EDTS 321

Education Psychology for Teaching

Winter 2022 - Standard

LCMA

VALERIE BROWNE
(office) vbrowne@mhc.ab.ca Room #

COURSE TIME(S)/ CALENDAR DESCRIPTION

LOCATION(S)
This course focuses on the psychological, social, and educational
Tuesday, Thursday determinants of child development. It includes theory, research, and
1:00PM-2:15PM illustrations all dealing with the classroom application of psychological
Room S146 principles and will involve you in interpersonal experiences with children.
Topics typically covered relate to physical, cognitive, and socio-
emotional development of children, student learning and instruction,
individual and group differences in student abilities, and student
OFFICE HOURS motivation. NOTE: Registration priority given to first year Education
students.
It is best to contact me through email and
arrangements can be made to meet at a Hours: 42 hrs (3-0)
mutually convenient time. Credits: 3

Prerequisite: EDTS 232 or EDTS 234

Corequisite: EDTS 234

Program Delivery may be subject to change due to health or other factors

beyond MHC control

LEARNING RESOURCES

Purchase learning resources here: https://bookstore.mhc.ab.ca/course-materials/textbook-search

Required Reading (Online access only – NO hard copy of this resource needs to be purchased)

1. OER: Educational Learning Theories: 2nd Edition – Available through:

https://oer.galileo.usg.edu/education-textbooks/1/

2. Additional readings or materials will be made available on Blackboard

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Technical requirements: Students will require computer access and reliable Internet access.

All students can download Office 365 for free at (https://www.mhc.ab.ca/Services/TechnologyAndSupport/Office365)

COURSE OBJECTIVES / LEARNING OUTCOMES

At the end of this course, I want you to be able to do the following in a real classroom:

1. Determine where a child is at in the realm of child development theory in order for you to be effective in
designing teaching and learning situations for the children in your class

2. Critique foundational education ideologies so that you can create a well-rounded and intellectual identity as a
teacher.

3. Support your individual students through your knowledge of the make-up of different learners so that you can
plan and implement for your particular students.

Alberta Education Teaching Quality Standard (TQS) Objectives and Learning Outcomes

The Alberta Education Teaching Quality Standard (TQS) provides a framework for the preparation, professional growth,
supervision, and evaluation of all teachers, including pre-service teachers. The following TQS standards are
incorporated into the goals and objectives for EDTS 321. Through this course, students are developing competence in
the following indicators:

1. Demonstrating a Professional Body of Knowledge:

a) Considering student variables, including demographics, social and economic factors, maturity, cultural and
linguistic background, health and well-being, emotional and mental health, and physical, social, and cognitive ability

b) Using instructional strategies to engage students in meaningful activities based on a knowledge of how students
develop as learners and a knowledge of how students develop as learners

2. Establishing Inclusive Learning Environments:

a) Communicating a philosophy of education affirming that every student can learn and be successful

b) Being aware of and facilitating responses to the emotional and mental health needs of students

c) Recognizing specific learning needs of individual or small groups of students

d) Employing classroom management strategies that promote positive, engaging learning environments

e) Incorporating students’ personal and cultural strengths into teaching and learning

3. Applying Foundational Knowledge about First Nations, Metis, and Inuit

a) Understanding the historical, social, economic, and political implications of residential schools and their legacy.

MRU/MHC Objectives and Learning Outcomes

Professional Responsibilities

1. PR9: Understands the historical, social, economic, and political implications of residential schools and their
legacy.

Planning for Learning

2. P2: Analyzes resources and considers current issues to select appropriate teaching strategies and design
relevant learning experiences

3. P5: Demonstrates knowledge of learner development and differences

4. P9: Uses resources that accurately reflect and demonstrate the strength and diversity of First Nations, Métis and
Inuit

Inclusive Environment

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5. E1: Makes reasoned decisions in response to contextual variables (e.g., gender, religion, social and economic
factors, maturity, relationships amongst students, prior knowledge and learning, cultural and linguistic background;
second language learning, health and well being, emotional and mental health, and physical, social and cognitive ability

6. E2: Plans for a classroom environment that is physically, socially, culturally and psychologically secure

E3: Creates effective classroom routines and procedures to ensure positive student behaviour

