190070 PS Individual and Development (2016S)
A Holistic Look at the Development Regarding Education
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Mo 01.02.2016 09:00 to Mo 22.02.2016 09:00
- Deregistration possible until Mo 21.03.2016 09:00
Details
max. 35 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
Saturday
12.03.
09:45 - 13:00
Hörsaal 1 Sensengasse 3a 1.OG
Saturday
16.04.
09:45 - 13:00
Hörsaal 1 Sensengasse 3a 1.OG
Saturday
30.04.
09:45 - 13:00
Hörsaal 1 Sensengasse 3a 1.OG
Saturday
14.05.
09:45 - 13:00
Hörsaal 1 Sensengasse 3a 1.OG
Saturday
28.05.
09:45 - 13:00
Hörsaal 1 Sensengasse 3a 1.OG
Saturday
11.06.
09:45 - 13:00
Hörsaal 1 Sensengasse 3a 1.OG
Saturday
25.06.
09:45 - 13:00
Seminarraum 3 Sensengasse 3a 1.OG
Information
Aims, contents and method of the course
This is a 5ECTS Proseminar which is designed to equip teacher candidates by providing a theoretical background about the social and individual development and its application in teaching.
Assessment and permitted materials
The weighting for the final course grade will be as follows:
- Attendance/participation 10%
- Assignments 15%
- Midterm Exam 30%
- Proseminar Paper 45%
- Attendance/participation 10%
- Assignments 15%
- Midterm Exam 30%
- Proseminar Paper 45%
Minimum requirements and assessment criteria
- Gain basic understanding and appreciation for the importance of scientific research and its role in education.
- Learn basic principles, terminology, theories and research findings regarding the theories of human development and learning.
- Increase student understanding of the relationships among social, emotional, mental, and developmental characteristics of children in schools today.
- Understand how theories of learning and developmental characteristics of children can be combined to make teaching more effective, and how they influence pacing of content/skills and the choice of appropriate teaching strategies for children so that children can master content standards.
- Relate the theories of growth, development, and learning to current teaching practice by completing all fieldwork observations and activities.
- Implement characteristics of a reflective teacher utilizing higher levels of critical thinking (i.e., application, analysis, evaluation, and synthesis) in the written and oral assignments.
- Learn basic principles, terminology, theories and research findings regarding the theories of human development and learning.
- Increase student understanding of the relationships among social, emotional, mental, and developmental characteristics of children in schools today.
- Understand how theories of learning and developmental characteristics of children can be combined to make teaching more effective, and how they influence pacing of content/skills and the choice of appropriate teaching strategies for children so that children can master content standards.
- Relate the theories of growth, development, and learning to current teaching practice by completing all fieldwork observations and activities.
- Implement characteristics of a reflective teacher utilizing higher levels of critical thinking (i.e., application, analysis, evaluation, and synthesis) in the written and oral assignments.
Examination topics
COURSE REQUIREMENTS
- Attendance: As a young adult, it is your responsibility to attend classes regularly in order to gain the maximum learning benefit for yourself. Attendance is taken at each class hour.
- Participating in class activities: This will be an interactive course that depends more on classroom discussion and student participation in classroom activities as well as lectures. I would like us to create an open communicative classroom atmosphere where we can freely and actively share our thoughts and ideas. Thus, timely completion of readings, active participation during class or group activities and classroom discussions are expected. You will be responsible for completing the class activities requiring the application of course content to classroom practice. You will be given more specific details for each activity and assignment later in the course. Please note that, you are expected to be having read the relevant part of our course material for that day!
- Weekly Assignments: Students are expected to submit assignments based on class-work. It is recognized, however, that personal responsibilities may sometimes require students to miss a class. In such case it is your responsibility to contact your classmates and make sure that you bring in the required assignment for the following week.
- Midterm Exam: This course will have a midterm exam. Exam will be closed-book covering concepts, principles, issues, and theoretical and practical approaches discussed in the class. Each will be comprehensive; i.e., cover all materials (class discussions, activities, required readings) assigned through the last class day prior to the exam day. No make up exams will be granted unless you have a valid excuse accompanied by appropriate written documentation for missing the exam. The only acceptable form of documentation for an illness will be a written doctor's note. Failure to justify a missed exam will result in a grade of zero
- Seminar Paper: You are expected to write a paper between 10-15 pages examining a related research topic. Your paper will be evaluated on cohesiveness, clarity, rational lines of argument, evenhandedness (both sides of issue) and appropriate use of the English language.
