ED126: Social Connectedness, Motivation, and Self-Regulation in Education (Winter 2018) Instructor: Hunter Gehlbach @HunterGehlbach Website: http://tinyurl.com/ED126 #ED126 Class Meetings in PSYCH 1924
hgehlbach@education.ucsb.edu
F 2:00 – 3:50pm
Office: GGSE 3113 Office hours: By appointment
SECTIONS: 1:00-1:50 2:00-2:50 3:00-3:50
Tuesday Lia (osimon@ucsb.edu) Meg (mpboyer@ucsb.edu) Jacob (jjkirksey@umail.ucsb.edu)
Wednesday Jacob (jjkirksey@umail.ucsb.edu) Jacob (jjkirksey@umail.ucsb.edu) Jacob (jjkirksey@umail.ucsb.edu)
Now more than ever, schools appreciate that a great curriculum, innovative pedagogical approaches, and cutting-edge technology cannot—by themselves—ensure student learning. Educators must first address students’ fundamental psychological needs: (a) that students must feel socially connected to others in their learning environment; (b) they must be appropriately motivated; and (c) they must be capable of regulating their emotions and attention. Furthermore, research suggests that interventions to improve the social, motivational, and self-regulatory aspects of schooling may represent some of the most promising possibilities for improving students’ educational experiences. This course introduces ED126 students to these three fundamental needs, investigates how educators might address them in context, and explores how interventions might be designed to improve student outcomes in these domains. In focusing on educational contexts, we will primarily examine schools, but we’ll think flexibly about a range of settings. The overarching aspiration for the course is that every ED126 student completes the course having met (at least!) the following goals: (1) Reflected on how—for better or for worse—these aspects of schooling affected their own education; (2) Observed how key principles of how motivation, social connectedness, and self-regulation play out in the world around them; (3) Developed and revised ideas for how to apply specific theoretical ideas from the course to a practical educational setting of interest to them; and (4) Articulated a plan for how one might systematically evaluate the promise of an educational intervention designed to bolster students’ social connectedness, motivation, or self-regulatory capacity. These goals are reflected in the major course assignments…
Draft Syllabus 1
Assignments/Exams/Papers: This course requires three assignments of varying degrees of scope and consequence. Detailed descriptions are posted on GauchoSpace. Blog posts: (individual project) In the spirit of our social (media) world, three times during the quarter (once per unit), ED126 students will reflect on how some social, motivational, and or self-regulatory phenomenon from our course has emerged in their educational experience (personally or vicariously). The hope is that these entries (a) cogently explain what the social/motivational/self-regulatory phenomenon in question is, (b) clarify the relevance/consequence of the phenomenon to students’ real life, and (c) provide some semblance of entertainment/learning value for the others in the course who will read/respond to the posts. After submitting their own blog posts, for each unit ED126 students need to comment on at least two other posts (i.e., at least 6 for the course). The primary guideline governing these responses is that these posts must further the learning of those in the course. Intervention/Recipe: (partner project) Our course makes the case that the social/motivational/self-regulatory aspects of education are fundamental to and often pre-requisites for learning. Thus, in theory, these three themes should help us develop practices, norms, and interventions to improve education settings of all kinds. But ultimately, we need things that work in practice! In this assignment, ED126 students will work in pairs to develop an idea they have to improve students’ educational experience in a learning context of interest to each of the partners. Evaluation Proposal: (group project) Interventions happen constantly in education, but rarely are they rigorously evaluated. The goal of this assignment is for your group to select an intervention of interest to the group (possibly an adaptation of the previous assignment) and develop a plan to assess whether the intervention works with respect to some of its key features. Note: Other minor tasks may arise on an “as needed” basis e.g., responding to questions about readings, be prepared to summarize a reading for next class, etc… Grading: Assignments will be weighted as follows: # Required Weight for final grade (%) Blog posts 3 15 Responses to blog posts 6 5 Recipe/Intervention 1 25 Evaluation proposal edit 1 5 Final: Evaluation proposal project 1 35 Citizenship* Constant 15 Total possible 100 *Includes Subject Pool Requirement or replacement assignment. More details in “The Fine Print” at the end of the syllabus.
