Behavior and Individual Differences – EDUC 350

Course Description

This course is designed to prepare teacher candidates to differentiate instruction, to respond appropriately to student behavior, and to cultivate an environment conducive to learning. Emphasis is given to the application of skills to promote responsibility, self-discipline, and self-regulation. Also considered will be variations in student interests, culture, gender, development, and disabilities.

Rationale

Because research has indicated a strong correlation between effective classroom management and student learning, teacher candidates must develop skills in building responsibility, self-discipline, and self-regulation that will lead to increased academic achievement. Additionally, preservice teachers must acquire strategies to (a) establish expectations through rules and routines; (b) maximize learning time; (c) provide meaningful praise and other positive reinforcements; (d) use low-profile redirection to manage minimally disruptive behavior; and (e) apply consistent, appropriate consequences for more serious misbehavior. The differentiated instructional model provides a framework to address the relationship between the management of the classroom environment and the maximization of student learning.

Course Assignment

Textbook Readings and Lecture Presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions (4)

Discussions are collaborative learning experiences. Therefore, the student is required to provide a thread in response to the provided prompt for each forum. Each thread must be at least 200 words and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be at least 100 words. (CLO: A, C, E)

Research Article Review Assignment

Select a topic relevant to course content, download a research journal article that addresses the topic, and complete the template to summarize, analyze, and reflect on the findings of the article. (CLO: A, C, D, E)

Differentiation Paper Topic Proposal Assignment

The purpose of the proposal is to confirm the candidate's topic, guiding question, and references for their Differentiation Paper Assignment. The proposal serves as a planning device for Instructor feedback received on this assignment will help the candidate ensure their plans are sufficient to move forward. (CLO: A, B, C, D)

Differentiation Paper Assignment

This assignment is the course benchmark assignment. It is to expound on a topic related to P-12 student behavior and individual differences and is to synthesize research, course content, and biblical principles. Candidates are to write it as if they are preparing to give a motivational presentation to future or novice teachers. The paper must have a body of work that is 4-5 pages in length. A minimum of five sources must be used for support. (CLO: A, B, C, D)

Current Event and Research Assignment

Find a news report regarding a current event related to an educational issue that relates to course content.  Search for a research journal article on the same topic.  Complete the template to analyze and critique the current event in light of the research article and textbook content. (CLO: A, D, E)

Case Study Assignment

Given a scenario involving student behavior that is detrimental to the learning process, students will propose research-based practices for rules and routines; maximized learning time; positive reinforcement; low-profile redirection; and consequences. (CLO: A, C, D, E)

Crisis Management and School Safety Assignment

Safety comes before learning can even begin to take place. With this in mind, every school has a School Safety Plan or a Crisis Management Plan. For this assignment, you will be exploring what schools should have in place with the number one priority in mind: student and staff safety. (CLO: A, C)

Quizzes (8)

Each quiz will cover the Learn section material for the assigned Modules: Weeks. Each quiz will be open-book/open-notes; contain 6 multiple-choice, true/false questions, and essay questions; and have a 30-minute time limit. (CLO: C, E)