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Educational Psychology

Purpose of Course  showclose

Learning Outcomes  showclose

Course Requirements  showclose

• Unit 1
• Unit 2
• Unit 3
• Unit 4
• Unit 5
• Unit 6
• Unit 7
• Unit 8
• Unit 9
• Final Exam
• All Units

Unit Outline show close

Unit 1: Introduction and Two Major Views of Learning  

This first unit will cover the first two chapters in the textbook.  The first chapter gives an overview of the purposes and uses of educational psychology, trying to answer the question: “What can educators get out of studying psychology, especially a branch that devotes itself to teaching and learning?” Hopefully, you will get a sense of the enormity of responsibility every teacher has, and how this branch of psychology can make a difference in his or her work.

The second chapter will introduce you to the two major categories in the psychology of learning: behaviorism (sometimes known as “learning theory”) and constructivism (also known as cognitive psychology). In a nutshell, here are the differences between the two:


• Behaviorists say that knowledge cannot be seen or measured directly; only behavior can be seen and measured, so it should be the focus of education.  Behaviors are learned from the environment (called stimuli).  In other words, humans learn because something (or someone) in the outer environment induces or causes learning by getting the learner to perform new behaviors.  It might involve providing an example for the learner to imitate, or it might involve providing a reward when the learner performs a certain behavior.  


• Many educational goals involve behaviors that can be controlled by environmental factors.  (Think of how you might use imitation or rewards to train a young child to say “Please” or how you might get an older child to bat a ball or to memorize math facts.)  Because there are so many learning situations that can be accomplished by behaviorist theory and methods, it is important for educators to understand why and how behaviorism works.


• Constructivists use cognitive psychology to explain learning from the learner’s perspective.  They say that knowledge results from complex internal cognitive processes, rather than external environmental stimuli. They say that although we cannot see knowledge or understanding take place in the brain, we can make reasonable assumptions about what is taking place, and often we can get people to verbalize their thought processes about how they have learned.


Cognitive psychologists study such things as how we “figure out” solutions to social and academic problems, how we store information, and how we use it again in the future, but in new ways.  Then they try to show how all these mental “tricks” can be done more efficiently and productively in the learning process. This is especially important for educators, because they are always interested in how to maximize their instructional efforts, and they want their learners to get the most out of every learning experience.

These two views of learning appear to oppose one another.  One sees learning as the consequence of individuals performing whatever behavior it takes to get a pleasant result, while the other sees learning as a complex series of mental gymnastics.  In fact, neither one of them can account for all types of learning under all conditions.  In the real world, educators find them both applicable in different settings.  As a result, it is important to understand their principles and applications here at the beginning, since these two perspectives will reappear throughout the course.  You will see evidence of them in topics regarding classroom instruction as well as in topics on behavior management.  

Unit 1 Time Advisory   show close


Unit 1 Learning Outcomes   show close


1.1 Overview: Psychology in the Modern Classroom  

• Reading: The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology, 2nd Edition: “Chapter 1: The Changing Teaching Profession and You”

  Link: The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology 2^nd Edition: “Chapter 1: The Changing Teaching Profession and You” (PDF)
    
  Instructions: Please go to the Table of Contents beginning on page 4 and click on “1. The Changing Teaching Profession and You.”  This reading provides a general introduction to the course and the textbook.  This file is large and may take a while to load fully.
   
  Terms of Use:  This work is licensed under a Creative Commons Attribution 3.0 Unported License. It is attributed to the Global Text Project and can be found in its original form here. 

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1.2 Teacher Views of Learning  

• Reading: The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology, 2nd Edition: “Chapter 2: The Learning Process”

  Link: The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology 2^nd ed.: “Chapter 2: The Learning Process” (PDF)
   
  Instructions: Please go to the Table of Contents beginning on page 4 and click on “2. The Learning Process.”  This reading provides a general introduction to theories of behaviorism and cognitivism and covers subunits 1.3, 1.4, and 1.5.  This file is large and may take a while to load fully.
   
  Terms of Use:  This work is licensed under a Creative Commons Attribution 3.0 Unported License. It is attributed to the Global Text Project and can be found in its original form here. 

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• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “The Teacher” and “Teaching: Science, Art, Craft”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “The Teacher” (YouTube) and “Teaching.Art.Science.Craft” (YouTube)
   
  Instructions: This will be your first exposure to Dr. Andrew Johnson (YouTube user name andyaxe1976). At first, you might find his appearance and voice, coming from the corner of your screen, less professional than you might expect.  However, his videos, which appear all through this course, are excellent mini-lectures that will give you succinct and graphical ways to think about many of the topics we cover.
   
  Terms of Use: The linked materials above have been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in their original forms here and here.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.
  

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1.3 Overview of Theories about Learning  

1.4 Behaviorism (Learning Theory)  

1.4.1 Overview of Behaviorism  

1.4.2 Classical (Respondent) Conditioning  

• Web Media: YouTube: Fi3021’s “John Watson—Little Albert”

  Link: YouTube: Fi3021’s “John Watson - Little Albert” (YouTube)
  
  Instructions: Click the link to watch a video about John Watson and classical conditioning. Consider how this type of behaviorism can or could be used in schools (in more humane ways, of course).
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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1.4.3 Operant Conditioning  

• Web Media: YouTube: Jenningh’s “Operant Conditioning,” Fi3021’s “Skinner—Operant Conditioning,” and “Psychoseuss’s “Time Out—Operant Conditioning”

  Link: YouTube: Jenningh’s “Operant Conditioning,” (YouTube) Fi3021’s “Skinner—Operant Conditioning,” (YouTube) and Psychoseuss’s “Time Out—Operant Conditioning” (YouTube)
   
  Instructions: These videos should give you some idea of how operant conditioning has moved from laboratory to home and school.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 

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• Web Media: YouTube: Emaleymcculloch’s “ABA—Positive vs. Negative Reinforcement”

  Link: YouTube: Emaleymcculloch’s “ABA—Positive vs. Negative Reinforcement” (YouTube)
   
  Instructions: This video attempts to clear up a very misunderstood aspect of operant conditioning.  Although negative reinforcement is not the same as positive reinforcement, there are similarities.  And more importantly, it is not the same as punishment!
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 

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• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Behaviorism: Shaping Behaviors” and “Behaviorism: Schedules of Reinforcement”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Behaviorism: Shaping Behaviors” (YouTube) and “Behaviorism: Schedules of Reinforcement” (YouTube)
   
  Instructions: These videos provide more evidence about how the behaviorist theory of operant conditioning can be used in classrooms and homes. Please note that it is meant to be a scientific and consistent approach, not applied haphazardly.
  
  Terms of Use: The linked materials above have been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in their original forms here and here.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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1.4.4 Comparing the Two Types of Conditioning  

1.5 Constructivism (Cognitive Theory)  

1.5.1 Overview of Constructivism  

1.5.2 Psychological Constructivism  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Cognitive Psychology: Constructivism,” “Cognitive Psychology: The Importance of Knowledge”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Cognitive Psychology: Constructivism,” (YouTube) and “Cognitive Psychology: The Importance of Knowledge,” (YouTube)
   
  Instructions: These videos introduce you to the basics of the constructivist theory and model of learning. You will see how inner processes are the focus, with an emphasis on gaining “higher” or more complex thinking skills.
   
  Terms of Use: The linked materials above have been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in their original forms here and here.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Cognitive Psychology: Information Processing,” “Information Processing: Short Term and Working Memory” and “Information Processing: Long Term Memory”

  Links: YouTube: Dr. Andrew Johnson (andyaxe1976): “Cognitive Psychology: Information Processing,” (YouTube) “Information Processing: Short Term and Working Memory” (YouTube) and “Information Processing: Long Term Memory” (YouTube)
   
  Instructions: These videos give an overview of the cognitivist models for how knowledge enters the brain, gets stored, and is retrieved (hopefully) for future use. Consider the implications for how educators might help learners in these processes.
   
  Terms of Use: The linked materials above have been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in their original forms here, here, and here.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Information Processing: Enhancing Retrieval from Long Term Memory,” “Information Processing: Enhancing the Encoding of Information,” and “Information Processing: Retrieval and Encoding Failure”

  Links: YouTube: Dr. Andrew Johnson (andyaxe1976): “Information Processing: Enhancing Retrieval from Long Term Memory,” (YouTube) “Information Processing: Enhancing the Encoding of Information,” (YouTube)  and “Information Processing: Retrieval and Encoding Failure” (YouTube)
   
  Instructions: Here are some videos that can help you see how information processing can be efficient and successful, and how it can fail. Again, consider the implications for educators trying to help learners.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form here, here, and here.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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1.5.3 Social Constructivism  

• Web Media: YouTube: Artsgroup01’s “Vygotsky’s Developmental Theory,” “Vygotsky 1: Basic Theory,” “Vygotsky 2: Scaffolding and ZDP,” and “Vygotsky 3: Examples of Scaffolding”

  Links: YouTube: Artsgroup01’s “Vygotsky's Developmental Theory,” (YouTube) “Vygotsky 1: Basic Theory,” (YouTube) “Vygotsky 2: Scaffolding and ZPD, (YouTube) and “Vygotsky 3: Examples of Scaffolding” (YouTube)
   
  Instructions: Here are videos to introduce you to the work of Vygotsky and his theories of social learning through interaction.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 
  
  

  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form here, here, and here.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

   

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• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Social Learning Theory: Overview,” “Social Learning Theory: Social Cognition,” and “Social Learning Theory: Bandura”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Social Learning Theory: Overview,” (YouTube) “Social Learning Theory: Social Cognition,” (YouTube) and “Social Learning Theory: Bandura” (YouTube)
   
  Instructions: These videos should reinforce what you know about Vygotsky, then introduce the work of Bandura, who used laboratory experiments to show the power of social learning by imitation.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form here, here, and here.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Social Learning 4: Conditions Necessary for Social Learning,” “Social Learning 5: Factors that Influence Social Learning,” “Social Learning 6: Using Social Learning Theory to Enhance Learning”

  Links: YouTube: Dr. Andrew Johnson (andyaxe1976): “Social Learning 4: Conditions Necessary for Social Learning,” (YouTube) “Social Learning 5: Factors that Influence Social Learning,” (YouTube) and “Social Learning 6: Using Social Learning Theory to Enhance Learning” (YouTube)
   
  Instructions: These videos explore the application of social learning theory in classroom settings. Consider the various ways that adults and learners can create an enhanced learning environment when they interact, in contrast to lecture and independent “seat work” which isolates learners from each other.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form here, here, and here.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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1.5.4 Bloom’s Taxonomy as Teacher-Applied Constructivism  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Bloom’s Taxonomy: Overview” and “Bloom’s Taxonomy: Tiered Activities”

  Links: YouTube: Dr. Andrew Johnson (andyaxe1976) “Bloom's Taxonomy: Overview” (YouTube) and “Bloom's Taxonomy: Tiered Activities” (YouTube)
   
  Instructions: Again, we come around to Bloom’s Taxonomy. This time, we can see how it can be used to enhance constructivist planning and learning. Consider how using the taxonomy can help in both academic and social learning.
   