Draft Syllabus 2
Schedule UNIT 1 WEEK 1
1/19/18 Themes
MOTIVATION Introduction to the course Overarching Key Question: How do we need to structure the motivational, social, and selfregulatory aspects of educational settings to enable students’ learning? To optimize their learning? Why we need social psychology in education The notion of the intuitive scientist: how we make sense of our social worlds Motivation preview
Read the whole syllabus and all the assignments thoroughly. (For lecture) Required Reading/Viewing Ruben, A. (2016, January 20). How to read a scientific paper. Science. (For lecture) Pain, E. (2016, March 21). How to (seriously) read a scientific paper. Science. (For lecture)
Gehlbach, H. (2017, October 25). With social-emotional learning, keep it simple. Education Week. Retrieved from https://www.edweek.org/ew/articles/2017/10/25/how-teachers-can-find-the-timefor.html (For lecture) Gehlbach, H. (2015, January 7). The Power of Small Interventions, Education Week. Retrieved from http://www.edweek.org/ew/articles/2015/01/07/small-k-12-interventions-can-bepowerful.html (For lecture) Required Activity
Complete brief pre-course survey. (For lecture)
WEEK 2
Grand motivation theories Key Question: What is motivating?
1/26/18
Attribution theory Expectancy-Value theory Self-determination theory Ford’s theory
Themes Required Reading
Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. doi:http://dx.doi.org/10.1006/ceps.1999.1015 (For section) Murayama, K., Kitagami, S., Tanaka, A., & Raw, J. A. L. (2016). People’s naiveté about how extrinsic rewards influence intrinsic motivation. Motivation Science, 2(3), 138-142. doi:http://dx.doi.org/10.1037/mot0000040 (For lecture) Ripley, A. (2010, April 8). Should kids be bribed to do well in school? TIME, Retrieved from http://content.time.com/time/magazine/article/0,9171,1978758,00.html (For lecture)
Draft Syllabus 3
WEEK 3
Motivation interventions: Intended and otherwise Key Question: How do you change someone’s motivation?
2/2/18
Praise Interest Choice
Themes Required Reading
Hulleman, C. S., & Barron, K. E. (2016). Motivation interventions in education: Bridging theory, research, and practice. In L. Corno & E. M. Anderman (Eds.), Handbook of educational psychology (Vol. III, pp. 160-170). New York: Routledge. (For lecture)
Phippen, J. W. (2015, July 19). How one law banning ethnic studies led to its rise. The Atlantic, Retrieved from: https://www.theatlantic.com/education/archive/2015/07/how-one-law-banningethnic-studies-led-to-rise/398885/. (For lecture) Bronson, P. (2007, August 3). How not to talk to your kids: The inverse power of praise. New York Magazine, Retrieved from: http://nymag.com/news/features/27840/# (For lecture)
Required Viewing (24 min.)
Iyengar, S. S. (2010). The art of choosing. TEDGlobal. Retrieved from: https://www.ted.com/talks/sheena_iyengar_on_the_art_of_choosing?language=en
DUE 2/8/18
Motivation blog post due on GauchoSpace by 11:59 pm.
UNIT 2 WEEK 4
SOCIAL
2/9/18 Themes
Required Reading
(For section)
Principles of influence & persuasion Key Question: What should educators do about stereotype threat? What should researchers do? Social proof Conformity Authority Scarcity Stereotype threat Ethical dilemmas Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613-629. (For section) Cialdini, R. B., & Goldstein, N. J. (2004). Social influence: Compliance and conformity. Annual Review of Psychology, 55, 591-621. doi:http://dx.doi.org/10.1146/annurev.psych.55.090902.142015 (For lecture)
Required Listening (38 min.)
S. Adler & A. Aronczyk (Producer). (2017). Stereothreat. Retrieved from http://www.radiolab.org/story/stereothreat/ (For lecture)
DUE 2/12/18
Comments on motivation blog post due on GauchoSpace by 11:59 pm.
