program of study in the M. Ed. in
Elementary Education
Required Resources:
Slavin, R.E. (2009). Educational Psychology: Theory and
Practice, 9th Ed. Needham Heights, MA: Allyn and Bacon, ISBN
0205592007
American Psychological Association (2009) Publication Manual
of the American Psychological Association, 6th Ed. Washington,
DC: Author.
High speed internet access; Microsoft Office, i.e., Word 97-2003
version or 2007 version, and PowerPoint same; QuickTime
player freeware; a Web browser; access to Blackboard; headset
with microphone, video camera, and USB jump drive.
Table 1. Instructional Objectives by National Standards and Conceptual
Framework
INTASC NBPTS NCATE NETS/ WSSU NC Products
ISTE Conceptual Professiona
Framework l Teaching
Standards
1. 2,3,10 1, 3, 1,3 4 II Case Study
Analyze the
interaction
among
ethnicity,
culture, and
gender
among all
the
participants
in the
classroom
2. 4,5,6,7 4 1,3 1,2,3,4,5, II, IV Midterm;
Evaluate the 6 Case Study
relationship
among
behavioral,
EDU 6303- 79; Fall 2009 2

3. cognitive,
and social
learning
theories on
development
ally
appropriate
instructional
strategies for
all students.
3. 8,9,10 4, 5 1,3 3 2,3,5,6 II, IV Case
Demonstrate Study;
an Area of
understandin Focus
g of the roles Statement
and
strategies of
an effective
teacher with
a diverse
population of
students
given the
INTASC
Principles
and NBPTS
standards
Resources:
Best Evidence Encyclopedia (BEE), Center for Data-Driven
Reform in Education, John Hopkins University
http://www.bestevidence.org/index.htm
Center for Research on Education, Diversity & Excellence
University of California, Santa Cruz
http://www.cal.org/crede/
Center for Research on the Education of Students Placed at
Risk - http://www.csos.jhu.edu/crespar/
Developmental Assets
http://www.search-institute.org/assets/)
General Systems Theory
EDU 6303- 79; Fall 2009 3

4. http://pespmc1.vub.ac.be/SYSTHEOR.html
Gender Bias – D. Pratt on YouTube
http://www.youtube.com/watch?v=y25hdFtluuY
National Board for Professional Teaching Standards
http://www.nbpts.org/standards/index.cfm
O’Kelly Library
http://www.wssu.edu/WSSU/About/Administration/Information+
Resources/C.G.+OKelly+Library/
Peer – Assisted Learning Strategies
http://kc.vanderbilt.edu/pals/
Resources in Teaching Multiple Intelligence
http://www.thomasarmstrong.com/multiple_intelligences.htm
Southern Poverty Law Center’s Teaching Tolerance Project
Stress and the inverted U-curve
http://www.mindtools.com/stress/UnderstandStress/StressPerfor
mance.htm
TPAI – Revised Matrix with INTASC and NBPTS
http://www.ncpublicschools.org/docs/fbs/personnel/evaluation/st
ndmtrx.pdf
What Works Clearing House; Institute of Educational Sciences,
U.S. Department of Education - http://ies.ed.gov/ncee/wwc/
Instructional Strategies:
Case study analysis; class discussion; and reflective writing. You will be involved in
face-to-face instruction, iLinc, and Blackboard for each of these strategies
You will work collaboratively within your cohort and across your cohort groups.
Assessment:
Examination (25%), case study (25%), area of focus essay (10%) homework (40%).
You will take your examinations in BlackBoard. You will submit your homework,
case study, and literature review to the assignment portal in Blackboard.
EDU 6303- 79; Fall 2009 4