  

  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form here and here.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

   

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• Assessment: The Saylor Foundation's "PSYCH303: Unit 1 Assessment"

  Link: The Saylor Foundation's "PSYCH303: Unit 1 Assessment" (PDF)
  
  Instructions: Please complete the linked assessment without any help from books, notes, or videos.  When you are done (or if you are stuck), check your work against The Saylor Foundation's "PSYCH303: Unit 1 Assessment Answer Key." (PDF)
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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Unit 2: Human Development During the Schooling Years  

In this unit, we will explore human development theories, focusing mainly on the years of formal education—pre-kindergarten through high school.  We will look at growth and development in the following areas: physical, cognitive, linguistic, emotional, social, and moral. (And remember, in a classroom full of students, all of these areas are in flux at all times—and not at the same rate or pace in each child!)

The idea behind studying development is that if you are aware of patterns or stages of development, you can design teaching and management strategies that will maximize results while minimizing problems.  For instance, if you understand what is emotionally and cognitively important to young children, you can plan and speak in ways that will engage them in a new learning activity.  Or if you understand what kinds of physical, social, and emotional processes are going on in young teenagers, you can plan activities that keep them focused and prevent embarrassment or upset feelings.

We will first look at cognitive development.  Mental processes are the most important element of learning, so we need to get a firm grasp of how the mind develops and how it works at various ages.  (Does this seem to be a constructvist attitude about learning, emphasizing brain and mind and cognitive processes? For the most part, you would be correct in this assumption!)

Then we will look at social development, especially in the schooling years.  After all, students are social and emotional beings, and their attitudes and skills change over time. Educators need to be able to identify what their students are feeling about themselves and about each other, and what they are socially and emotionally able to respond to.  This will help in planning and teaching, as well as in managing the atmosphere of the classroom.

We will next look at moral development.  You might think that this area of development has no relationship to schooling and that it should be handled by family, community, religion, etc.  However, when you put a group of learners into a single space, there are bound to be situations that demand moral and ethical decision making, both from the teacher and the students.  Think back to your own years in school.  You can probably remember issues of fairness, justice, caring, and honesty, among others.  Educators should be able to recognize what their students are capable of thinking, feeling, and doing in this area.  (By the way, there is a difference between morals and ethics, and you should look up the difference if you aren’t sure about the distinction. When you do, you might then think about how classroom situations can be handled from either one perspective or the other.)

Finally, we will look at two big issues in modern society, and in our schools: How children can gain resilience in the face of hardships of all kinds, and how bullies and psychopaths affect the classroom.

Those of you familiar with the field may find this unit a review.  However, regardless of your background, you should emerge from this unit with a stronger understanding of development theories.  In later units, you will find that this understanding can be applied toward more effective teaching and a better classroom management.

Unit 2 Time Advisory   show close


Unit 2 Learning Outcomes   show close


• Reading: The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology, 2nd Edition: “Chapter 3: Student Development”

  Link:  The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology 2^nd Edition: “Chapter 3: Student Development” (PDF)
   
  Instructions:  Please access the link, scroll down to the Table of Contents, and click on “3. Student Development.”  This reading provides a general introduction to the field of child/human development and covers subunits 2.1 through 2.5.  This file is large and may take a while to load fully.
   
  Terms of Use:  This work is licensed under a Creative Commons Attribution 3.0 Unported License. It is attributed to the Global Text Project and can be viewed in its orignal form here. 

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2.1 Overview of Development  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Development Theories Overview”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Development Theories: Overview” (YouTube)
   
  Instructions: This video is introduction to the whole notion of developmental theories. Note what makes a theory “whole” and how theories have different concepts of maturing and whether or not “stages” are absolute and sequential.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=wQJJrA4H1Gw. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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2.2 Considerations of Physical Development  

2.3 Cognitive Development: Piaget  

2.3.1 Overview of Piaget’s Theories  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Piaget’s Theory: Stages of cognitive Development” and “Piaget: Basics”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Piaget's Theory: Stages of Cognitive Development” (YouTube) and “Piaget: Basics” (YouTube)
   
  Instructions: These videos give an introduction to Piaget’s stages of cognitive development. If you have been around children in these various stages, try to recall instances that reflect or deny the accuracy of Piaget’s observations.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form here and here.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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2.3.2 Sensorimotor Stage  

2.3.3 Preoperational Stage  

• Web Media: YouTube: Pauloslomp’s “Piaget: Conservation” and Jenningh’s “Egocentrism”

  Link: YouTube: Pauloslomp’s “Piaget: Conservation” (YouTube) and Jenningh’s “Egocentrism” (YouTube)
  
  Instructions: These videos give two primary markers of the preoperational stage: the inability to conserve quantity when it changes form, and the inability to see from another person’s point of view.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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2.3.4 Concrete Operational Stage  

• Web Media: YouTube: Fi3021’s “Reversibility”

  Link: YouTube: Fi3021’s “Reversibility” (YouTube)
   
  Instructions: Reversibility is a mark of concrete operations. The child can not only conserve quantities, but recognizes that quantity is preserved no matter what new or old form something is put in.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 

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2.3.5 Formal Operational Stage  

• Web Media: YouTube: jenningh’s “Formal Operational Child”

  Link: YouTube: jenningh’s “Formal Operational Child” (YouTube)
   
  Instructions: This video gives a good example of how individuals with formal thinking ability differ from previous stages.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 

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2.3.6 Critiques and Updates of Piaget  

• Web Media: YouTube: a Dr. Andrew Johnson (andyaxe1976): “Piaget: Application”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976):  “Piaget: Application” (YouTube)
   
  Instructions: Here you can get an idea of how educators apply Piaget’s theories, especially when working with learners who are at the “cusp” of a new stage.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=RzRYA9cFMaQ. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Maria Montessori”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Maria Montessori” (YouTube)
  
  Instructions: Please watch the above video.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=2BmlDYKzNOA. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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2.4 Social Development  

2.4.1 Overview of Social Development  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Self-Concept vs. Self-Esteem”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976):  “Self-Concept vs. Self-Esteem” (YouTube)
   
  Instructions: This video points out an important distinction in the social and emotional maturing of young people. Can a person have a positive self-concept but low self-esteem? Can a person have the opposite of that?
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=1b9mlj9hGtk. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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2.4.2 Erikson’s Psychosocial Theory (Overview)  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Erickson: Background Information”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Erickson: Background Information” (YouTube)
   
  Instructions: This video is the first of a series, so make sure you pay particular attention to the concepts being introduced.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=QUEaMVsYNNQ. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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2.4.3 Early Childhood Psychosocial Stages  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Erikson: Stages 1-3”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Erikson: Stages 1-3” (YouTube)
   
  Instructions: Since the first 3 stages of Erikson’s construct occur more in the home than in school, we will not put a lot of emphasis here.  However, with more children attending preschools, and with some states and local areas providing public preschool, it is important to become aware of these stages, especially Stage 3.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=VfQrB4ga6CI. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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2.4.4 Middle Childhood Psychosocial Stage: Industry vs. Inferiority  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Erikson: Stage 4 (Middle Childhood)”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Erikson: Stage 4 (Middle Childhood)” (YouTube)
   
  Instructions: This is the stage that spans most elementary school grades and some middle-school students as well. It is important to understand what is going on in learners’ inner lives at this stage, because learning can be affected by the emotional and social environment.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=LLIjfEjrx4Y. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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2.4.5 Adolescence Psychosocial Stage: Identity vs. Role Confusion  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Erickson: Stage 5 (Adolescence)”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Erikson: Stage 5 (Adolescence)” (YouTube)
   
  Instructions: Stage 5 spans the middle and high school years, which completes our focus on Erikson. (You can do Web searches to find links on later adult stages if you are interested.) The inner lives of adolescents are often changeable and turbulent, so it is important to understand what they are going through as they move through the school day.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=lswDCzXc274. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “James Marcia: Adolescence”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “James Marcia - Adolescence” (YouTube)
   
  Instructions: Here is a video on an expert on adolescents. Consider if his views match, enhance, or contradict Erikson’s.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=8kh4bx9KlJM. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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2.4.6 Adulthood Psychosocial Stages  

2.4.7 Maslow’s Hierarchy of Needs: Deficit Needs and Being Needs  

• Reading: The Saylor Foundation’s version of Norman S. Rose’s “Natural Design and Human Development: Waskom’s Paradigm of Wholeness”

  Link: The Saylor Foundation’s version of Norman S. Rose’s “Natural Design and Human Development: Waskom’s Paradigm of Wholeness” (PDF)
   
  Instruction: Please read this treatise on human development.  The theoretical bases for this work include Erikson, as well as a number of other sources in psychology, education, and mathematics.  A later, smaller version of this work was published in The Educational Forum, Spring 1991.
   