Draft Syllabus 4
WEEK 5
Themes
Person perception and bias Key Question: How do we read someone’s mind? How should we? Motivated thinking Bias In-group, out-group
Required Reading
Gehlbach, H., & Vriesema, C. C. (working paper). Meta-bias: A good, practical theory of person perception for educators. doi:10.17605/OSF.IO/ZUA4K (For lecture)
2/16/18
Sassenrath, C., Hodges, S. D., & Pfattheicher, S. (2016). It’s all about the self: When perspective taking backfires. Current Directions in Psychological Science, 25(6), 405-410. doi:http://dx.doi.org/10.1177/0963721416659253 (For section) Hewstone, M., Rubin, M., & Willis, H. (2002). Intergroup bias. Annual Review of Psychology, 53(1), 575-604. (For lecture)
Required Viewing (18 min.)
Sutherland, R. (2011). Perspective is everything. TEDxAthens. Retrieved from: https://www.ted.com/talks/rory_sutherland_perspective_is_everything (For section)
DUE 2/22/18
Intervention/Recipes due on GauchoSpace by 11:59 pm.
WEEK 6
Learning & relationships Key Question: How can we all just get along? Liking Social loafing, social facilitation Cooperation
2/23/18 Themes
Relationships Required Reading
Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 14471451. doi:10.1126/science.1198364 (For lecture) Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379. doi:10.3102/0013189X09339057 (For lecture)
DUE 3/1/18
Social blog post due on GauchoSpace by 11:59 pm.
UNIT 2 WEEK 7
SELF-REGULATION
Themes
Emotion regulation & self-control Key Question: How can we help youth develop greater self-control? Self-control Emotion regulation Getting grittier
Required Reading
Duckworth, A. L., Gendler, T. S., & Gross, J. J. (2014). Self-control in school-age children. Educational Psychologist, 49(3), 199-217. (For lecture)
3/2/18
Konnikova, M. (2016, Feb. 11). How people learn to become resilient. New Yorker, Retrieved from: https://www.newyorker.com/science/maria-konnikova/the-secretformula-for-resilience. (For section)
Draft Syllabus 5
Required Listening (21 min.)
S. Vedantam (Producer). (2017). Hidden Brain. Retrieved from https://www.npr.org/2017/08/14/542426391/you-2-0-woop-there-it-is (For
DUE 3/4/18 DUE 3/5/18 DUE 3/8/18
Initial Evaluation Proposal due on GauchoSpace by 11:59 pm. Comments on social blog post due on GauchoSpace by 11:59 pm. Peer Edit of Evaluation Project Draft due via email with a cc to the teaching team by 11:59 pm.
WEEK 8
Metacognition and attention Key Question: What strategy would a learning coach prescribe for you? Learning strategies Attention Delay of gratification
3/9/18
Required Reading
lecture)
Nisbett, R. E., & Miyamoto, Y. (2005). The influence of culture: Holistic versus analytic perception. Trends in cognitive sciences, 9(10), 467-473. doi:http://dx.doi.org/10.1016/j.tics.2005.08.004 (For lecture) Mischel, W., Shoda, Y., & Rodriguez, M. L. (1989). Delay of gratification in children. Science, 244(4907), 933-938. (For section)
Required Listening (2 min. & 8 min., respectively)
Doucleff, M. (Producer). (Want To Teach Your Kids Self-Control? Ask A Cameroonian Farmer, January 3, 2018). 2017. [News report] Retrieved from http://www.npr.org/sections/goatsandsoda/2017/07/03/534743719/want-to-teachyour-kids-self-control-ask-a-cameroonian-farmer?utm_source=npr_newsletter &utm_medium =email&utm_content=20170709&utm_campaign=&utm_term= (For section)
R. McInroy (Producer). (2017, December 3). Two Guys on your Head [Retrieved from http://kut.org/post/psychology-mindfulness (For lecture) DUE 3/15/18
Self-regulation blog post due on GauchoSpace by 11:59 pm.
