Date class begins: November 27, 2000
Date class ends: February 6, 2000
Last date to drop class: February 2, 2000
Dates class does not meet: Holiday recess Dec 23-Jan. 2, 2001
SECTION I: THE CLASS AND THE INSTRUCTOR
COURSE SECTION AND TITLE: PSY 123 5A:Cognitive Development
INSTRUCTOR’S NAME: Lynn Bradman
LOCATION OF CLASS: FOC, Bldg. #5, Room 204
Monday 6:00 – 10:00 PM
METHODS OF CONTACTING INSTRUCTOR:
Office: (402) 457-2612
Fax: (402) 457-2611
Home: (402) 493-2732
METRO OFFICE LOCATION:
Fort Omaha Campus, Bldg. #5, Room 212
METRO OFFICE HOURS:
MTWTH 1:00 – 2:00 PM
Monday 5:00-6:00 PM #5, Room 212
Wednesday 5:00 – 6:00 PM SOC 517
VIRTUAL OFFICE HOURS MTWTHF
METRO OFFICE TELEPHONE NUMBER: (402) 457-2612
SECTION II: THE COURSE
This course examines current cognitive theories utilized in the field of education. It makes an in-depth study of the stages of such theories, and how to make application of the research findings on each stage to improve the environment and development of children. As stages of development are studied, implications for adaptation in the educational classroom setting are learned. Students also learn to assess children at various levels of cognitive development and how to report such findings.
CHC 112: Development of the Whole Child OR
PSY 121: Human Growth and Development
When beginning a course, the student needs to know the destination she/he is expected to move toward...this destination is called an "objective." As the student approaches reading the objectives for a course, she/he should keep in mind the questions: "What do I need to learn?" and/or "What do I need to do?" The following is a list of the course objectives for PSY 123; or, it might be stated: when a student has completed the course PSY 123, Cognitive Development, she/he should be able to do the following:
1.Discuss the backgrounds of current cognitive theorists in the field of education.
2.Explain the relationship between the background of the theorists and the development of their individual theories.
3.Delineate the strengths and the weaknesses of cognitive theories in the field of education.
4.Illustrate the contributions of cognitive theorists to the field of education and other disciplines.
5.Describe and illustrate the stages of those cognitive theories that are hierarchical.
6.Analyze the components of significant cognitive theories in the field of education.
7.Demonstrate the ability to assess children using a specific cognitive theory.
8.Apply the principles of cognitive theories to the classroom setting.
Bybee, Rodge RW, and Robert B. Sund. Piaget for Educators. Project Heights, IL: Waveland Press, Inc., 1990.
Bodrova, Elena, and Deborah J. Leong. Tools of the Mind: The Vygotskian Approach to Early Childhood Education. Englewood Cliffs, NJ: Prentice Hall, Inc., 1996.
The student will need a notebook and writing materials for taking notes in scheduled class sessions. Use of the typewriter or computer for preparing outside assignments is highly recommended.
SECTION III, PART A: INSTRUCTOR RESPONSIBILITIES
METHODS OF INSTRUCTION:
The instructor will provide lecture material in each unit and audio-visual material which will consist of films, filmstrips, transparencies, and video cassettes. In some units group discussion/planning and demonstration will be utilized. In all units discussion opportunities will be provided and the student is encouraged to ask questions and clarify information as the instructor is lecturing and/or presenting material.
For each individual unit the student will have specifically assigned sections of the textbook to read and master. These sections are indicated in the course schedule, and the student should have read the material prior to class attendance.
If the student should experience any difficulty with the textbook, objectives, course handouts, audio-visual materials, and/or assignments, he/she should see the instructor as soon as possible so the instructor can refer the student to the proper department for assistance in the learning process.
METHODS OF ASSESSING STUDENT PROGRESS:
Students should expect to spend approximately three hours outside of class studying for each credit hour of class; therefore, for this 4.5 credit hour course, the student should expect to study 13.5 hours each week to obtain the average grade of C.
Students are expected to have their textbook with them in class, since we will refer to the material in the book frequently. Read assignments before coming to class, take notes during lectures, discussion, and audio-visual presentations. Then, review the notes and chapter after the class presentation. Material presented in class will not always be an elaboration of text material. It can be additional material for which the student is responsible.