DETAILED COURSE CONTENT, TOPICS AND SEQUENCING

Intro/Lesson 1- Jan 6: Course Outline and Introductory Content

Lesson 2/3 – Jan 11/13: Major Theories and Research Methodologies

Lesson 4/5 –Jan 18/20: Major Theories and Research Methodologies

Lesson 6/7 – Jan 25/27: Child Development

Lesson 8/9– Feb 1/3 : Child Development

Lesson 10/11 – Feb 8/10: Child Development

Lesson 11/12 – Feb 15/17 Socio-Cultural Considerations

Lesson 13– March 1 : FNMI Socio-Cultural Considerations

Lesson 14 - March 3 : Mid-term Exam- Oral Exam

Lesson 15/ 16 – March 8/10 Differentiating Learning

Lesson 17 – March 15 Differentiating Learning

Lesson 18- March 17 Maslow's Hierarchy and Bloom's Taxonomy

Lesson 19/20 - March 22/24 Assessment/ Information Processing Theory

Lesson 21/22 – March 29/31 Instructional Design

Lesson 23/24 – April 5/7 Classroom Management

Lesson 25 -April 12 Teaching Philosophy Final Oral Exam

This schedule will be made available on Blackboard. Topics and dates are subject to change.

All required and recommended readings are listed and linked on Blackboard.

INSTRUCTIONAL TECHNIQUES

Course instruction is projected to be face to face and attendance in classes is mandatory. If necessary we may move
to online learning. Please block off all our class times on your calendar. Specific delivery format will be shared with
students beforehand.

This course will consist of live instruction, lectures, discussions, student presentations, small group work, and hands-
on experiences. The intent of all these activities is to provide a background in educational psychology and an
opportunity to make connections to classroom practice.

Assigned readings and pre-class work are integral to class activities. In order to maximize benefit from discussion and
lectures, it is essential that assigned readings and pre-class work be completed. Class attendance and participation are
both necessary and required. As a pre-service teacher, you are expected to contribute to collegial learning in our
classes. This includes full participation in class discussion and group work.

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GRADE ASSESSMENT

1. Assignment #1 – Child Development Critique - 15% (Course Outcomes: 2,5,6)

2. Mid-term exam - 20% (Course Outcomes: 1,2,3,5,6)

3. Assignment #2 – Differentiation E-portfolio - 15% (Course Outcomes: 2,3,5)

4. Assignment #3 - Experiential Report - 15% (Course Outcomes: 1,2,3,4,5,6,7)

5. Final exam - 25% (Course Outcomes: 2,3,4,5,6)

6.In-class Mini-assessments- 10% In some classes there will be a question(s) to respond to. This is not a quiz as it will
typically be open book. The questions will be related to material covered previously. It will take the form of a short
answer question, problem solving,question, response to a reading or other short question format. These will typically
take approximately 5 - 10 minutes of class time or be assigned homework.

Detailed descriptions for all assignments will be made available on Blackboard.

DATES OF MAJOR ASSESSMENTS

1. Assignment #1 Child Development Critique: February 12, 2022

2. Mid-term Exam: March 3, 2022

3. Assignment #2 Differentiation E-portfolio: March 16,2022

4. Assignment #3 Experiential Report: April 5 , 2022

5. Final Exam: April 12, 2022

FINAL EXAMS

There is no final exam set for this course by the Registrar's Office.

LATE ASSIGNMENTS/MISSED EXAM POLICY

As a demonstration of your growing professionalism, an electronic submission of all assignments is expected to be

handed in on the due date and at the time required. Late submissions will be accepted only under extenuating
circumstances and with advance permission of the instructor.

There will be no opportunity to resubmit an assignment once submitted and/or graded. The penalty for late assignments
is 10% per day, including weekends.

Accommodations will not be made for vacations. The instructor may consider an extension if notified 48 hours prior to
the due date and if documentation (eg. medical note) is provided.

ACADEMIC DISHONESTY

Plagiarism and cheating are serious offences and may be punished by failure on exam, paper or project, failure in
course, and / or expulsion from the course.

COMMON GRADING SCHEME

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 Percent Letter Grade GPA
93-100 A+ 4.0
86-92 A 4.0
80-85 A- 3.7
76-79 B+ 3.3
72-75 B 3.0
68-71 B- 2.7
64-67 C+ 2.3
60-63 C 2.0
56-59 C- 1.7
53-55 D+ 1.3
50-52 D 1.0
0-49 F 0.0

ACCESSIBILITY STATEMENT

If you are a student that requires additional accommodation to support your learning and have been approved through
our Accessibility Services office (Room B367), please contact your instructor prior to exams or any other forms of
evaluation, if accommodation is desired.

