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Exploring Teaching and Learning

EPSY 2130
The University of Georgia
Spring 2016
Tuesday and Thursday 9:30-10:45
Aderhold 114
Instructor: Ms. Sarah Marie Catalana
Office: Aderhold 126A
Office Hours: By appointment
Course Description
Exploration of key aspects of learning and teaching through examining your own learning processes and those
of others, with the goal of applying your knowledge to enhance the learning of all students in a variety of
educational settings and contexts. Course includes a 10-hour field experience that is arranged by the individual
Required Texts:
Woolfolk, A. (2014). Educational Psychology (12th edition). Upper Saddle River, NJ: Pearson. ISBN:
Other readings as assigned.
Course Topics:
This course is an introductory course to the psychology behind teaching. The course topics meet the
requirements specified by the University System of Georgia Board of Regents and are consistent with
credentialing requirements specified by the Georgia Professional Standards Commission for those pursuing
teaching certification. Broadly, this course is also applicable to other disciplines in that the psychological
principles embedded within the course provide a foundation to all content areas where teaching and learning
occur. In addition, other core and foundational topics are included in course readings, class experiences, and
eLearning Commons:
eLearning Commons (eLC) is an online course environment where you can download digital versions of
course materials. Your name and email will be automatically added to the eLC course site. You can access
eLearningCommons by going to and signing in with your UGA MyID and password.
Academic Honesty:
All academic work must meet the standards contained in “A Culture of Honesty.” Students are responsible for
informing themselves about those standards before performing any academic work. The link to more detailed
information about academic honesty can be found at:
Special Needs: Students who need accommodations for special learning needs are encouraged to consult the
instructor as soon as possible.

COURSE REQUIREMENTS Daily Quizzes: Each class will begin with a quiz (in various formats) over the material from the assigned reading. While convenient. These responses will be graded on professionalism. Assignments can be turned in for late credit (20 points deducted) by 5:00 p. Final Meta-Reflection Paper: The University System Board of Regents requires a 10-hour field experience in this course. even if we have not discussed the material yet . through experiences such as tutoring. and demonstrates an improved understanding of the nature of learning . if you choose to tutor an elementary-aged student. coaching. we will do that!). Students should select a field experience site and provide documentation about the 10 hours of fieldwork. Students complete these quizzes the first 15 minutes of the class. The individual student must arrange this field experience. All students are expected to attend these examination sections with the only allowance made for alternate examinations to be attendance in another university course. or mentoring. on the due date. The activities are designed to extend your learning and for transfer of knowledge to applied problems [15% of final grade]. which references content and theory discussed in class. an online application through which individuals record their reactions to specific prompts and experiences. Late Work Policy: Assignments are due at the beginning of class on the specified due date. as well as material from the previous class session. please provide a log of your hours and ask the parent of the child you tutored to sign the log. [15% of final grade] Class Activities/In Class Discussions: To apply the material in class. If you are working with an after-school program or a community-based program.m. Checkpoint Flipgrid Reports: Students will complete five verbal reflection assignments utilizing Flipgrid. checking of email or web searching is not permitted. For example. These activities will be designed by your instructor and may not be the same activities used in other sections of the course. Accommodations for students who have excused absences will be worked out on an individual basis with the instructor. Cell Phones and Laptops: Cell phones or any other electronic devices are not permitted in class. informed analysis. in my office. Students who will miss class to observe religious activities must contact the instructors prior to the observance and make arrangements to complete missing assignments or assessments. The placement must present an opportunity for students to become directly involved in an educational setting. Throughout the semester. unless they are used for educational purposes (and yes.Attendance: Students who miss class for an unexcused reason are not permitted to make up any assignments or assessments given during that absence. The final examination will take place during finals week according to the university calendar and that assessment will cover the final 5 weeks of the course. however. on September 24 and October 29. Please note that I do not accept electronic submissions. all assignments must be printed and handed in. Each examination will cover the material presented in class for the previous five weeks. timeliness. as well as additional class activities. across the semester your instructor will engage you and your classmates in a number of in-class activities. [25% of final grade] Examinations: Two mass examinations will take place across the semester and will be held in the evening from 6:00-8:00 p. these devices disrupt the learning processes of other students in the class. The grading process for these checkpoints will be discussed in detail [15% of final grade]. Religious Observances: The University of Georgia recognizes students’ rights to engage in religious practice. Students who use laptop computers to take notes are welcome to do so. students will reflect upon their experiences through Flipgrid checkpoints. co-teaching.m. The final paper is an in-depth analysis of these reflections. and evidence towards critical reflection. YES the quizzes will contain questions from assigned readings. the person who oversees your work can sign your log.

and teaching. Students will turn in two working drafts of the paper throughout the semester. . Specific instructions regarding this paper will be further discussed in detail [30% of grade].

15 and standardized testing Final Examination. and educational psychology Cognitive development Cognitive views of learning Complex cognitive processes. and moral development EXAMINATION #1 Miller Learning Center Room 101 February 15-19 February 22-26 February 29-March 4 March 7-11 Spring Break! March 14-18 7 7 11 1 Billion 12 Behavioral views of learning Behavioral views of learning Social cognitive views of learning and motivation Beaches and not-school things Motivation in learning and teaching EXAMINATION #2 South Journalism Auditorium March 21-25 March 28-April 1 April 4-8 April 11-15 April 18-22 April 25-29 May 5 Learner differences and learning needs Language development. teaching. language 5 and 6 diversity. The learning sciences and constructivism The self. grading. 15 and standardized testing Classroom assessment. and immigrant education. in OUR NORMAL CLASSROOM  4 .Course Readings Week Chapter January 11-15 1 January 18-22 January 25-29 2 8 February 1-5 9 and 10 February 8-12 3 Topics Course introduction Learning. 8:00 a.m. grading. Culture and diversity 13 Creating learning environments 14 Teaching every student Classroom assessment. social.

ASSESSMENT SCHEDULE Source of Evaluation Weights w X score Daily Quizzes 3 _____ Examination #1 1 _____ Examination #2 1 _____ Final Examination 1 _____ Class Activities 1 _____ Journal 1 _____ Field Experience 2 _____ Total 10 _____ Course Grade = Σ (w X score) / 10 Final Course Grade Metric 92-100 90-91 88-89 82-87 80-81 78-79 72-77 70-71 68-62 61 or below A AB+ B BC+ C CD F .