  Terms of Use: The material above has been reposted by the kind permission of Norman S. Rose.  This is an electronic version of an article published in The Educational Forum with the citation: Rose, Norman S.. 1991. Design and Development of Wholeness: Waskom's Paradigm. The Educational Forum. 55(3):243-259. <http://www.informaworld.com/10.1080/00131729109335650 >. (accessed 17 February 2011).  The Educational Forumis available online at: http://www.informaworld.com/smpp/content~db=all~content=a790149489~frm=title.

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2.5 Moral Development  

2.5.1 Kohlberg’s Stage Theory of Moral Development  

• Web Media: YouTube: JRChadwick’s “Kohlberg’s Stages of Moral Development” and Dr. Andrew Johnson (andyaxe1976): “Kohlberg’s Stages of Moral Development”

  Links: YouTube: JRChadwick’s “Kohlberg's Stages of Moral Development” (YouTube) and andyaxe1976’s “Kohlberg's Stages of Moral Development” (YouTube)
   
  Instructions: These videos will introduce you to Kohlberg’s stage theory of moral development. Consider how this might apply to managing classroom behavior and attitudes.
   
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2.5.2 Gilligan’s Theory of the Morality of Care  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Gilligan’s Stages of the Ethics of Care”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Gilligan's Stages of the Ethics of Care” (YouTube)
   
  Instructions: Here is a video on Gilligan’s construct of moral development. Did the author of the video make a mistake in the title? Is this a stage theory, in which one stage must be completed before coming into another?
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=Zx-9dZFMbf0. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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2.5.3 Comparing and Contrasting Kohlberg’s and Gilligan’s Theories  

2.5.4 Other Perspectives on Moral Development  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Moral Dilemmas”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Moral Dilemmas” (YouTube)
   
  Instructions: Kohlberg and others have used stories with moral dilemmas or conflicts as ways to get conversations started. These conversations reveal the moral reasoning participants might not even realize they possess. Educators can guage moral stages, concerns, or issues among participants. How might you use such stories?
   
  

  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=Vy_vUCFRINI. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

   

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• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Values Clarification”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Values Clarification” (YouTube)
   
  Instructions: Values Clarification was popular a few decades ago as way for educators and counselors to help learners reveal and then “raise” their attitudes and ethical reasoning. Can you see similar work going on today, but under different names?
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=47Bf9qgNsHA. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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• Reading: The Saylor Foundation’s version of Norman S. Rose’s “Moral Development: The Experiential Perspective of Moral Development”

  Link: The Saylor Foundation’s version of Norman S. Rose’s “Moral Development: The Experiential Perspective of Moral Development” (PDF)
   
  Instruction: Earlier in this unit, you read Rose’s treatise on human development.  This paper looks at how moral development is defined and managed in his conception of “natural design.”
   
  Terms of Use: The material above has been reposted by the kind permission of Norman S. Rose.  This is an electronic version of an article published in The Journal of Moral Education, with the citation: Rose, Norman S.. 1992. Moral Development: the experiential perspective. Journal of Moral Education. 21(1):29-40. <http://www.informaworld.com/10.1080/0305724920210103 >. (accessed 17 February 2011).  The Journal of Moral Education is available online at: http://www.informaworld.com/smpp/content~db=all~content=a746547017~frm=titlelink?words=norman,rose. 

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2.6 Emotional Intelligence and Impulse Control  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Emotional Intelligence (Overview)”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Emotional Intelligence (Overview)” (YouTube)
   
  Instructions: Please watch “Emotional Intelligence (Overview)” for an introduction to emotional intelligence theory and how schools apply it. Following this, there will be readings and videos by or about some of the original research in this field.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=9_1x-nh9XEI. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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• Reading: Salovey and Mayer’s “Emotional Intelligence”

  Link: Salovey and Mayer’s “Emotional Intelligence” (PDF)
   
  Instructions: Click on link and scroll down to the year “1990.”  Click on the link to download the PDF for “Emotional Intelligence, and read the paper, which is a transcript of a speech by Peter Salovey, one of the pioneers of the field of emotional intelligence.
   
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• Web Media: YouTube: LeaBrov’s “Dr. Peter Salovey (Interview, Part 1)” and “Dr. Peter Salovey (Interview, Part II).

  Links: YouTube: LeaBrov’s “Dr. Peter Salovey (Interview, Part 1)” (YouTube) and “Dr. Peter Salovey (Interview, Part II)” (YouTube)
   
  Instructions: Please watch these Dr. Peter Salovey interviews for further information on emotional intelligence theory and how schools apply it. Does Dr. Salovey convey anthing new or different from what was in the speech link?
   
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• Web Media: YouTube: David Walsh: “Marshmallow Test (Reproduced from Original Study)”

  Link: YouTube: David Walsh: “Marshmallow Test (Reproduced from Original Study)” (YouTube)
   
  Instructions: Please watch this experiment see how emotional intelligence theory might be applied in schools.
   
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2.7 Resilience  

• Reading: Engles, Castle, and Menon’s “Child development: vulnerability and resilience”

  Link: Engles, Castle, and Menon’s “Child development: vulnerability and resilience” (PDF)
   
  Instructions: In order to download this PDF, scroll down to year 1996, and click on the link below that says “PDF.” Please read the article as an introduction to research and application on resilience in children.
   
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• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Learner Diversity: Resilience,” Resiliencyinaction’s “How Resiliency Happens,” Educaresg’s “Moving Students Beyond Risk to Resiliency,” and Jhulgus’ “Resilience Skill Building Training”

  Links: YouTubeDr. Andrew Johnson (andyaxe1976): “Learner Diversity: Resilience” (YouTube) Resiliencyinaction’s “How Resiliency Happens,” (YouTube) Educaresg’s “Moving Students Beyond Risk to Resiliency,” (YouTube) and “Jhulgus’ “Resilience Skill Building Training” (YouTube)
   
  Instructions: These videos give you more information on the way professionals apply research on resilience to help young people who are struggling with issues they cannot resolve and must live with. Can you see a reason for training young people to be resilient even if they are not living under adverse conditions?
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 
  
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=g5sHsLGY4as. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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2.8 Socio/Psychopathic Children and Bullying  

2.8.1 Psychopathic Children  

• Reading: John S. Werry and Herbert C. Quay’s “The Prevalence of Behavior Symptoms in Younger Elementary School Children”

  Link: John S. Werry and Herbert C. Quay’s “The Prevalence of Behavior Symptoms in Younger Elementary School Children” (PDF)
   
  Instructions: Click link, then click “ERIC Full Text” link to read the article.  This paper will give you some background on behaviors often associated with the term psychopathy, and how it appears in children’s behavior. Be aware that psychopathic behavior is often undetected, even by professionals, because these individuals have often cultivated personality traits that mask their intent. They can appear charming, helpful, even helpless. Of course, others have no such pretenses, and their anger or lack of remorse is easy to see.
   
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2.8.2 Bullying  

• Reading: Nansel, Tonja R., Overpeck, Mary, Pilla, Ramani S. et al.’s “Bullying Behaviors among US Youth: Prevalence and Association with Psychosocial Adjustment”

  Link: Nansel, Tonja R., Overpeck, Mary, Pilla, Ramani S. et al.’s “Bullying Behaviors Among US Youth: Prevalence and Association With Psychosocial Adjustment” (HTML)
   
  Instructions: Please read the article.  It provides background information bullying in schools.
   
  While there is no cited evidence that bullying is related to psychopathy, you might consider the bully’s mindset, as a bully seems to enjoy causing distress and suffering and does so without empathy or remorse. (Consider these questions: Are all bullies psychopaths? Are all psychopaths bullies?)
   
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• Web Media: YouTube: HopeForChildren1’s “The Effects of Bullying on Children”

  Link: YouTube: HopeForChildren1’s “The Effects of Bullying on Children” (YouTube)
   
  Instructions: Watch the video and consider what you might do to prevent or stop bullying.
   
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• Assessment: The Saylor Foundation's "PSYCH303: Unit 2 Assessment"

  Link: The Saylor Foundation's "PSYCH303: Unit 2 Assessment" (PDF)
  
  Instructions: Please complete the linked assessment without any help from books, notes, or videos.  When you are done (or if you are stuck), check your work against The Saylor Foundation's "PSYCH303: Unit 2 Assessment Answer Key." (PDF)
   
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Unit 3: Dealing with Diversity  

This unit will explore the ways that educators acknowledge and accommodate uniqueness in their learners. This is a huge topic in modern education, partly because of immigration patterns and partly because of renewed emphasis on opportunity and achievement for all students.
           
First we will look at diversity in terms of how students differ in their personal and group backgrounds. This includes differences in learning styles, intelligence modes, gender, cultures, and language. Imagine a classroom of 9-year olds. Although they are the same age, each child has a unique blend of abilities and preferences in the learning process. One child is a boy who is very verbal and learns best by listening – but he is still learning English, having arrived from Central America less than a year ago. Another child is a girl who talks very little and learns best by thinking quietly by herself about an answer – and she gets nervous and distracted by people talking near her. Now imagine 18 to 24 other children in the room, each with a unique set of needs and preferences and talents. Somehow a teacher must help each one learn to his/her maximum ability. How is this to be done? We won’t try to answer that question in this unit, but we have to start with understanding all the possible differences that can be present.
           
