190082 PS Individual and Development (2016W)
A Holistic Look at the Development Regarding Education
Continuous assessment of course work
Labels
Die SPL empfiehlt als Grundlage für den Besuch von weiteren Proseminaren den erfolgreichen Abschluss des Bm1-Proseminars.
Die in Bm1 erworbenen Kompetenzen werden in den nachfolgenden Proseminaren vorausgesetzt.
Die in Bm1 erworbenen Kompetenzen werden in den nachfolgenden Proseminaren vorausgesetzt.
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 Th 01.09.2016 09:00 to Mo 26.09.2016 09:00
- Deregistration possible until Mo 17.10.2016 09:00
Details
max. 35 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
Die SPL empfiehlt als Grundlage für den Besuch von weiteren Proseminaren den erfolgreichen Abschluss des Bm1-Proseminars.
Die in Bm1 erworbenen Kompetenzen werden in den nachfolgenden Proseminaren vorausgesetzt.
Friday
07.10.
09:45 - 13:00
Seminarraum 1 Sensengasse 3a 1.OG
Friday
28.10.
09:45 - 13:00
Seminarraum 1 Sensengasse 3a 1.OG
Friday
11.11.
09:45 - 13:00
Seminarraum 1 Sensengasse 3a 1.OG
Friday
25.11.
09:45 - 13:00
Seminarraum 3 Sensengasse 3a 1.OG
Friday
02.12.
09:45 - 13:00
Seminarraum 1 Sensengasse 3a 1.OG
Friday
16.12.
09:45 - 13:00
Seminarraum 1 Sensengasse 3a 1.OG
Friday
20.01.
09:45 - 13:00
Seminarraum 1 Sensengasse 3a 1.OG
Information
Aims, contents and method of the course
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
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.
Examination topics
Cognitive, Social, Psychological and Moral Development.
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
- 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.