Sum Syllabus 205W Sum 07

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					Dr. Egbert’s Development/Individual Differences Class 207


                           EDUC 205 Section C02W SYLLABUS

                                         SUMMER 2007

                                          3 credit hours

                                                         Dr. Egbert
Class Schedule: A paced INTERNET class.                  Aspen Bldg. Rm 123
Assignments can be done ahead of scheduled times,        CSI. P.O. Box 1238
but must be handed in by the date mentioned on syllabus. Twin Falls, ID 83301-1238
Office Hours: See information on-line

CSI MISSION STATEMENT______________________________________________
The College of Southern Idaho, a comprehensive community college, provides
educational, social and cultural opportunities for a diverse population of South Central
Idaho. In this rapidly changing world, CSI encourages our students to lead enriched,
productive, and responsible lives.

Gargiulo, R.M., Parsons, R.D., Hinson, S.L. & Sardo-Brown, D. (2003).
      Development/individual differences. Standford, CT: Thompson Learning,

COURSE DESCRIPTION_______________________________________________________
This course prepares education majors to teach exceptional students in the classroom and assists
students in gaining an appreciation of multicultural diversity. (This class includes Portfolio Entry:
Individual Difference Student Profile. This class addresses Idaho Core Teacher Standards 2, 3, 4,
5, 6, and 8.)

DEPARTMENT GOALS__________________________________________________

A. Understanding
        1. Understand important facts, concepts, and theories of Education subjects.
        2. Acquire techniques and methods used to gain new knowledge in the disciplines.
B. Interpreting
        3. Develop ability to distinguish between fact and opinion.
        4. Use evaluation, analysis and synthesis to interpret and solve problems.
C. Applying
        5. Use different perspectives from the education to make
           better-informed decisions.
        6. Acquire an informed understanding of various cultures.
        7. Prepare to transfer to a university.

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TEACHER EDUCATION CORE PRINCIPLES______________________________

Principle 2: Knowledge of Human Development and Learning- The pre-service
teacher understands how students learn
and develop, and provides opportunities that support their intellectual, social, and
personal development.

Principle 3: Adapting Instruction for Individual Needs- The pre-service teacher
understands how students differ in their approaches to learning and creates instructional
opportunities that are adapted to students with diverse needs.

Principle 4: Multiple Instructional Strategies- The pre- service teacher understands
and uses a variety of instructional strategies to develop students’ critical thinking,
problem solving, and performance skills.

Principle 5: Classroom Motivation and Management Skills- The pre-service teacher
understands individual and group motivation and behavior and creates a learning
environment that encourages positive social interaction, active engagement in learning,
and self-motivation.

Principle 6: Communications Skills- The pre-service teacher uses a variety of
communication techniques to foster inquiry, collaboration, and supportive interaction in
and beyond the classroom.

Principle 8: Assessment of Student Learning- The pre-service teacher understands,
uses, and interprets formal and informal assessment strategies to evaluate and advance
students performance and to determine program effectiveness.


Topics                                                           Teacher Core   Department Goals
Understanding Multiple choice questions, matching, and           2,3,4,8        1,3,6
true/false questions on exam
Synthesize information pertaining to the Student                 3,             1,2,3,4,5,6,7
Individual Difference data collection in order to write an
analytical essay
Determine the critical issues Exceptional students face in       3,             3,4,5,7
the public classroom which are discussed in the book
and in class lectures in order to answer questions in the
study guide
Critique video concepts pertaining to educational concepts and   3,6,           1,2,3,4,5,6
teaching techniques
Conduct an Interview pertaining to an Exceptional                2,5,6,         1,2,3,4,5,6,7
student to assess their physical, cognitive, and socio-
emotional developmental levels in order to complete the
data collection outline.
Critical Thinking exercises and reaction paper to                2,3,4,5,       1,2,3,4,5,6,7

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Fill in the chart below to keep track of your grade.

                       Points      Check when          Actual          Percent          Grade
                      Possible        done             Points            %              Earned
    Exam 1               60
    Exam 2               60
    Exam 3               60
    Exam 4               60
    Exam 5               60
 Data Collection         20
 Student Profile         40
 Video Critique          40
    Course               +5
TOTAL POINTS             400

GRADING POLICY______________________________________________________
Grading is a process to provide feedback, a method to assess progress, and a means to check for
mastery. It is not to develop a bell curve, to bring about competition, or to reward and/or punish
        Grading        90-100% = A               Divide the number correct
        Scale:        80-89.99% = B               by the number total to get a
                      70- 79.99% = C              percentage.
                      60- 69.99% = D

STUDENT’S RESPONSIBILITIES_________________________________________

LATE POLICY__________________________________________________________
Acknowledge and adhere to due dates for all assignments or you will receive a late penalty of
15% the first day late and 5 points each additional day thereafter and will not be accepted two
weeks after due date. You may hand in assignments that day as scheduled on the syllabus or
earlier. Changes may be made by the instructor, so make sure you view ANNOUNCEMENTS
every day. End of the term is that Friday before finals. No papers will be accepted during finals
week. Due dates are listed on the syllabus. Notify instructor of any complications. Students
may be automatically dropped from class due to lack of sufficient contact with instructor per
month or lack of sufficient progress.