This first kind of diversity also includes differences in sub-cultures, because student attitudes and performance can be influenced by regional differences and socio-economic differences. Here’s an example to think about: Imagine an African-American child living in an affluent northern United States metropolitan suburb. Does this child have more in common with the Caucasian child living down the street or with an African-American child living in the rural southern part of the country?What is the basis of your answer?
           
After looking at differences in circumstance and personal preferences, we will look at diversity in terms of disabilities that individual students might exhibit. Disabilities can include impairments in physical, emotional, or cognitive functioning – and sometimes a combination of these. In the past, such children might spend part or all of the school day in classrooms that catered exclusively to special-needs students. But today, with so much emphasis on the concept of inclusion, it is much more likely that these children will attend school in regular classrooms. Of course, they will often have support in the form of special equipment, specially-trained aides, and/or specific instructions for the classroom teacher. These instructions outline what can and should be expected of each disbled student, and what accommodations need to be made to maximize learning and classroom comfort. And of course, there is the added (but unwritten) task of helping the other students feel comfortable with each type of disability and helping them include the disabled students both academically and socially. (Hint: Why not go back to the first kind of diversity and look for students who are socially adept and interpersonally compassionate?)

Unit 3 Time Advisory   show close


Unit 3 Learning Outcomes   show close


• Reading: The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology, 2nd Edition: “Chapter 4: Student Diversity”

  Link: The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology 2^nd Edition: “Chapter 4: Student Diversity” (PDF)
   
  Instructions:  Please click on the link, scroll down to the Table of Contents, and then click on the “4. Student Diversity.”  This reading introduces the topic of classroom diversity and how educators accommodate students.  It covers subunits 3.1 and 3.2.  This file is large and may take a while to load fully.
   
  Terms of Use:  This work is licensed under a Creative Commons Attribution 3.0 Unported License. It is attributed to the Global Text Project and can be viewed in its original form here. 

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3.1 Overview of Diversity  

3.2 Diversity in Groups and Populations  

3.2.1 Learning and Thinking Styles  

3.2.2 Multiple Intelligences  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Gardner’s Theory of Multiple Intelligences”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Gardner's Theory of Multiple Intelligences” (YouTube)
   
  Instructions: This is the first of several videos that point out the vast diversity in terms of thinking and learning that can be present in a classroom. Learners can differ in many ways, and still be considered “normal.” And some learners will have “special needs” – meaning that their learning abilities are so different from others as to require special instruction, curriculum, equipment, etc.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=GaBYi3Fqcdg. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Spiritual Intelligence”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976):  “Spiritual Intelligence” (YouTube)
   
  Instructions: Dr. Johnson adds this (perhaps unsubstantiated/unproven) intelligence to the ones Gardner has proclaimed and proved.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=wVP3w7dq1WU. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Sternberg’s Theory of Successful Intelligence”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Sternberg's Theory of Successful Intelligence” (YouTube)
   
  Instructions: This video shows another way to look at intelligence among learners, aside from Gardner’s theories. Is this perspective more or less practical for classroom application?
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=2IpMGftK4PE. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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3.2.3 Gifted and Talented Students  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Gifted and Talented”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Gifted and Talented” (YouTube)
   
  Instructions: Watch this video and consider what special needs you might encounter with gifted students, who can master the regular curriculum easily, but might not be motivated to do so!
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=kb936xBX3i8. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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3.2.4 Gender Differences  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Learner Diversity: Gender,” “Learner Diversity: Sexual Orientation” and tvoparents’ “Gender and Learning”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Learner Diversity: Gender,” (YouTube) “Learner Diversity: Sexual Orientation” (YouTube) and tvoparents’ “Gender and Learning” (YouTube)
   
  Instructions: Click the links to watch discussion on gender differences and sexual orientation preferences. Consider how gender can affect learning style and learning. Consider the potential implications of sexual orientation on the learning atmosphere of a classroom.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form here, here, and here.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.
  

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3.2.5 Cultural Differences  

• Assessment: YouTube: jstclairatumw’s “Culturally Responsive Teaching” and Dr. Andrew Johnson’s (andyaxe1976) “Learner Diversity: Ethnicity” and “Learner Diversity: Cultures”

  Links: YouTube: jstclairatumw’s “Culturally Responsive Teaching” (YouTube) and andyaxe1976’s “Learner Diversity: Ethnicity” (YouTube) and “Learner Diversity: Cultures” (YouTube)
   
  Instructions: These links will give you exposure to how experts are looking at the many issues that arise when classrooms include students from diverse cultural backgrounds. Note that respect and honoring of cultures goes far beyond recognizing holidays and foods of others. It might even need to include how to talk to learners, what to expect of them, and issues of pride, inclusion and alienation, self-esteem, safety, and curriculum decisions.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
  
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form here and here.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Learner Diversity: Languages”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Learner Diversity: Languages” (YouTube)
   
  Instructions: Click the link for a professor’s discussion on diversity and language. Language can be a major roadblock for some learners, struggling to understand written and verbal instructions. It can also be a barrier socially.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=tR7Itvu4zFs. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Learner Diversity: SES/Poverty 1” and “Learner Diversity: SES/Poverty 2”

  Links: YouTube: Dr. Andrew Johnson (andyaxe1976): “Learner Diversity: SES/Poverty 1” (YouTube) and “Learner Diversity: SES/Poverty 2” (YouTube)
   
  Instructions: Click the link to watch a professor discuss differences fostered by differing socio-economic statuses (SES). Economic “class” differences can be striking, in regard to attitudes about justice, fairness, school standards, respect of teachers, etc. Therefore SES differences should be thought of as differences in culture just as much as ethnic differences.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form here and here. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Learner Diversity: Religion”

  Link: Dr. Andrew Johnson (andyaxe1976): “Learner Diversity: Religion” (YouTube)
   
  Instructions: Although religion has no formal place in public schools, the “culture” of religion comes with each child into the classroom, and often with the teacher as well. It is important to begin to understand how religioncan influence students’ attitudes and behaviors.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=E2_KzbOd__s. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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3.3 Diversity in Ability  

• Reading: The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology, 2nd Edition: “Chapter 5: Students with Special Educational Needs”

  Link: The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology 2^nd Edition: “Chapter 5: Students with Special Educational Needs” (PDF)
   
  Instructions: Please click on the link, scroll down to the Table of Contents, and click “5. Students with Special Educational Needs.”  This reading discusses how educators can identify and accommodate student disabilities.  It covers all the 3.3 subunits.  This file is large and may take a while to load fully.
   
  Terms of Use:  This work is licensed under a Creative Commons Attribution 3.0 Unported License. It is attributed to the Global Text Project and can be viewed in its original form here. 

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3.3.1 Background and History of Accommodations  

3.3.2 Accommodations: IEP’s, Least Restrictive Environments, Alternative Assessment  

• Web Media: YouTube: LearningTechnics’ “Learner Disabilities: When Bright Kids Can’t Learn Part 1,” “Learner Disabilities: When Bright Kids Can’t Learn Part 2,” and “Learning Disabilities: When Bright Kids Can’t Learn Part 3”

  Links: YouTube: LearningTechnics’ “Learning Disabilities: When Bright Kids Can't Learn Part 1,” (YouTube) “Learning Disabilities: When Bright Kids Can't Learn Part 2,” (YouTube) and “Learning Disabilities: When Bright Kids Can't Learn Part 3” (YouTube)
   
  Instructions: This series of videos should give you a basic overview of what is involved in trying to accommodate learners who struggle due to neurological differences.
   
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3.3.3 Categories of Disabilities: Learning, Behavioral, Cognitive, Physical, Sensory  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Learner Diversity: Learning Disabilities”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Learner Diversity: Learning Disabilities” (YouTube)
   
  Instructions: This video attempts to lay out the entire range of learning disabilities that might be found in a classroom. Is it complete?
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=Naad2Tq87qc. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Learner Diversity: Emotional/Behavioral Disorders”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Learner Diversity: Emotional/Behavioral Disorders” (YouTube)
   
  Instructions: This video looks at issues around learners who struggle due to emotional incapacities. Can you see the issues from the perspectives of both the sufferer and of those who “live” with this person in a classroom daily?
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=Nap3VrzrU4k. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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• Web Media: YouTube: NHSChoices’ “Asperger’s Syndrome: Real Story”

  Link: YouTube: NHSChoices’ “Asperger's Syndrome: Real Story” (YouTube)
   
  Instructions: Autism Spectrum disorders, especially Asperger’s Syndrome, seem to be on the rise. With this particular syndrome, full inclusion in the classroom is typical. Watch the video to get a perspective on what an individual with this condition experiences in growing up.
   
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• Assessment: The Saylor Foundation's "PSYCH303: Unit 3 Assessment"

  Link: The Saylor Foundation's "PSYCH303: Unit 3 Assessment" (PDF)
  
  Instructions: Please complete the linked assessment without any help from books, notes, or videos.  When you are done (or if you are stuck), check your work against The Saylor Foundation's "PSYCH303: Unit 3 Assessment Answer Key." (PDF)
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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Unit 4: Student Motivation  

This unit will explore the ways that educators motivate their learners to learn and strive for excellence. We will look at motivation theories that place varying emphasis on teacher and student input. Then we will examine a model that integrates elements of those theories.
           
When you think about motivating students, you come to a crossroad. Do you turn to behavioristic theories and methods, relying on mostly outer rewards and punishments, or do you turn to constructivist theories and models, aiming for inner satisfaction in your students? This is how you can divide most theories and methods – by judging whether they emphasize extrinsic or instrinsic motivators. But of course, it gets more comlicated than that….
           