- Attendance: As a young adult, it is your responsibility to attend classes regularly in order to gain the maximum learning benefit for yourself. Attendance is taken at each class hour.
- Participating in class activities: This will be an interactive course that depends more on classroom discussion and student participation in classroom activities as well as lectures. I would like us to create an open communicative classroom atmosphere where we can freely and actively share our thoughts and ideas. Thus, timely completion of readings, active participation during class or group activities and classroom discussions are expected. You will be responsible for completing the class activities requiring the application of course content to classroom practice. You will be given more specific details for each activity and assignment later in the course. Please note that, you are expected to be having read the relevant part of our course material for that day!
- Weekly Assignments: Students are expected to submit assignments based on class-work. It is recognized, however, that personal responsibilities may sometimes require students to miss a class. In such case it is your responsibility to contact your classmates and make sure that you bring in the required assignment for the following week.
- Midterm Exam: This course will have a midterm exam. Exam will be closed-book covering concepts, principles, issues, and theoretical and practical approaches discussed in the class. Each will be comprehensive; i.e., cover all materials (class discussions, activities, required readings) assigned through the last class day prior to the exam day. No make up exams will be granted unless you have a valid excuse accompanied by appropriate written documentation for missing the exam. The only acceptable form of documentation for an illness will be a written doctor's note. Failure to justify a missed exam will result in a grade of zero
- Seminar Paper: You are expected to write a paper between 10-15 pages examining a related research topic. Your paper will be evaluated on cohesiveness, clarity, rational lines of argument, evenhandedness (both sides of issue) and appropriate use of the English language.
Reading list
A course book compiled of readings from different books will be provided by the instructor. You need to make a copy of the readings.Suggested Books:
Berger, K. S. (1998). The developing person through the life span. New York: Worth Publishers.
Biehler, R.F., & Snowman, J. (1997). Psychology applied to teaching. Boston: Houghton Mifflin Company.
Eggen, P., & Kauchack, D. (2001). Educational psychology: Windows on classrooms (5th ed.). Upper Saddle River, NJ: Merrill.
Ormrod, J.E. (2006). Educational psychology: Developing learners (5th ed.).Pearson Prentice Hall: Upper Saddle River, NJ: Merrill.
Papalia, D. E.; Wendkos Olds, S., & Duskin Feldman, R. (2007). Human development. Boston: McGraw Hill.
Snowman, J., & Biehler, R. F. (2004). Psychology applied to teaching (10th ed.). Boston: Houghton Mifflin.
Sternberg, R. J., Williams, W. M. (2002). Educational Psychology. Boston: Allyn and Bacon
Woolfolk, A. E. (2005). Educational psychology. (9th ed.). Boston: Allyn and Bacon.
Berger, K. S. (1998). The developing person through the life span. New York: Worth Publishers.
Biehler, R.F., & Snowman, J. (1997). Psychology applied to teaching. Boston: Houghton Mifflin Company.
Eggen, P., & Kauchack, D. (2001). Educational psychology: Windows on classrooms (5th ed.). Upper Saddle River, NJ: Merrill.
Ormrod, J.E. (2006). Educational psychology: Developing learners (5th ed.).Pearson Prentice Hall: Upper Saddle River, NJ: Merrill.
Papalia, D. E.; Wendkos Olds, S., & Duskin Feldman, R. (2007). Human development. Boston: McGraw Hill.
Snowman, J., & Biehler, R. F. (2004). Psychology applied to teaching (10th ed.). Boston: Houghton Mifflin.
Sternberg, R. J., Williams, W. M. (2002). Educational Psychology. Boston: Allyn and Bacon
Woolfolk, A. E. (2005). Educational psychology. (9th ed.). Boston: Allyn and Bacon.
Association in the course directory
BM 6
Last modified: Mo 07.09.2020 15:37