READ all assigned chapters to prepare for the tests.

HONESTY POLICY_____________________________________________________
If a student is suspected of cheating on an exam, plagiarizes on the book critique, or ANY
PAPER, I will give s/he a zero on that assignment.

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______________________COURSE REQUIRMENTS__________________________

Enroll on blackboard prior to taking the test for syllabus, assignments, and
announcements. There will be five tests comprised of multiply choice, matching, true and
false. Make-up tests will be pre-arranged with the instructor only upon emergencies.
Information necessary for the exam will come directly from the book. Call in and make
other arrangements prior to test in case of emergency or illness. Students will still be
subject to a 15% grade reduction due to late penalty.

**** Exam answers will be displayed immediately after the test on blackboard unless
you exceeded the time limit. In this case you will see “!” this mark. I will subtract point
one point for every minute over the time limit manually display score at a later date.

PORTFOLIO ENTRIES: Students Individual Difference Profile
Part (1) Data Collection Outline (Section 1-5).
Part (2) Student Profile essay (Section 1-5).

The portfolio entries (data collection and essay) should be a minimum of three typed
pages, double spaces, font 12, in APA (American Psychological Association) essay form
on a word processor, saved to a disk to your hard drive. A hard copy will be submitted
(mailed: see address on page one) to the instructor. Grammar and spelling errors will be
graded. I will not read a paper that is not proofread and in finished form. You will not
have the opportunity to rewrite this paper. Do it right the first time. Include a cover sheet
and information pertaining to two theorists, their names and concepts, which apply.
Describe how they apply to the student you interviewed. More information will be
provided below.

OBSERVATIONS/ DATA COLLECTION___________________________________

Each EDUC 205 student will spend (2 hours minimum) observing and/ or interviewing
an ethnic or students with disabilities. You will type his or her observations according to
specific guidelines, in outline form, which is provided on-line under ASSIGNMENTS.
This must include two theorists and their main ideas, pertaining to the individual who
was interviewed. This student is preferably a friend or relative, and you will set up the
interview yourself. It does not have to be directly in the school setting. This data
collection information in outline form will be used to write the final essay.
This has to be sent through the mail (See page one for address).

                 Individual Difference Student Profile (IDSP) for Education Majors

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Outline Instructions:
Create an outline using the same format as in the directions. Write in complete sentences using
numbers and letters. See requirements below. This will be collected on the date in syllabus. State
the individual’s disability or nationality in the first section and address ALL numbered and
alphabetized areas. Use a pseudonym (false name) when referring to the child.

Section 1: General Information
    A. General characteristics of the child including the age (in years & months), gender, and
    B. Family configuration (i.e., individuals with whom the child lives, number and age of
        siblings, etc.), if information is available.
    C. Child’s daily schedule (time spent at school, day care arrangements, etc.) if information is

Section 2: Physical Development
    A. Physical description of the child including eye, hair, and skin color and any
        distinguishing physical characteristics such as birthmarks, scars, etc.
    B. Physical maturation as compared with same-age peers.
    C. General physical health (i.e., vision, hearing, chronic health problems, etc.)
    D. Handedness: right or left
    E. Physical fitness including exercise habits and nutrition
    F. Large muscle development: The student is able to play kickball, etc.
    G. Small muscle development: The student is able to use a pencil, cut paper, etc.

Section 3: Cognitive Development
        A. Academic/ school history including grade in school and placement (regular
            classroom, resource room, special program, etc.), academic grades and academic
            strengths and weaknesses.
        B. Academic behaviors including attention span, participation in class activities,
            motivation and initiative.
        C. Stage(s) of cognitive development (Piaget).