MENTAL HEALTH STATEMENT

Medicine Hat College recognizes the importance of student mental health and wellbeing, and has many resources
available for supporting students throughout their academic journey.

Services such as counselling, support groups, self-help modules dedicated to helping you manage things like anxiety,
stress, depression, and relationships are accessible to students on the campus, as well as online. To connect with
Mental Health and Counselling, visit the Student Advising Desk (across from Registration), by calling 403-529-3819.
Information is also available online at https://www.mhc.ab.ca/Services/CounsellingAndCare.

In addition, the Student at Risk Support Team (SARS) is here to respond to concerns around mental health and
physical well-being, security and academic issues, offering additional intervention and connecting students with
appropriate resources on campus at: https://www.mhc.ab.ca/Services/CounsellingAndCare/SARS.

STUDENT RESPONSIBILITIES

STUDENT RESPONSIBILITIES

Education Program Attendance Policy: Rationale for Attendance

Professional learning communities are a critical component of teachers’ learning in schools. Likewise, the learning
communities in education courses become powerful sources for the learning of teacher candidates. The program also
endeavors to initiate teacher candidates to professional expectations regarding preparedness and communication; just
as teachers must prepare lessons and notify their schools when they must be absent, so teacher candidates must notify
their instructors (and mentor teachers if applicable) when they must be absent. Instructors will document absences/late
arrivals and teacher candidates may be required to complete compensatory assignments to demonstrate learning for
missed course material. Instructors who are concerned regarding excessive absences or late arrivals in an EDTS or
EDUC course will communicate their concerns to the Education Coordinator, Chair, or Dean.

MHC/MRU Education Program – Expectations for Professional Conduct.

Students enrolled in the University Studies – Education and the MRU Bachelor of Education – Elementary program are
bound by, and shall comply with, the Alberta Teachers’ Association Professional Code of Conduct, the MHC/MRU Code
of Student Conduct.

Teacher candidates, in course work and field experiences, are expected to attend all classes. Attendance is mandatory.
Missing 1 blocked class (2.5 hour – 4 hour block) or 150 minutes of class time because of absences/late
arrivals/leaving early will be documented and may be addressed by the Dean, Chair, or Coordinator of Education.

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ꞏ Apprise appropriate faculty in advance of unavoidable absences, including arriving late or leaving early.

ꞏ Be prepared for classes, seminars, tutorials, appointments, and presentations.

ꞏ Show engagement and initiative by being actively involved as a participant while encouraging the involvement and
participation of others. Technology use in class time must be relevant to the learning experience.

ꞏ Refrain from all forms of academic dishonesty (e.g., plagiarism, representing the work of others as original or using
prohibited aids during examinations).

ꞏ Refrain from making slanderous comments about colleagues, teachers, or professors.

ꞏ Abide by the department confidentiality agreement and school board/district policies. Maintain strict confidentiality of
9 any student information or data, both written and unwritten.

ꞏ Use professional language, actions, and demeanor in all manner of communication (verbal, written, electronic).

ꞏ Abide by professional dress clause of the board/district in each practicum placement.

Faculty Support

The expectations are intended to help teacher candidates prepare to meet the professional demands of teaching. To
support this learning process, faculty will guide students in the following ways:

ꞏ If a teacher candidate struggles to abide by some aspect of the expectations, faculty will identify the concern to the
teacher candidate in writing.

ꞏ If there is a particular incident or pattern of behavior, a meeting may be arranged to discuss the issues. At or
following the meeting, the faculty will prepare a written report that describes the areas of concerns, sets goals, gives
suggestions for improvement, and indicates dates by which expectations are to be met. Teacher candidates have the
opportunity to respond in writing. Documentation will be placed in the teacher candidate’s file in the Education Division.

ꞏ Serious incidents of non-academic misconduct as defined by MHC or MRU Office of Student Conduct may result in a
report to this office. This includes “a pattern of behavior that:

o adversely affects the learning of others, Medicine Hat College, Mount Royal University, or their educational missions;

o violates established civil and criminal statutes;

o threatens the safety or well-being of members of the Medicine Hat College or Mount Royal University Communities; or

o violates the ethical standards set by a professional association.”

Confidentiality and Academic Integrity

Teacher candidates must sign the Medicine Hat College or Mount Royal University Confidentiality Agreement and

comply with the Medicine Hat College Student Code of Conduct/Mount Royal University Student Code of Conduct.