Syllabus

Master of Science in Education

EDU 615 Motivational Theory & Classroom Management – Spring B 2018

Credits - 3

Description

This course examines significant theories of student motivation in the classroom.  Educators taking this course will develop a lesson plan, embedding motivational theory to improve student engagement, assess current effectiveness of practices, and complete an in-depth analysis and application of motivational theory through a case study. The goal of this course is provide educators with strategies to address the most common issues of discord in the classroom.

Materials

Learning Objectives and Outcomes

The mission of the Department of Education is to develop–through research, service, and innovative teaching–reflective teachers and school leaders who are competent and caring lifelong learners committed to innovative and effective practices.

We have aligned EDU 615 with InTASC model core teacher standards (Interstate Teacher Assessment and Support Consortium). The following objectives have been identified for EDU 615 and matched to InTASC Standards.

• Students will learn about a variety of teaching models, motivational theories, and classroom management strategies. (InTASC 1, 2, 6)
• Students will analyze a variety of teaching models, motivational theory and classroom management strategies. (InTASC 3, 4)
• Students, through their analysis and reflection, will examine the importance of teaching methods, motivational theory, and classroom management strategies in creating a climate for learning. (InTASC 2, 3, 4, 6, 7, 8)
• Students will investigate critical aspects of school safety, apply findings of their inquiries, and utilize technology safeguards for 21st century learning. (InTASC 3, 9. 10)
• Students will review learning from EDU 615 and connect learning to future concentration coursework. (InTASC 1, 2, 3, 4, 5, 6, 7, 8, 9, 10)
• Students model and apply the National Educational Technology Standards for Students (NET-S) as they design, implement, and assess learning experiences to engage and improve learning, enrich professional practice; and provide positive models for students, colleagues, and the community (NET-S-11, E, F, G, K)

Assignments

Threaded Discussions

You will post a response to a question or problem presented in the weekly whole class or small group threaded discussion forum. Initial posts must be submitted by the end of the day on Wednesday (wk 1 exception: post due Friday); replies must be submitted by the end of the day on Sunday of each week.

Motivation to Learn Assignment

This foundational assignment helps you acquire knowledge of five Motivational Theories through text readings and apply them to five students in your most current experience.

Parent Letter and Case Study Outline

In this dual-part assignment, you will convey your learning of Motivational Theory in a personalized message to parents. The Case Study Outline allows you to choose a student for your case study and create a working frame for your Final Case Study.

Theory to Work Lesson Plan

This assignment allows you to use and/or develop a lesson plan, embedding motivational theory to improve student engagement.

Classroom/Behavioral Management Explorations

This on-site exploration of your current classroom, school, and/or district’s behavioral management system, e.g., Responsive Classroom, P.B.I.S., Restorative Justice, etc. is designed to help you assess current effectiveness of practices.

Issue 3-2-1

This is a step-by-step approach to address the most common issues of discord in your classroom or school, e.g., bullying, lateness, incompletion of assignments, etc.

School Safety Project

With this project you will address an issue of school safety in your classroom, school, or district for an audience of your professional peers. Please receive administrative approval before proceeding. This is your opportunity to demonstrate teacher leadership.

Growth Mindset for Teacher Learning

In this assignment, you will take a Growth Mindset self-assessment quiz and reflect on the topic in relation to your professional growth and your teaching practice. 

Final Case Study

The Final Case Study is the culminating project of the course. Please see the posted rubric and exemplars. This will be a vital artifact of your learning, an in-depth analysis and application of motivational theory for the student you chose in your Case Study Outline.

**The University of New England provides students, staff and faculty with free access to RefWorks, a fantastic tool for collecting and managing references and making style-correct citations. Access the tool through the link on the left navigation bar. For instructions and tutorials in setting up your account and getting started, visit http://success.une.edu/blackboard-support/refworks/.

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Assignment	Point Value
Discussions (7 @ 3 Points Each)	21
Motivation to Learn Assignment	10
Parent Letter & Case Study Outline	6
Theory to Work Lesson Plan	6
Classroom/Behavioral Management Exploration	10
Issue 3-2-1	6
School Safety Project	10
Growth Mindset for Teacher Learning	6
Final Case Study	25
TOTAL	100 points

Grade Scale

Grade	Points Grade	Point Average (GPA)
A	94 – 100%	4.00
A-	90 – 93%	3.75
B+	87 – 89%	3.50
B	84 – 86%	3.00
B-	80 – 83%	2.75
C+	77 – 79%	2.50
C	74 – 76%	2.00
C-	70 – 73%	1.75
D	64 – 69%	1.00
F	00 – 63%	0.00