Section 4: Socio-emotional Development
    A. Interactions with peers
    B. Interactions with adults
    C. Self-concept and self-esteem
    D. Stage of socio-emotional development (Erikson, Selman, Marica, Kohlberg)

Section 5: Summary, Conclusions, and Implications
    A. Summary of major findings
    B. Conclusions
            1. Is the child at a “typical level” of development in each domain? Provide evidence
               of why or why not.
            2. What are the child’s strengths and needs? What are the implications of these
               strengths and needs for the child’s development?
            3. What specific strategies should be used to support the child’s learning and

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                               Essay Requirements for Student Profile
Essay Directions:
Transform information to be included in essay format per date on syllabus. The paper is designed
to give your reader an indication of your educational background concerning an individual with a
disability or within a minority culture. (Do not write numbers and letters in your paper.)
Analyze the student and record the data. Then write findings and suggestions in essay form. Use
General Information, Physical Development, Cognitive Development, Socio-emotional
Development, and Summary, Conclusion, and Implications as subtitles, which are flushed left
and italicized. Capitalize the first letter of each word as shown and do not underline or bold. This
has to be sent through the mail (see page one for address).

You should have a good understanding of educational pedagogy and have some teaching
strategies mentioned in your paper that work in the classroom for effective instruction. As
appropriate indicate theoretical reasoning, theorists (at least two), which supports your
information and include your rationale for including it.

       You should write this paper as if you are a professional, informing the lay public or
        professionals (principal, teacher, parent, daycare provider, etc.) regarding how their
        efforts could be improved.
       Use at least (15) key terms from the textbook. Underline and bold these terms you use
        in your paper so it is easier for your reader to identify them.
       Use educational terminology correctly. Don’t just use the terms; show that you know its
        proper use and make it clear to me.
       Do not quote the textbook without including a Reference page (see APA format).
       Write introductory paragraph including the individual’s disability and/or nationality.

REACTION PAPER TO VIDEOS__________________________________________
The papers will be written in general, everyday note taking form discussing your opinion feelings,
insights. First write your notes, and then add insight to the bottom, minimum one paragraph of
insights. This information will not show up on a test directly. However, the information
reinforces the book content. The notes will be worth TEN points each. The videos can be rented
anywhere and then put the paper in the digital drop box on the date indicated on the syllabus.
(See Blackboard handout for directions on how to properly ADD and SEND through digital drop
box. I have to receive the paper by the date listed or you will not get credit).
             1) How does this video relate to this class?
             2) What accommodation would you have to make in a regular classroom?
             3) What adaptations would a teacher make to his/her lesson plan or assignment in
                 reference to the problem?

ON-LINE COURSE EVALUATION_______________________________________
As part of the Outcomes Assessment for CSI, each student is requested to complete an online
class evaluation form at the end of the semester. Students will access the evaluation at The name and password is the same as for network email and
Blackboard. It is important to complete these evaluations so we can continually improve courses.
I will notify you as soon as it is available within the semester. Your final test will not be available
until you have completed the form.

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Disability Services________________________________________________
To determine eligibility and secure services, students should contact the coordinator of Disability
Services at their first opportunity after registration for a class. Disability Services is located on the
second floor of the Taylor Building on the Twin Falls Campus. 208-732-6260 (voice) or 208-734-
9929 (TTY) or email

Library Services__________________________________________________
This course involves some online research. The CSI library offers access to many online journals
and indexes, including EBSCO and InfoTrac. There resources will help you greatly in your
research. To access information through the CSI library, go to If you need additional help, please contact
reference librarian Steve Poppino at or call him at 1-800-680-0274 (Idaho &
Nevada) or 208-732-6504

Reliable minimum 28.8 K Speed Access to the Internet. Internet is required for tests. Tests
require two browsers to be open or your computer will time out. The blackboard will
register no activity. Please have Yahoo or your e-mail open while testing.
Minimum Hardware Requirements: (See blackboard instructions for more details)
     IBM-compatible PC:
            o Pentium 300MMX processor or higher, Pentium II (or higher) processor
            o Windows 95 or higher, Windows NT 4 or higher
            o 64 MB of RAM (higher recommended)
            o 28.8Kb/s modem (or faster) Internet Connection
            o Floppy/ CD-Rom/ Hard drive

       Macintosh:
          o Power Pc 120 MHz processor or higher, G3 processor recommended
          o System 8.0 or higher operating system
          o 64 MB of RAM (higher recommended)
          o 28.8 Kb/s modem (or faster) Internet connection

GRADUATION REQUIREMENTS_____________________________________

   Associate of Art (A.A.) in Bilingual Elementary, Elementary Education and Secondary
     Complete program requirements for the degree including EDUC 201,202,204,205, and
     Have a 2.75 cumulative GPA
     Complete Education Exit Seminar- EDUC 290 during which students assemble and
       polish the teaching portfolio which has been developed in earlier classes.

Transferring to a Four-Year Program_________________________________
To move to a four year program, students should coordinate carefully with their upper division
institution to facilitate transferring directly into the program in the fall following their graduation.
For example transferring to Boise State University or Idaho State University requires the passing
of the Praxis I exam before entering the program.

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