During this course, we will discuss these psychological principles and theories, focusing on how the principles/theories could be used to help teachers help students reach their learning goals. The course will end with a final project. Students will choose several psychological principles and design a presentation that communicates how and why they will use these principles in their classrooms.
Prerequisite(s): EDUC 5130 Becoming a Reflective Practitioner and EDUC 5140 Instructional Practice and Curriculum Design or the approval of the M.Ed. program director.
EDUC 5130 Becoming a Reflective Practitioner (3 hours)
In this course, students will focus on the practices of reflecting upon their own teaching in order to, ultimately, improve classroom instruction and better serve the needs of the students. Students will explore the history of reflective practice, the research that supports it, and the benefits of engaging in reflection. In-service teachers will set growth goals, solicit feedback from students and colleagues, and engage in intentional reflective practice strategies to identify strengths, weaknesses, and potential paths for increased teaching success. Course activities may include: completing a self-assessment and growth plan, gathering student feedback, analyzing student data, journaling, observation, video analysis, and creating colleague-coaching relationships.
Prerequisite(s): Admission to the M.Ed program.
EDUC 5140 Instructional Practice and Curriculum Design (3 hours)
Students will develop a philosophical base and the skills needed to discuss and analyze curricula and curricular issues in a school setting. A course project using these skills and perspectives will serve as the launch of the action research project. By the completion of this course, participants will identify a problem, create a research proposal, and choose a research coach.
Prerequisite(s): EDUC 5130 Becoming a Reflective Practitioner.