SELECTED ASSESSMENT METHOD: see handout
MAKE-UP WORK PROCEDURES:
Make-up work is only allowed if a student contacted the instructor prior to missing the assignment had a valid excuse for absence.
Late assignments will only be accepted if the student made arrangements for such in advance of the date due.
FINAL COURSE GRADE: See Section on Assessment
MAINTENANCE OF STUDENT RECORDS:
Assignments will be returned to students unless otherwise indicated by the instructor.
SECTION III, PART B: STUDENT RESPONSIBILITIES
It is the policy of the Early Childhood Education Program that attendance is required in every class. Since students are training for a profession that requires interaction with human beings, it is felt the instructor needs every opportunity possible to observe the student's communication skills and work with peers.
If you cannot attend and complete this course, you should officially withdraw by calling Central Registration, 457-5231. Failure to officially withdraw will result in either an instructor withdrawal (IW) or failing (F) grade. The last date to withdraw is Feb. 2nd, 2001.
ACADEMIC HONESTY STATEMENT:
Students are expected to do their own assignments. Working together with other students is encouraged, as discussion and questioning with peers can expand the mind and assist the student in understanding the material being covered in the course and lead to insight and creative problem solving. However, if a student was observed cheating on a directed in-class assignment, or if it were discovered a student plagiarized an assignment, the instructor will advise the student of such observation and the student will receive a failing grade on the assignment.
As you pursue your educational objectives, you may be required to use computer information technology resources at Metropolitan Community College. Use of these resources is a privilege and carries with it a responsibility to respect the rights and privacy of others, the integrity of facilities, and to follow Student conduct Guidelines and College Policies.
Students are referred to both the College catalog and student handbook as sources of general College information such as parking, children on campus, identification cards, etc.
When students have difficulties, problems or misunderstandings with their instructor, it is the responsibility of the student to try and make contact with the instructor of the course to resolve the situation. However, sometimes a student may have made this attempt and felt resolution was not made. If this should happen in this course, and you have tried to resolve a problem with me, and could not do so, you may contact:
Associate Dean Curriculum Design
Elkhorn Valley Campus
289 - 1306
SECTION IV: PROJECTED SCHEDULE OF ASSIGNMENTS:
Monday, Nov 27th
Introduction to the course:
Explanation of Requirements and projects
Handouts and Notebooks
Presentation/Discussion: Jean Piaget's Theory of Cognitive Development, Chapter 1
Assignment: Readings Chapters 1 and 2 Piaget.
Expert Groups Formed
Learning Groups Formed
Presentation/Discussion: Piaget Chapter 1 and 2
Assignment: Read Chapter 3.
Monday, Dec. 4
Presentation/Discussion: Piaget, Chapter 3 Sesori-Motor Period
Readings Chapter 3 and 4
Presentation/Discussion: Piaget Chapter 3 and 4 Sensori-Motor Period
Assignment Read Chapter 5
Monday, Dec 11
Presentation/Discussion: Piaget. Pre-operational Period
Readings Chapter 5 Concrete-Operational Period. Presentation/Discussion:
Assignment: Read Chapter 6 and 7 Formal-Operational Period.
Monday, Dec 18
Chapter 6 Formal-Operational Period
INTERVIEW DUE - Piagetian Pre-operational
or Concrete Child
Assignment: Read Vygotsky - Chapters 1, 2, and 3.
Monday, Jan 8
Discussion and Reading Vygotsky
Presentation/Discussion: The Lev Vygotskian
Chapters 1, 2, and 3
Assignment: Read Vygotsky Chapter 4, 5, 6
Monday, Jan 15
Discussion/Presentation Vygotsky - Chapters 4, 5, and 6.
Assignment: Read Vygotsky - Chapters 7, 8, and 9.
Monday, Jan 22
Discussion/Presentation Vygotsky -Chapters 7, 8, and 9
Assignment: Read Vygotsky - Chapters 10 and 11.
Monday, Jan 29
Discussion/Presentation Vygotsky - Chapters 10 and 11.
Assignment: Selected Readings from instructor.
Monday, Feb 5
Assigned Readings and presentations by instructor: Information-Processing Theories of Development.
Introduction to Learning technology
Group Story Projects and Art
Monday, Feb 12
Language Development lecture and discussion
Group Story Projects and Art
Monday, Feb 19
Memory Development lecture and discussion
Group Story Projects and Art
Monday, Feb 26
Celebration of Success!
IMPORTANT DATES: see atached