WEEK 9
Review: Overarching Key Question Revisited: How do we need to structure the motivational, social, and self-regulatory environment in educational settings to enable students’ learning? To optimize their learning? Practical, personal take-aways
3/16/18 Themes No Reading! DUE 3/19/18 DUE 3/20/18
N/A Comments on self-regulation blog post due on GauchoSpace by 11:59 pm. Final intervention + evaluation proposal by 11:59 pm.
Draft Syllabus 6
The Fine Print Study groups. You are strongly encouraged to set up study groups to meet weekly outside the course to go over material that is of particular interest to you. Figuring out novel ways to apply educational/social psychological concepts to learning environments is challenging but fun work. The study groups are recommended for many reasons but especially (1) so that you have some time to think through applications with your classmates that are focused on your unique educational setting(s) of interest. In class we will necessarily talk about how these ideas might work in general, but to maximize the benefit of the ideas it is helpful to think through them with your specific context in mind. (2) so that you can come up with innovative applications in your projects. Two heads are usually better than one, but this is especially true for creative problem solving. Grading. Please consider the following in deciding whether to take the course C/NC or for a grade: Historically, students who have taken similar courses with me in the past and who were really concerned about grades/GPA (or are otherwise more extrinsically motivated) have tended to be better off taking the course C/NC. The rationale is twofold: (1) if you are focused on your grade, you may be more likely to avoid taking-risks or being creative with the assigned projects, (2) some students find it hard to come up with original ideas with the pressure of a grade. Regardless of your choice, you will receive grades on each assignment and thus won’t lose out on information. *Citizenship. Expect a few quick assignments (e.g., bring in two questions from the readings, fill out a quick survey, & especially participate in the subject pool, etc.) here and there. I find it essential that everybody in class find ways to present their point of view so that our classroom community benefits from the full, diverse array of opinions. Thus, this component of your grade ensures that people contribute to the classroom community in ways that go beyond mere class participation. This portion of your grade also allows me to capture the little contributions that are key to a productive learning experience for all. Hopefully, it motivates people to focus on the spirit of the class and helping all of us learn rather than obsessing over the letter of the law. Late Papers. I deduct 5% of the original point total for each day that an assignment is late. E.g., a 100% becomes 90% if it is two days late. Academic Integrity. Students must take responsibility for knowing and adhering to UCSB’s academic integrity policy. Students who violate the academic integrity policy will be subject to academic sanctions from me and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). If you have any questions, please review the Honor Code (http://judicialaffairs.sa.ucsb.edu/AcademicIntegrity.aspx) and/or come see a member of the teaching team. Absences/lateness. Class will start on time. If you are late, please do not ask questions regarding what we have already covered. If you have to miss class, please let me and your TA know at least 36 hours ahead of time as it may influence certain activities we have planned. I expect you to catch up on what you missed with a classmate or two first, then if you have additional questions, please see your TA. If you still have questions, please see me. General Academic Support & Writing. Students are encouraged to visit Campus Learning Assistance Services (CLAS) early and often. CLAS offers instructional groups, drop-in tutoring, writing and ESL services, skills workshops and one-on-one consultations. CLAS is located on the third floor of the Student Resource Building, or visit http://clas.sa.ucsb.edu Students with Learning Disabilities. In addition to discussing needs, requests, strategies, etc. with me, students with disabilities who need accommodations are encouraged to check in with the folks at Disability Services – they can help suggest/determine accommodations. Contact: 805-893-2668, 2120 Student Resource Building, and http://dsp.sa.ucsb.edu. Above all, please come see me – we’ll work something out! Managing Stress. Personal concerns such as stress, anxiety, relationships, depression, cultural differences, can interfere with the ability of students to succeed and thrive. For helpful resources, please contact UCSB Counseling & Psychological Services (CAPS) at 805-893-4411 or visit http://counseling.sa.ucsb.edu/.
Draft Syllabus 7