In a behaviorist model, the teacher sets up an extrinsic reward systemto motivate students to comply or achieve. The rewards might be tokens to be exchanged for prizes, or stars on a chart, or grades. But however it is done, you’ll notice that the teacher is in charge; the teacher is the judge and paymaster. Everyone has to focus on what the teacher wants and expects in order to earn the reward. After awhile, a teacher might find that students actually expect a reward for performing simple tasks, and they might not want to comply unless they can get something in return. Now the bargaining begins – in a place where love of learning is supposed to rule!
           
In a constructivist model, the teacher has to dig deep to find the right intrinsic motivator – sometimes a slighly different motivator for different children. And that’s not surprising, when you think about it. Abraham Maslow described the pathway to full personality as an ongoing search to fulfill internal needs. Individuals seek basic survival needs, and when those are met, they seek relationship and companionship. And when those needs are met…. Well, you get the idea, and there will be readings and videos to help you. Now, imagine a student who comes to your classroom hungry, another who comes in lonely, and another who comes in thirsting for knowledge and challenge – very different motivators at work! (And by the way, Maslow had a long career as a researcher and thinker. When you know about his hierarchy of needs, you have learned only a fraction of what he thought and wrote about.)
           
So a teacher who wants to motivate intrinsically has to find what motivates various students. This search for ways to get students to focus and apply themselves can be challenging and rewarding. There’s a famous researcher and writer named Jere Brophy, who literally wrote the book on these matters – actually, more than one, and you might want to read some of his work if this topic intrigues you. He recognized that there are many ways to motivate students intrinsically, and we’ll be looking at some of them.
           
Surprise and curiosity can be great motivators, especially at the beginning of a learning unit. Imagine a history teacher coming into the room dressed as Abraham Lincoln, or a science teacher who seems to be able to make colored liquids clear in an instant! Those sorts of things arouse interest in a hurry. But of course, the teacher better follow up with other motivating activities, once the novelty and surprise wear off….
           
Another motivator is helping students see relevance – relationships between what they are learning and something that is important to them personally. (How often has a teacher said it’s important to learn something because “you’ll need it in the future” – without taking the time to describe HOW it can be used in the future. Frustrating, isn’t it?)
           
Then there are motivators that get students to be their own monitors of learning: helping them set learning goals for themselves, rather than having to learn only what the teacher puts in a syllabus or an assignment sheet. This can also apply to setting goals for better work habits or social behaviors. The idea is to get students involved in finding their own reasons for picking up a topic and running with it – especially when they can decide the direction and speed of the run!
           
The final model we will look at is rather sophisticated: Expectancy x Value. In a nutshell, it is a model that combines the concept of anticipation of reward (extrinsic or intrinsic) with the concept of judging how much it is worth the effort to get the reward. The textbook should help you get a grip on this.

Unit 4 Time Advisory   show close


Unit 4 Learning Outcomes   show close


• Reading: The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology, 2nd Edition: “Chapter 6: Student Motivation”

  Link: The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology 2^nd Edition: “Chapter 6: Student Motivation” (PDF)
   
  Instructions: Please click on the link, scroll down to the Table of Contents, and then click “6. Student Motivation.”  This reading introduces the topic of motivation in schools.  It covers all the subunits in Unit 4.  This file is large and may take a while to load fully.
   
  Terms of Use:  This work is licensed under a Creative Commons Attribution 3.0 Unported License. It is attributed to the Global Text Project and can be viewed in its original form here. 

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4.1 Theories of Motivation  

4.1.1 Background on Motivation Theory  

• Web Media: YouTube: ktheuer’s “Motivation and Learning,” and Dr. Andrew Johnson (andyaxe1976): “Motivation” and “Maslow: Motivation”

  Links: YouTube: ktheuer’s “Motivation and Learning” (YouTube) and Dr. Andrew Johnson (andyaxe1976): “Motivation” and “Maslow: Motivation” (YouTube)
   
  Instructions: There are many theories of motivation, and methods of applying them are numerous. These videos can only give a small sampling of what experts have discovered and what others have put into practice.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 
  
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form here and here.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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• Web Media: The Saylor Foundation’s “Motivation Strategies”

  Link: The Saylor Foundation’s “Motivation Strategies” 
  
  Instructions: This slide show will give you a more in-depth look at the motivational strategies outlined in the textbook. Its intent is to show you the theory behind each strategy, as well as a practical way to apply each one.

  See a broken link? Please let us know!

4.1.2 Motives as Behavior (Behaviorism Model)  

4.1.3 Motives as Goals  

4.1.4 Motives as Interests  

4.1.5 Motives related to Attributes of Control, Stability  

4.1.6 Motivation as Self-Efficacy  

4.1.7 Motivation as Self-Determination  

4.2 Expectancy x Value – An Integrated Model of Motivation  

• Assessment: The Saylor Foundation's "PSYCH303: Unit 4 Assessment"

  Link: The Saylor Foundation's "PSYCH303: Unit 4 Assessment" (PDF)
  
  Instructions: Please complete the linked assessment without any help from books, notes, or videos.  When you are done (or if you are stuck), check your work against The Saylor Foundation's "PSYCH303: Unit 4 Assessment Answer Key." (PDF)
                                                                                                                                                                          
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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Unit 5: Classroom Management and Communication  

This unit will explore the ways that educators manage learning environments to maximize learning and social cohesion. We will first look at strategies that prevent misbehavior. These are the things teachers do to keep students focused on learning. They include such elements as:

• organization of the physical space, so that everyone has space to work and move;
• well-defined procedures and routines, such as where to find spare pencils, where to turn in work, or how to clean up and leave the room; 
• rules for acceptable work and behavior, such as how to get the teacher’s attention, how much talking or helping is allowed, or consequences for late work;

           
Keeping students focused on learning also includes teacher behaviors. These are the verbal an non-verbal actions that let students know that the teacher is aware of the entire learning environment – what students are doing and how they are feeling. (Did you ever have a teacher who talked while facing the board or projector screen, instead of facing the students? That’s a big fat no-no!) And another important strategy: Keep things moving. Don’t let the pace of learning get interrupted or jerky. Don’t allow holes or cracks in the flow that might invite students to “exit”to dreamland or misbehavior!
           
Then it will be time to focus on what to do when misbehavior has occurred. An effective teacher will deal with this in an efficient and fair way. To do this, some teachers use a “one size fits all” method. This might be considered the best way to make it seem fair, but don’t you wonder if every student and every misbehavior can or should be treated the same in the name of fairness?
           
Some effective teachers have a variety of techniques, each to fit the student and the occasion. They might include these strategies:

• Ignore the minor stuff and praise those who are doing the right thing. That might get everyone interested in joining the praise parade.
• Walk over to the one(s) who are starting to misbehave and just stand VERY close by.
• Make eye contact with anyone misbehaving. Add a frown or shake of the head for added effect.
• Make the misbehaving student apologize, then move on.
• Spend time with the misbehaving student after the lesson, and issue logical consequences for his/her actions. (What’s logical? Read the textbook and watch the videos for ideas.)
• If it involves a conflict between two students, let them work it out, but not during the learning time or your instructional time.

           
Our last topic is a broad one: how to communicate with and to students. This includes how to get across expectations without talking down to students. And it includes how to get students to participate in discussions, so that everyone feels encouraged to contribute. Lastly, we will explore the modern topic of “caring classroom community” – a concept of the classroom as a place where everyone is welcome, supported, and cared for. It also includes the notion that the classroom’s physical as well as emotional environment is worth protecting and enhancing.
           
This idea of caring and community might seem to be a topic mostly for elementary grades, but consider the social and emotional lives of teenagers. Even if they meet only in one-hour classes, there can still be a sense of community that can be nurtured – a temporary caring environment that will bring out the best in everyone.

Unit 5 Time Advisory   show close


Unit 5 Learning Outcomes   show close


• Reading: The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology, 2nd Edition: “Chapter 7: Classroom Management and the Learning Environment”

  Link: The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology 2^nd Edition: “Chapter 7: Classroom Management and the Learning Environment” (PDF)
   
  Instructions: Please click on the link, scroll down to the Table of Contents, and then click “7: Classroom Management and the Learning Environment.”  This reading introduces the topic of classroom management and covers the 5.1 and 5.2 subunits.  This file is large and may take a while to load fully.
   
  Terms of Use:  This work is licensed under a Creative Commons Attribution 3.0 Unported License. It is attributed to the Global Text Project and can be viewed in its original form here. 

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• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Classroom Management”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Classroom Management” (YouTube)
   
  Instructions: This video will give you an overview of what is involved in managing the daily routines and behavioral situations that occur in classrooms. Techniques and methods are endless, and every experience teacher has a “bag of tricks” developed over time and trial-and-error. Still, you can glean from this presentation that there are some researched and proven procedures that make management successful.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=ShdlPBsEcbM. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

  See a broken link? Please let us know!

• Web Media: The Saylor Foundation’s “Classroom Management”

  Link: The Saylor Foundation’s “Classroom Management”
   
  
  Instruction: This slide show will provide you with a highly organized and sequential way to think about classroom management, with the aim of helping you construct your own complete management system.

  See a broken link? Please let us know!

5.1 Management to Prevent Misbehavior  

5.1.1 Overview  

5.1.2 Managing the Physical Environment  

5.1.3 Efficient Routines  

5.1.4 Classroom Rules  

5.1.5 Instructional Considerations: Planning and Pacing  

5.1.6 Managing Transitions  

5.1.7 With-it-ness and Flow  

5.1.8 Giving Appropriate Feedback  

5.1.9 Record-Keeping  

5.2 Dealing with Misbehaviors  

5.2.1 Overview and the Ripple Effect  

5.2.2 Strategy: Ignoring Behaviors  

5.2.3 Strategy: Nonverbal Cues  

5.2.4 Strategy: Logical Consequences  

5.2.5 Strategy: Conflict Resolution  

5.3 Types of Communication  

• Reading: The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology, 2nd Edition: “Chapter 8: The Nature of Clasroom Communication”

  Link:  The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology 2^nd Edition: “Chapter 8: The Nature of Clasroom Communication” (PDF)
   
  Instructions: Please click on the link, scroll down to the Table of Contents, and then click “8: The Nature of Clasroom Communication.”  This reading introduces the topic of motivation in schools and covers all subunits in 5.3 through 5.7.  This file is large and may take a while to load fully.
   