5. Rubrics
Homework
Target Acceptable Unacceptable
Score Accurate and on Accurate and not Inaccurate and not
time – 5 pts on time –3 pts on time 0 pts
Examination
Target Acceptable Unacceptable
Score 23 points or higher 20-22 points less than 20 points
Case Study
Target Acceptable Unacceptable <
23 points or higher less than 20 points
20- 22 points
Content Integrates all of Integrates two Integrates one
the elements of theories of theory of
human, cognitive, development into development into
moral and social the analysis of the the learning
development into learning environment of an
the analysis of the environment of an individual child
learning individual child
environment of an
individual child
Integrates Integrates Design for the
behavioral and behavioral or learning
cognitive learning cognitive learning environment does
theories with theories with the not have a
constructivists constructivists coherent theory
approach to approach to base
instruction in the instruction in the
design of an design of an
effective learning effective learning
environment environment
Assessment Plan Assessment plan Assessment plan Assessment plan
addresses two Addresses one does not have a
types of type of intelligence well established
intelligence with a with a well rubric
well established established rubric
rubric
Organization Well organized Well organized Does not have a
introduction, body, introduction, body, clear organization
summary, and and summary
analysis with clear
transitions among
EDU 6303- 79; Fall 2009 5

6. the sections
Presentation Submitted as Submitted as Not submitted as
Microsoft Word file Microsoft Word file an electronic
to BlackBoard’s to BlackBoard’s document or
assignment area assignment area major composition
with no grammar with minor problems
or spelling errors grammar or
spelling errors
Area of Focus Statement
Criteria Target Acceptable Unacceptable
9 points or more 8 points < 8 points
Writing Meets 90% or more Meets 80% or more Meets less than 80%
of the guidelines in of the guidelines in or more of the
the EDU 6303 the EDU 6303 guidelines in the
writing checklist writing checklist EDU 6303 writing
(see Appendix A) (see Appendix A) checklist (see
Appendix A)
Content Addresses a Addresses a Does not use
potential area of potential area of research and your
focus for action focus for action own observation to
research; The essay research; The essay explain why the
states how your states how your potential area of
review of the review of the focus is important in
research literature research literature your classroom.
(references four (references two
articles) and your articles) and your
own observation own observation
indicate that this indicate that this
area of focus is area of focus is
important to student important to student
learning in your learning in your
classroom classroom
Format Uses APA format Makes minor errors Does not use APA
correctly in APA format format correctly
EDU 6303- 79; Fall 2009 6

7. Schedule:
8/25 Review on-line syllabus for EDU 6303 79; http://myweb.wssu.edu/belle/;
Review Blackboard structure
Educational Psychology; Good Teaching; Multiple Intelligences (Contains first
assignment: 5 points;
MBTI Basics
Introductions – have a digital picture taken; upload it in discussion board, give
your name, school system, and grade level, what you think is important for
your colleagues to know about you (this is your second assignment: 5 points,
due on 9/01)
Take Multiple Intelligences inventory –
http://www.ldrc.ca/projects/miinventory/miinventory.php and
Take the Myers-Briggs on-line inventory
http://www.humanmetrics.com/cgi-win/JTypes2.asp (this is your third
assignment: 5 points, due on 9/01,upload your Multiple Intelligence and
Myers-Briggs profiles in Blackboard’s discussion board; explain how these
profiles impact your teaching and learning.
Review stress and performance at
http://www.mindtools.com/stress/UnderstandStress/StressPerformance.htm ;
what is the potential impact on you and your effectiveness?
9/01 What is action research?
Open Systems Perspective in Action Research;
What Helps Students Learn?
Review introductions in Blackboard, create workgroups, discuss possible
action research topic in workgroups
9/08 Download and review the five core propositions of NBPTS
http://www.nbpts.org/the_standards; the early childhood generalist standards,
http://www.nbpts.org/the_standards/standards_ by_cert?ID=17&x=23&y=9 ;
or the middle childhood generalist standards,
http://www.nbpts.org/the_standards/standards_by_cert?ID=27&x=41&y=8.
Given your review of the core propositions and your relevant generalist
standards – please write an analysis in which you identify your strengths and
areas where you believe you need improvement, submit this analysis as your
assignment- 5 points
Assignment Due 9/15: Chapters 1& 2 in Slavin; Discuss self-assessments
for Chapters 1 & 2
EDU 6303- 79; Fall 2009 7

