If class has to be canceled, an assignment may be posted on this page, but I will notify the class through Blackboard email and may also email or post the assignment on Blackboard.
Psychology of Learning & Teaching EDUC 0200A, 2RR NAC 4/222 Fall 2012 Prof. Hope Hartman
OBJECTIVES Bold words show parts of the School of Education Conceptual Framework addressed in this course:
1. Become a reflective practitioner who teaches for and with reflective thinking.
2. Help diverse students in your classes learn content and develop academic skills and affect enabling them to become independent, self-directed learners.
3. Create a caring classroom community with content and activities that are relevant to diverse children in an urban environment.
4. Apply theories and research about learning and instruction to your teaching and to students’ thinking and learning to help you develop in-depth knowledge about the world and to help you become leaders in the educational community.
Contact me: hhartman@ccny.cuny.edu Office, NAC 5/204B, 212-650-7950; home: 973-398-8918 before 9 PM Office Hours: Generally Mondays, 3:15-4:15 or by appointment.
READINGS See schedule for due dates. Please bring the book and assigned documents to class on due dates.
Textbook: We're going to use my latest book, A Guide to Reflective Practice for New and Experienced Teachers. McGraw-Hill, 2009, available at our bookstore.
Web Sites: 1.Google Site (GS) on the Psychology of Learning and Teaching which has readings & Internet links, some required, some optional, for this course http://sites.google.com/site/psychoflearningteaching/ . 2. Blackboard: primarily to be used for an online copy of the syllabus with links for course assignments and communications (e.g. announcements and email). You MUST have a valid CCNY/CUNY email address entered in Blackboard to receive important information about our course.
REQUIREMENTS AND GRADING All work done outside of class will be graded on the quality of writing in addition to the content. Late work will be penalized in grading, generally ½ grade per day, if it is accepted at all. The best grade anything can get that is a week late is C-, Attendance Policy: Your grade will be lowered a full grade (e.g. A- to B-) if you are absent three times for any reason. If you are absent four or more times you will automatically get am unofficial withdrawal “WU”.
Piaget WebQuest (PWQ): 50% A WebQuest is an inquiry-oriented lesson in which most or all the information that learners work with comes from the web. You will engage in the WebQuest I created, “Discovering and Uncovering Piaget” http://zunal.com/webquest.php?user=22695 This project is to be done with a partner or small group. By September 11th you will identify in writing to me who you will work with. See the webquest for specific requirements and grading and see the schedule on the next page for all other due dates . Grading: Meeting assigned Due Dates, 5%; Resources Report 15%; Instructional Activity Design (Product) and Classroom Implementation, 15%; and Self- Evaluation, 15%. Visit me during office hours for feedback on how your project is progressing. Turn in a hard copy of your collaboratively developed product, one per group, the day of the classroom implementation. The Product and Classroom Implementation are group tasks and grades, the rest are individual.
Lesson Design Project 25%: Design a lesson on a topic of your choice adapted from the InTime lesson plans at http://www.intime.uni.edu . For example, your lesson might have the same theme but involve less use of technology. It should be designed for at least three class periods and use ideas from our course. Grading: adaptation of a lesson from InTime, connections to ideas from our course, final design, and the class presentation, implementing part of your lesson. Visit me during office hours for feedback on your activity design is progressing. Due Dec. 4th . The template for this project can be found on the Lesson Design Page of our Google Site.
Fieldwork 25% Ten to fifteen hours of fieldwork are required for this course. The purpose is to see how our coursework relates to real classrooms. Your report should be double spaced, 1” margins in Times Roman 12. The Fieldwork page on our Google Site has a template, complete description of the requirements and resources. A hard copy is due at the beginning of our last class on Dec. 11th . All late reports will be penalized in grading.
Note: If you have/suspect you may have a physical, psychological, medical or learning disability that may impact your course work, contact the Office of Student Disability Services (NAC 1/218; 212- 650-5913). All support services are free and confidential.