  Terms of Use:  This work is licensed under a Creative Commons Attribution 3.0 Unported License. It is attributed to the Global Text Project and can be viewed in its original form here. 

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5.3.1 Overview of Classroom Communication  

5.3.2 Kinds of Teacher Talk: Content, Procedural, Control  

5.3.3 Nonverbal Communication  

5.4 Effective Communication  

5.4.1 Effective Content Talk  

5.4.2 Effective Procedural and Control Talk  

5.4.3 Effective Nonverbal Communication  

5.5 Encouraging Participation  

5.5.1 Overview of Participation Patterns for Various Instructional Methods  

5.5.2 Lecture Mode  

5.5.3 Question and Answer Sessions  

5.5.4 Discussion  

5.5.5 Collaborative Learning  

5.6 Teacher Talk, Student Talk  

5.6.1 Teacher Talk  

5.6.2 Student Talk  

5.6.3 Using Talk to Deepen Thinking and Learning  

5.7 Encouraging a Caring Classroom Community  

5.7.1 Teacher Talk and Action to Cultivate Respect and Relationships  

5.7.2 Activities that Promote a Sense of Community  

• Assessment: The Saylor Foundation's "PSYCH303: Unit 5 Assessment"

  Link: The Saylor Foundation's "PSYCH303: Unit 5 Assessment" (PDF)
  
  Instructions: Please complete the linked assessment without any help from books, notes, or videos.  When you are done (or if you are stuck), check your work against The Saylor Foundation's "PSYCH303: Unit 5 Assessment Answer Key." (PDF)
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
   
   
   

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Unit 6: Encouraging Complex Thinking  

Back in Unit 1, you were introduced to Bloom’s Taxonomy of cognitive skills. Now it is time to re-visit it, because this new unit is all about getting students to go beyond memorizing or comprehending material. And what is “beyond”? The taxonomy answers that question. “Beyond”involves complex cognitive processes – that is, mental explorations and manipulations. For instance…

• analysis, which can be as simple as finding contrasts between two things or ideas, or as complex as describing the inner structure or workings of a poem, a novel, or a machine:
• judgment, which involves setting up criteria and holding something up to scrutiny to see how it measures against the criteria, whether it is judging the value of a piece of literature, the elegance of a math formula, or the practicality of an architectural design;
• creation, which involves finding new uses for objects, or recombining elements to come up with a new design or invention or plan.

           
(You might say that I have just used terms and a sequence that don’t quite match up with the taxonomy, but I have! Do a Web search for the updated taxonomy, as described by Bloom’s disciples Anderson and Krathwohl.)
           
When it comes to classroom practices that encourage these kinds of thought behaviors, teachers have many resources at their disposal. But first they must make some important distinctions – and so must you. Do you want students to engage in creative thinking or critical thinking?(And what’s the difference?) Do you want to give them well-defined problems to solve or ill-defined ones? (And what is the advantage of each?) Do you want them to solve problems by well- established steps or by trial-and-error? Do you want them to be led mostly by the teacher and a syllabus or curriculum, or do you want them to define their own learning path? Do you want them to work on their own or in teams? And when it is the first time these students are asked to do these things, how much guidance might they need to get good at the skills that are necessary for success? (And what are those skills?)
           
Now is not the time to answer those questions. Now is simply the time to get you to start thinking about them as you delve into Unit 6.

Unit 6 Time Advisory   show close


Unit 6 Learning Outcomes   show close


• Reading: The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology, 2nd Edition: “Chapter 9: Facilitating Complex Thinking”

  Link: The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology 2^nd Edition: “Chapter 9: Facilitating Complex Thinking” (PDF)
   
  Instructions: Please click on the link, scroll down to the Table of Contents, and then click “9. Facilitating Complex Thinking.” This reading introduces the topic of teaching as a means of encouraging higher thinking skills. It covers all subunits in Unit 6.  This file is large and may take a while to load fully.
   
  Terms of Use:  This work is licensed under a Creative Commons Attribution 3.0 Unported License. It is attributed to the Global Text Project and can be viewed in its original form here. 

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6.1 Critical Thinking  

6.1.1 Overview of Complex Thinking  

6.1.2 Logic and Objectivity  

6.1.3 Metacognition  

6.2 Creative and Divergent Thinking  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Defining Creativity,” “Creative Thinking,” “Creative Dispositions,” and “The Creative Process”

  Links: YouTube: Dr. Andrew Johnson (andyaxe1976): “Defining Creativity,” (YouTube) “Creative Thinking,” (YouTube) “Creative Dispositions,” (YouTube) and “The Creative Process” (YouTube)
   
  Instructions: Creative, critical, and divergent thinking are not synonymous terms. But they all involve complex thinking – i.e. higher order taxonomy skills. These videos give an overview of what is involved in getting learners’ “creative juices” flowing.
   
  

  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form here, here, here, and here. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

   

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6.3 Problem-Solving  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Problem-Based Learning Part 1: Introduction,” “Problem-Based Learning Part 2: Strategies,” and “Problem-Based Learning Part 3: Pedagogy”

  Links: YouTube: Dr. Andrew Johnson (andyaxe1976): “Problem-Based Learning Part 1: Introduction,” (YouTube) “Problem-Based Learning Part 2: Strategies,” (YouTube) and “Problem-Based Learning Part 3: Pedagogy” (YouTube)
   
  Instructions: These videos show you how learning episodes can be centered on solving a problem, puzzle, or mystery. This requires careful planning and execution, very different from teaching by lecture, demonstration, or drill-and-practice.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form here, here, and here.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

  See a broken link? Please let us know!

6.3.1 Framing and Re-framing Problems  

6.3.2 Well-structured vs Ill-Structured Problems  

6.3.3 Algorithms and Heuristics  

6.3.4 Obstacles to Solving Problems  

6.4 Instructing for Complex Thinking  

6.4.1 General Strategies  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Concepts 1: Concept of a Concept,” “Concepts 2: Teaching Concepts,” “Concepts 3: Tips for Teaching,” “Concepts 4: Lesson Plan” and “Concepts 7: Strategies and Activities”

  Links: YouTube: Dr. Andrew Johnson (andyaxe1976): “Concepts 1: Concept of a Concept,” (YouTube) “Concepts 2: Teaching Concepts,” (YouTube) “Concepts 3: Tips for Teaching,” (YouTube) “Concepts 4: Lesson Plan,” (YouTube) and “Concepts 7: Strategies and Activities” (YouTube)
   
  Instructions: The video clips here are a series of graphic lectures on teaching concepts. Concept teaching involves getting learners to learn a new concept and getting them to understand what is and is not representative of the concept. The idea is make sure that learners do not walk away with mis-concept-ions!
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form here, here, here, here, and here.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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6.4.2 Strategies for Teacher-Directed Learning  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Concepts 5: Teacher-Directed Lesson”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Concepts 5: Teacher-Directed Lesson” (YouTube)
   
  Instructions: This video is part of the previous series. It is placed here to highlight the teacher’s role in concept formation lessons, if a direct teaching method is preferred.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=BpdgWhwa2hc. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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6.4.3 Strategies for Student-Directed Learning  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Concepts 6: Discovery Learning” “Discovery Learning Part 1: Overview,” “Discovery Learning Part 2: Open Discovery,” and “Discovery Learning Part 3: Guided Discovery”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Concepts 6: Discovery Learning,” (YouTube) “Discovery Learning Part 1: Overview,” (YouTube) “Discovery Learning Part 2: Open Discovery,” (YouTube) and “Discovery Learning Part 3: Guided Discovery” (YouTube)
   
  Instructions: These videos include one from the concept teaching series, plus a series on discovery learning. Again, concept attainment is the goal, but the instructional method is no longer teacher-directed. These videos apply to both subunits 6.4.3 and 6.4.4.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form here, here, here, and here. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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6.4.4 Inquiry Learning  

6.4.5 Collaborative (Cooperative) Learning  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Cooperative Learning Part 1: Introduction” and “Cooperative Learning Part 2: Tips”

  Links: YouTube Dr. Andrew Johnson (andyaxe1976): “Cooperative Learning Part 1: Introduction” (YouTube) and “Cooperative Learning Part 2: Tips” (YouTube)
   
  Instructions: These videos introduce the instructional method known as cooperative learning. This usually entails groups of learners working as a team, although the team can be as small as two. Some teachers think this method will take care of all student needs, from diversity of learning styles to special learning needs. It is erroneous (and lazy) to think this way, because learners cannot always accommodate each other or automatically bring out the best in each other. Only a teacher can do all these things and hopefully train learners to try to do them with each other.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form here and here.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

  See a broken link? Please let us know!

• Assessment: The Saylor Foundation's "PSYCH303: Unit 6 Assessment"

  Link: The Saylor Foundation's "PSYCH303: Unit 6 Assessment" (PDF)
  
  Instructions: Please complete the linked assessment without any help from books, notes, or videos.  When you are done (or if you are stuck), check your work against The Saylor Foundation's "PSYCH303: Unit 6 Assessment Answer Key." (PDF)
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
   

  See a broken link? Please let us know!