8. 9/15 Presentation on APA
and Library Resources. (Ms. Miller)
Theories of Development- Piaget and Vygotsky; Erickson’s Social
Development (Upload your responses to the review and synthesis slide in a
Word file to assignments (5 points) by 9/22; Piaget & Kohlberg’s Theories of
Moral Development .
Assignment due on 9/22 Chapters 4 & 5 in Slavin, discuss self –assessments
for Chapters 4 & 5, and upload action research area of focus to assignments
section by 9/29 (5 points). Discuss issues and concerns from the Blog
9/22 Review and discuss rubrics for the case study and the area of focus
assignments, identify action research topic, discuss midterm, and review how
to electronically provide feedback on a Word file.
Behavioral Theories and Direct Instruction: group discussion on how
behavioral theories of learning could be used to improve teaching and
learning.
Gender bias (see http://www.youtube.com/watch?v=y25hdFtluuY .
9/29 Midterm Examination, Chs 1, 2, 4, 5 in Blackboard
10/06 Cognitive theories of learning; discuss how you will constructivist approaches,
cognitive learning theories and direct instruction could improve the teaching
and learning in your school; Write an essay in Microsoft Word that you
describes how you will use constructivist approaches and cognitive learning
theories that you are not currently using to improve the effectiveness of
instruction in your classroom (5 points ) Assignment Due 10/20 Chapters 6,
7, 8, & 9, discuss self-assessments for Chapters 6-9.
10/13 Fall Break
10/20 Present and discuss the working outlines of your case studies. – submit your
working outline of your case study (follow the template in Appendix C) – 5
points Assignment Due 10/27 ; Chapters 10, 11 & 13, discuss self-
assessments for Chapters 10, 11, & 13;
10/27 Discuss classroom management, student motivation and character
development. First draft of case study is due to work team critique drafts
against the rubric in the work groups within cohorts.
EDU 6303- 79; Fall 2009 8

9. 11/03 See Character Education Resources; See Developmental Assets – Search
Institute ; see Fighting Risky Behavior. discussion of case study; clarify
concerns
11/10 Final draft of case study is due in Assignment area of Blackboard, Discuss
issues and concerns from the Blog.
11/17 Discuss outlines/drafts of area of focus essay in Blackboard
11/24 Discuss the intuitive , analytical, and empirical rationale for your area of focus
in your small groups.
12/01 First draft of area of focus essay is due, discuss and critique essay against
rubric in small groups.
12/08 Final draft of area of focus essay due in assignment area of Blackboard–
EDU 6303- 79; Fall 2009 9

10. Appendix A
Writing Guidelines & Assessment Checklist
Strategies to Improve Writing
I. Write from an outline
II. Put aside the first draft, reread it after a short delay
III. Ask someone else to critique it for you
Writing Style
I. Orderly presentation of ideas
Thought units – whether a single word, a sentence or paragraph, or a longer
sequence – must be orderly. So that readers understand what you are presenting,
you must aim for continuity in words, concepts, and thematic development from
the opening statement to the conclusion. (American Psychological Association,
1994, p. 24)
II. Smoothness of Expression
Avoid ambiguity, avoid the unexpected, avoid the use of the passive voice, and
avoid shifting the topic, tense, or person (APA, 1994).
III. Economy of Expression
“Say only what needs to be said…. Weed out overly detailed descriptions … Shot
words and short sentences are easier to comprehend than long ones.”
(APA, 1994, pp. 26-27)
IV. Precision and Clarity
Make certain that every word means exactly what you intend, avoid colloquial
expressions, and make sure the referent for each pronoun that you use is obvious
(APA, 1994).
Grammar
I. Verbs
“Verbs are vigorous, direct communicators. Use the active rather than the passive
voice, and select tense and mood carefully
EDU 6303- 79; Fall 2009 10

11. Poor:
The survey was conducted in a controlled setting.
Better:
We conducted the survey in a controlled setting.” (APA, 2001, p. 42).
II. Agreement of Subject and Verb
“A verb must agree in number (i.e., singular or plural) with its subject regardless
of intervening phrases that begin with such words as together with, including,
plus, as well as.”(APA, 2001, p. 44)
Note: the plural form of some nouns of foreign origin end in a and require the use
of the plural form of the verb.
Incorrect
The data in the study indicate …
Correct
The data in the study indicates …
III. Relative Pronouns and subordinate conjunctions
Relative pronouns (who, whom, that, which) and the subordinate conjunctions
(e.g., since, while, although) introduce an element that is subordinate to the main
clause of the sentence and reflect the relationship of the subordinate element to
the main clause. Therefore, select these pronouns and conjunctions with care;
interchanging them may reduce the precision of your meaning (APA, 2001, pp.
54-55)
IV. Parallel Construction
“To enhance the reader’s understanding, present parallel ideas in parallel or
coordinate form. Make certain that all elements of the parallelism are present
before and after the coordinating conjunction (i.e., and, but, or, nor)” (APA 2001,
p. 57).
Back to paper rubric
EDU 6303- 79; Fall 2009 11

