Behavior and Individual Differences – EDUC 350

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 02/04/2022

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.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.


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 cultivate a positive learning environment that motivates students to persevere with a growth mindset regarding their behavioral and academic performance.  The differentiated instructional model provides a framework to address the relationship between management of the classroom environment and maximization of student learning.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

    1. Demonstrate pre-professional responsibilities in assignments, writing, and speaking that exhibit Christian stewardship and biblical worldview (INT-B3).
    2. Plan differentiated instructional strategies in response to student learning and behavioral differences (INT-A1).
    3. Apply best practices from current educational research on behavior management skills to issues of instruction and classroom management (INT-A1).
    4. Articulate an understanding of neuroscience and brain research as applied to differentiated instructional principles (INT-B4).
    5. Analyze the implications of differences in student learning preference, cultural background, gender, socio-economic status, cognition, psychosocial development, and disabilities (INT-C11).
    6. Propose appropriate research-based classroom management practices to modify student behavior.

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 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 100 words. (MLO: 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. (MLO: A, C, D, E, G)

Autobiography and Research Synthesis Assignment

Write a 4–5-page paper in current APA format that focuses on influences on the your life that led you to become a teacher, key thoughts about the teaching field, and research related to your key thoughts. The paper must include at least 3 references in addition to the course textbooks and the Bible. (MLO: A, C, E )

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. (MLO: A, D, E)

Case Study Assignment

Given a scenario involving student behavior that is detrimental to the learning process, the candidate will propose research-based practices to promote responsibility, self-discipline, and self-regulation that results in increased student learning (CLO: G).

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.

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. (MLO: C, E)