Unit 7: Planning  

This unit will explore the ways educators plan for instruction and learning. And once again we need to review Bloom’s Taxonomy. But first….
           
Let’s talk about backward design. This is a concept that sets a tone and a sequence for planning. Here’s how it works:
             
We start at the end, asking the question, “What do we want the students to know or be able to do at the end of this learning sequence that they did not know or could not do previously?” That will help us establish goals for learning.
           
Next, we take our general goals and turn them into specific objectives. This is where the taxonomy will come in handy, and you will see why later. Objectives are particular behaviors that can be observed and/or measured, and we spell out one or more objectives for every goal.
           
Then we start planning. At this point, some teachers plan lessons and activities that match each objective. (There might be two or more objectives covered in a single activity, or it might take more than one activity to cover a single objective.) Teachers then plan assessment activities so students can prove they have met the objectives – on a test, a written composition, a project, etc.
           
Other teachers start planning by setting up their assessments first. Each assessment will cover one or more of the objectives. Then they plan activities that get students ready for the assessments. You can’t get more backward than that!
           
So are we done? No, because now we have to look over the objectives and activities and assessments and decide how to accommodate all the diversity represented in the classroom. Remember diversity? Remember how there are diverse cultures and subcultures, diverse learning styles and preferences, diverse abilities and disabilities? All these things must be considered, so that every student can be challenged appropriately.
           
Done yet? No, because now we have to look for resources. Will some or all students need access to the Internet to fulfill the objectives? Will there be a need for reading material? What range of difficulty will be needed in the reading material? Will it help to bring in community experts, or send students out into the community? Is there a field trip that might help? Is there some special equipment that could be borrowed or rented or constructed Will students need a special place or clothing for some activities? Will this list ever end? Not until every possible need has been considered.
           
And we are still not done, according to some teachers, because there is a critical step that should be inclusded in the plan: How will students connect this learning sequence, this new knowledge, with what they already know? What can be put into the plan to help learners make connections with previous knowledge? And for that matter, how do we know what they already know? Can we assume they only know what we have taught them in the past? Or is it possible they arrive with some incomplete knowledge about this new topic, and we should strive to help them fill in gaps and misunderstandings? So we add this element, too.
           
There! Now we have a plan.

Unit 7 Time Advisory   show close


Unit 7 Learning Outcomes   show close


• Reading: The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology, 2nd Edition: “Chapter 10: Planning Instruction”

  Link: The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology 2^ndEdition: “Chapter 10: Planning Instruction” (PDF)
   
  Instructions: Please click on the link, scroll down to the Table of Contents, and then click “10. Planning Instruction.” This reading introduces the topic of planning and covers all of Unit 7’s subunits.  This file is large and may take a while to load fully.
   
  Terms of Use:  This work is licensed under a Creative Commons Attribution 3.0 Unported License. It is attributed to the Global Text Project and can be viewed in its original form here. 

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7.1 General Learning Goals  

7.2 Learning Objectives  

7.2.1 Formulating Specific Objectives  

• Web Media: YouTube: Kaizer1110’s “Introduction to Assessment and Bloom: The Words to Use”

  Link: YouTube: Kaiser1110’s “Introduction to Assessment and Bloom: The Words to Use” (YouTube)
   
  Instructions: Formulating objectives means choosing appropriate verbs for the behaviors you want learners to exhibit at the end of the learning cycle. Bloom’s Taxonomy provides the best verbs you could hope for, as evidenced in this video.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 

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• Web Media: YouTube: rdcctl’s “What Are Learning Outcomes?”

  Link: YouTube: rdcctl’s “What Are Learning Outcomes?” (YouTube)
   
  Instructions: This video gives some more background on creating and writing outcomes or objectives.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 

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7.2.2 Using State and Local Guidelines and Standards  

7.2.3 Shaping Goals and Objectives to Accommodate Student Needs  

7.3 Materials and Methods  

• Reading: AdPrima’s “Instructional Methods Information” and Bacal & Associates’ “Choosing and Using the Right Instructional Methods and Training Activities”

  Link: AdPrima’s “Instructional Methods Information” (HTML) and Bacal & Associates’ “Choosing and Using the Right Instructional Methods and Training Activities” (HTML)
   
  Instructions: Please read both websites.
   
  Terms of Use: Please respect the copyright and terms of use on the webpages above.

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7.3.1 Resources for Teaching and Learning: Media, Technology, Community  

7.3.2 Connecting New Learning with Prior Knowledge  

• Assessment: The Saylor Foundation's "PSYCH303: Unit 7 Assessment"

  Link: The Saylor Foundation's "PSYCH303: Unit 7 Assessment" (PDF)
  
  Instructions: Please complete the linked assessment without any help from books, notes, or videos.  When you are done (or if you are stuck), check your work against The Saylor Foundation's "PSYCH303: Unit 7 Assessment Answer Key." (PDF)
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

Unit 8: Assessment  

This unit will explore the ways educators assess students to determine if and how much learning has taken place. In some ways, this unit is just a continuation of Unit 7, because after the planning and the execution of the plan, there must be some way the teacher can determine students’ success in meeting the goals and objectives of the plan.
           
We will start with teacher-made assessments — all the ways teachers can measure progress and understanding. There are all sorts of complications in this. For instance, if you design a multiple-choice test, should you give students 3 or 4 choices per question? Why would it matter? What about true-false questions? How much guessing might take place, since there is always a 50% chance of getting a right answer? How do you assess or grade an essay? What makes one essay better than another? Should spelling and grammar count on a social studies essay? Should neatness count on a math test of algebra proofs? As you can see, if you don’t start with a clear idea of what you want to assess – your criteria – you can fall into all sorts of traps and biases. And then consider that a student might do well on one kind of test, but poorly on another. That student’s neighbor might have just the opposite preferences! What’s fair?
           
We will also consider how teachers can analyze the results of their assessments to improve future instruction. This gives you to an introduction to action research – analyzing your own performance and your students’ successes and failures. This is done with the intent of improvng your planning and instruction in the future.
           
Lastly, we will look at standardized testing. There are many forms, such as those that measure students’ intelligence, or their mastery of state-mandated goals and objectives, or to assign them to an academic track, or to determine if they are academically fit to move to the next grade level or to graduate.
           
There are two main areas that need to be addressed in this topic:

• How to read and interpret individual and group statistics of test results, and then use the results to improve planning and instruction, and
• Being aware of shortcomings and controversies surrounding the various types of standardized tests.

Unit 8 Time Advisory   show close


Unit 8 Learning Outcomes   show close


• Reading: The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology, 2nd Edition: “Chapter 11: Teacher-Made Assessment Strategies”

  Link:  The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology 2^nd Edition: “Chapter 11: Teacher-Made Assessment Strategies” (PDF)
   
  Instructions: Please click on the link, scroll down to the Table of Contents, and then click “11. Teacher-Made Assessment Stratetgies.” This reading introduces the topic of classroom assessment and covers subunits 8.1 through 8.3.  This file is large and may take a while to load fully.
   
  Terms of Use:  This work is licensed under a Creative Commons Attribution 3.0 Unported License. It is attributed to the Global Text Project and can be viewed in its original form here. 

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• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Assessment Overview”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Assessment Overview” (YouTube)
   
  Instructions: As the title implies, this video attempts to familiarize you with various types of assessment of learning.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=M02LMOJi1Ns. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

  See a broken link? Please let us know!

8.1 Teacher-made Assessments: Overview and Issues  

• Reading: Wikibooks’s “Contemporary Educational Psychology/Chapter 10: Teacher-made Assessment Strategies,” University of California, Santa Barbara’s “Teacher-Made Tests,” and Patricia O’Malley’s “Student Evaluation: Steps for Creating Teacher-Made Tests”

  Link: Wikibooks’s “Contemporary Educational Psychology/Chapter 10: Teacher-made Assessment Strategies” (HTML), University of California, Santa Barbara’s “Teacher-Made Tests” (PDF), and Patricia O’Malley’s “Student Evaluation: Steps for Creating Teacher-Made Tests” (PDF)
   
  Instructions: Please read all of the articles above.  In order to access the reading from the University of California, Santa Barbara, click on “Assessment Strategies” on the left side of the screen.  Then, click on Teacher-Made Tests to open the PDF.
   
  Terms of Use: Please respect the copyright and terms of use on the webpages above.

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8.1.1 Overview and Purpose of Assessment  

8.1.2 Formative vs. Summative Assessment  

8.1.3 Formal vs. Informal Assessment  

8.1.4 Matching Assessment with Objectives  

8.1.5 Matching Assessment with Student Needs, Preferences, and Abilities  

8.1.6 Validity in Teacher-made Assessments  

8.1.7 Reliability in Teacher-made Assessments  

8.1.8 Bias in Teacher-made Assessments  

8.2 Assessment Methods  

8.2.1 Observation and Questioning  

8.2.2 Formal Assessments  

8.2.3 Creating and Using Rubrics  

8.2.4 Authentic (Performance) Assessments  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Authentic Assessment Part 1” and “Authentic Assessment Part 2”

  Links: YouTube: Dr. Andrew Johnson (andyaxe1976): “Authentic Assessment Part 1” (YouTube) and “Authentic Assessment Part 2” (YouTube)
   
  Instructions: These videos give you an overview of what is involved when you commit yourself to the practice of authentic assessment. As you will see, it must be a serious commitment, as this method requires time, thought, and energy on your part.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form here and here.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Authentic Assessment for Literacy: Assessment Checklists,” “Authentic Assessment for Literacy: Miscue Analysis,” and “Authentic Assessment for Literacy: Running Records”

  Links: YouTube: Dr. Andrew Johnson (andyaxe1976): “Authentic Assessment for Literacy: Assessment Checklists,” (YouTube) “Authentic Assessment for Literacy: Miscue Analysis,” (YouTube) and “Authentic Assessment for Literacy: Running Record” (YouTube)
   
  Instructions: These videos explain various types of authentic assessments that are tailored specifically to reading and literacy skills. (These also can be considered types of formative assessments.)
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form here, here, and here.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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8.2.5 Student Work Portfolios  

• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Authentic Assessment for Literacy: Portfolios”

  Link: Dr. Andrew Johnson (andyaxe1976): “Authentic Assessment for Literacy: Portfolios” (YouTube)
   
  Instructions: This video demonstrates another type of authentic assessment – this time a summative type. (Well, actually formative until the project is completed, and then it is summative.) Again, this type of assessment is not as easy for the teacher as it first appears.
  