12. References
American Psychological Association (2001). Publication manual of the
American Psychological Association (5th ed.). Washington, DC: Author.
American Psychological Association (1994). Publication manual of the
American Psychological Association (4th ed.). Washington, DC: Author
EDU 6303- 79; Fall 2009 12

13. Appendix B
WINSTON-SALEM STATE UNIVERSITY
SCHOOL OF EDUCATION
Shared Vision: CRITICAL AND CREATIVE THINKERS: EVOLVING TEACHERS
WHO FACILITATE LEARNING FOR ALL STUDENTS IN A DIVERSE,
TECHNOLOGICALLY, DYNAMIC WORLD
Conceptual Framework
Executive Summary
As candidates evolve into teachers who facilitate learning for all students,
they must be
1. Knowledgeable
• understand theories associated with child development and the
environments best suited for learning
• understand the content that is taught and the appropriate
selection of content according to the child’s abilities, cognitive
growth, and environmental relevance
• understand the importance of total student development so as to
attend to academic, psychological and social needs of children
• understand the relationship between theory and practice
2. Effective in Instructional Practices and Assessments
• demonstrate appropriate use of instructional strategies
• demonstrate skills in establishing a class environment for
maximum learning
• use data to assess student needs, outcomes and areas for
improvement
• use teaching methods to address the learning process of children
and adolescents with various needs
3. Responsible and Reflective
• use self-evaluation to improve teaching and learning
• observe the daily class activities to help assess student
engagement
• be receptive to internal and external evaluations that will lead to
the improvement of teaching skills
• demonstrate willingness to seek assistance and professional
growth
4. (Committed to) Diversity
EDU 6303- 79; Fall 2009 13

14. • provide multiple instructional methods and assessments to help
students develop understanding and proficiency of content
• demonstrate and value the uniqueness of all children
• establish a class environment that honors and values the
perspectives of family, culture and religious differences
• support fair and equitable policies and justice for all children
5. (Proficient in )Technology Integration
• demonstrate the appropriate use of technology integration in
teaching and learning
• uses technology to facilitate data collection and analysis to
improve student progress
6. Collaborative
• engage with families, colleagues and others to develop
opportunities that support student learning and achievement
• actively seek the counsel of appropriate personnel for effective
student growth
• demonstrate effective communication and decision making skills
Winston-Salem State University’s candidates are knowledgeable, effective
practitioners skilled in the use of best instructional and assessment strategies,
responsible and reflective, committed to diversity, fluent in the use of technology
and collaborative for the purpose of impacting student learning and achievement.
Additionally, they are confident, poised, critical and creative thinkers who are
committed to their own continuous professional growth. It is these characteristics
that support the evolution from candidates to teachers who facilitate learning
for all children.
Back
EDU 6303- 79; Fall 2009 14

15. Appendix C
Case Study
I. Instructional Context
a.Cognitive Development – Ch 2 in Slavin
(2009)
i. Piaget
ii. Vygotsky
b.Moral Development – Ch. 2
c. Social Development – Ch. 2
d.Analysis of the learning environment – Ch
11
e.Learning styles of the student – Ch. 4
II. Lesson Plan (External Links)
a.NCSCOS – objectives
b.Instructional strategy
a.Behaviorism Ch. 5
b.Constructivism – (information
processing) Chs. 6 & 8
c. Effective learning environment – Ch.
11
d.Motivation strategies – Ch. 10
III. Assessment
a. Learning styles (two) – Ch. 4, Ch. 13
b.Rubrics – Ch. 13
EDU 6303- 79; Fall 2009 15