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form at:http://www.youtube.com/watch?v=96NJvJsxsOs. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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8.2.6 Feedback after Assessment  

8.2.7 Peer Assessment  

8.2.8 Analyzing Assessment for Future Instruction  

8.2.9 Grades and Reporting  

8.3 Action Research  

• Web Media: YouTube: missmelissa73’s Action Research in the Classroom: “Part 1” and “Part 2”

  Link: YouTube: missmelissa73’s Action Research in the Classroom: “Part 1” (YouTube) and “Part 2” (YouTube)
   
  Instructions: Please watch both videos.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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8.3.1 Overview of Self-Study: Why and How  

8.3.2 Issues and Privacy and Ethics  

• Reading: The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology, 2nd Edition: “Appendix C: Action Research”

  Link:  The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology 2^nd Edition: “Appendix C: Action Research” (PDF)
   
  Instructions: Please click on the link, scroll down to the Table of Contents, and then click “Appendix C: Action Research: Hearing from Teachers.” Read to the end of the chapter. (This is in addition to the pages in Chapter 11 on action research.) Although you may never do formal action research, you will (hopefully) do it informally all the time: thinking about how instruction affected learners, how it could be improved for some or all learners, etc.  This file is large and may take a while to load fully.
   
  Terms of Use:  This work is licensed under a Creative Commons Attribution 3.0 Unported License. It is attributed to the Global Text Project and can be viewed in its original form here. 

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8.4 Published Assessments  

• Reading: The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology, 2nd Edition: “Chapter 12: Standardized and Other Formal Assessments”

  Link: The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology 2^nd Edition: “Chapter 12: Standardized and Other Formal Assessments” (PDF)
   
  Instructions: Please click on the link, scroll down to the Table of Contents, and then click “12. Standardized and Other Formal Assessments.” This reading introduces the topic of classroom assessment and covers the material in subunit 8.4.  This file is large and may take a while to load fully.
   
  Terms of Use:  This work is licensed under a Creative Commons Attribution 3.0 Unported License. It is attributed to the Global Text Project and can be viewed in its original form here. 

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• Web Media: YouTube: Dr. Andrew Johnson (andyaxe1976): “Standardized Tests,” “IQ Tests,” and “Problems with the Psychometric View of Intelligence”

  Link: YouTube: Dr. Andrew Johnson (andyaxe1976): “Standardized Tests,” (YouTube) “IQ Tests,” (YouTube) and “Problems with the Psychometric View of Intelligence” (YouTube)
   
  Instructions: While these videos do not cover all the issues in the 8.4 subunits, they give you an overview of crucial terms and concepts associated with standardized testing in general.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Dr. Andrew Johnson, and can be viewed in its original form here, here, and here.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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8.4.1 Basic Concepts: Criterion Referenced vs. Norm Referenced  

8.4.2 Types of Tests: Achievement, Diagnostic, Aptitude  

8.4.3 “High-stakes” Testing: Standards-Based Assessments  

8.4.4 International Testing and Comparisons  

8.4.5 Interpreting Test Results: Statistical Terms and Their Meanings  

8.4.6 Issues of Bias, Accuracy, and “Teaching to the Test”  

• Assessment: The Saylor Foundation's "PSYCH303: Unit 8 Assessment"

  Link: The Saylor Foundation's "PSYCH303: Unit 8 Assessment" (PDF)
  
  Instructions: Please complete the linked assessment without any help from books, notes, or videos.  When you are done (or if you are stuck), check your work against The Saylor Foundation's "PSYCH303: Unit 8 Assessment Rubric." (PDF)
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

Unit 9: The Psychology of the Teacher  

In this final unit, we will explore how teachers cope with their roles and responsibilities. Consider the routine, the stress, the school climate. Then consider how each teacher enters the profession at a certain age and life stage, with certain ideals, and how aging, personal matters, career longevity, and experience can change one’s perspective and outlook. Finally, consider that in the midst of all the forementioned, every teacher is supposed to be committed to “career growth” – whatever that means. So what does it mean?
           
For the beginning teacher, career growth is probably just a matter of survival – learning what does and doesn’t work, learning how to get along with peers, superiors, students, and parents. Not much else will matter during the first years. Experts know that, and there are well-known and well-researched interventions to help beginning teachers make it through and find their comfort zone.
           
For the more experienced teacher, career growth will probably involve learning and trying new techniques. It might also involve branching out by taking college courses or switching to teach a different course or age group.
           
For the mature teacher, career growth can mean just hanging on until retirement, or it can mean becoming a well-respected member of the staff – perhaps mentoring others, or publishing in his/her specialized field. What makes the difference between these two scenarios?
           
(I’m sure every teacher who became weary, grouchy, or resistant to change entered the proession vowing to never be like those weary, grouchy, uncaring teachers they once had!)
             
Of course, every teacher is a unique person and works within unique circumstances. However, we can learn some general principles based on research dealing with teacher stress and longevity.

Unit 9 Time Advisory   show close


Unit 9 Learning Outcomes   show close


9.1 Stress and Burnout  

• Web Media: YouTube: lilyclmn8’s “Burnout in Teachers” and teacherliane’s “Avoid Teacher Burnout”

  Link: YouTube: lilyclmn8’s “Burnout in Teachers” (YouTube) and teacherliane’s “Avoid Teacher Burnout” (YouTube)
   
  Instructions: Please watch these videos by teachers on stress and coping mechanisms. Every experienced teacher has developed techniques for stress management, and these show only a sampling of what is being used. You might expand on these videos by interviewing teachers yourself.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 

  See a broken link? Please let us know!

9.2 School Climate and Collegiality  

• Reading: The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology, 2nd Edition: “Appendix C: Types of Resources for Professional Development”

  Link:  The Global Text Project: Rosemary Sutton & Kelvin Seifert’s Educational Psychology 2^nd Edition: “Appendix C: Types of Resources for Professional Development.” (PDF)
   
  Instructions: Please click on the link, scroll down to the Table of Contents, and then click “Appendix C: Types of Resources for Professional Development.” Read this section and the section titled “ Reading and Understanding Professional Articles.” Professional development is a major part (but not the whole) of what is involved in school climate and collegiality, but since many forms of professional development involve entire school staffs or subject area or grade level teams, this reading is appropriate for this subunit.  This file is large and may take a while to load fully.
   
  Terms of Use:  This work is licensed under a Creative Commons Attribution 3.0 Unported License. It is attributed to the Global Text Project and can be viewed in its original form here. 

  See a broken link? Please let us know!

• Reading: Lucy M. Jarzabkowski’s “The Social Dimensions of Teacher Collegiality” and Deborah Lee Harris and Helene M. Anthony’s ’ “Collegiality and its Role in Teacher Development”

  Links: Lucy M. Jarzabkowski’s “The Social Dimensions of Teacher Collegiality” (HTML) and Deborah Lee Harris and Helene M. Anthony’s “Collegiality and its Role in Teacher Development” (PDF)
   
  Instructions: Please read both articles on school climate and collegiality. The second link can also be viewed as a PDF file if you click the Download PDF link on the Web page.  These articles can shed light on the term “collegiality” – what it is and isn’t, and why it is important for any teacher who wants to have a productive and meaningful career.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 

  The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.

  Submit Materials

9.3 Stages of Career Growth  

• Reading: Peter J. Burke’s “The Teacher Career Cycle: Model Development and Research Report”

  Link: Peter J. Burke’s “The Teacher Career Cycle: Model Development and Research Report (PDF)
   
  Instructions: Please read PDF pages 8-16, titled “The Teacher Career Cycle,” by clicking the link and then clicking the “Full Text PDF” link on the page. These readings will give you two different perspectives on teacher career stages. Perhaps one is more realistic and the other more idealistic. You might ponder how the ideal could become the norm for most teachers – or at least for yourself.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 

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• Reading: Betty E. Steffy and Michael P. Wolfe’s “The Life Cycle of the Career Teacher: Maintaining Excellence for a Lifetime”

  Link: Betty E. Steffy and Michael P. Wolfe’s “The Life Cycle of the Career Teacher: Maintaining Excellence for a Lifetime” (HTML)
   
  Instructions: Please read the article on one researcher’s model for teachers’ career path.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 

  The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.

  Submit Materials

• Assessment: The Saylor Foundation's "PSYCH303: Unit 9 Assessment"

  Link: The Saylor Foundation's "PSYCH303: Unit 9 Assessment" (PDF)
  
  Instructions: Please complete the linked assessment without any help from books, notes, or videos.  When you are done (or if you are stuck), check your work against The Saylor Foundation's "PSYCH303: Unit 9 Assessment Answer Key." (PDF)
                                                                                                                                         
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

Final Exam  

• Final Exam: The Saylor Foundation's PSYCH303 Final Exam

  Link: The Saylor Foundation's PSYCH303 Final Exam
  
  Instructions: You must be logged into your Saylor Foundation School account in order to access this exam.  If you do not yet have an account, you will be able to create one, free of charge, after clicking the link.

  See a broken link? Please let us know!