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EDU 330: Developmental & Educational Psychology

Fall 2026

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Class Documents & Resources

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Lesson Plans (for class activities and assignments):​

  • Elementary Lesson Plans (click here)

  • Physical Education (click here)

  • Art (click here)

  • Elementary Music (click here)

  • K - 12 Music (click here & here)

  • Spanish (click here)

  • Math (click here & here)

  • Science (click here); Chemistry (click here)

  • Social Studies (click here). 

  • English/CALT (click here)

 

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Class Schedule & Homework

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Class 1 (Tuesday, September 1): Introduction

What is due today?

  • Nothing due

What documents will be used during today's class?      

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Class 2 (Thursday, September 3): Self-Regulated Learning (Today's class will be asynchronous as I will be traveling, so we will NOT be meeting in person. I will share the full details regarding our asynchronous coursework and expectations during our very first class session.)

What is due today?​

  1. Read What is Self-Regulated Learning?

  2. Complete checkpoint assignment after reading articles. Please bring in a hardcopy of the reaction paper to today's class. 

What documents will be used during today's class?      ​​

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Class 3 (Tuesday, September 8): Constructivism

What is due today?​

  1. Read What is Constructivism?

  2. Watch Using a theory (constructivism)

  3. Complete this CHECKPOINT ASSIGNMENT (suggestion: Preview the Checkpoint assignment BEFORE watching the video).Here is the rubric. 

What documents will be used during today's class? 

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Class 4 (Thursday, September 10): Promoting Conceptual Change AND Concept Attainment 

What is due today?​

  1. Read Conceptaul Change 

  2. Read How to use the Concept Attainment Model

  3. Thought Questions: Ella, Leisel, Britney

What documents will be used during today's class? 

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Class 5 (Tuesday, September 15): Information Processing Theory

What is due today?​​

  1. Watch Learning and Memory: The Information Processing Theory

  2. Complete CHECKPOINT ASSIGNMENT​ (suggestion: Preview the Checkpoint assignment BEFORE watching the video). Here is the rubric. 

What documents will be used during today's class? 

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Class 6 (Thursday, September 17): Metacognition

​What is due today?

  1. Watch Metacognition: The skill that promotes advanced learning

  2. Watch ONE of the following videos:​

  3. Complete this CHECKPOINT ASSIGNMENT (suggestion: Preview the checkpoint assignment BEFORE reading the article). Here is the rubric. 

What documents and video will be used during today's class?      ​​

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Class 7 (Tuesday, September 22): Complex Cognitive Processes: Critical thinking, problem framing, invention, memorization & recall

What is due today?​

  1. Read Helping Students Hone their Critical Thinking Skills (middle/high school) OR A Critical Thinking Framework for Elementary Students

  2. Read 3 Simple Stategies to Improve Students' Problem Solving Skills

  3. Read 5 Research-Based Studying Strategies for Students

  4. Complete this CHECKPOINT ASSIGNMENT (suggestion: Preview the checkpoint assignment BEFORE reading the article). Here is the rubric. 

What documents and videos will be used during today's class? 

 

Class 8 (Thursday, September 24): Summative Assignment #1 (in-class) -  (Information Processing Theory & Metacognition)

What is due today? ​

  1. Nothing

What documents and video will be used during today's class?

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Class 9 (Tuesday, September 29): Cognitive Development (Piaget) & Introduce Critical Thinking Assignment

What is due today?

  1. Read Piaget's Stages of Development OR watch this Piaget's Stages of Development

  2. Watch Schemas, Assimilation and Accommmodaiton

  3. Thought Questions: Anna, Christopher, Erica

What documents and videos will be used during today's class?      ​

 

Class 10 (Thursday, October 1): Age-Level Characteristics​

What is due today?

  1. Read this Kohlberg's Thery of Morality Development(Kohlberg's Theory of Morality Development)

  2. Read ONE of the following articles: Socio-emotional Development (Elementary) OR Socio-emotional Development (Middle/High School)

  3. Continue to work on your Critical Thinking Assignment (Rough Draft due: December 8; Final Drat due: December 10)

What documents and videos will be used during today's class?      

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Tuesday, October 6: No Class (Nobel Conference)

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Class 11 (Thursday, October 8): Culture and Cognitive Processes: Teaching through a Cultural Frame (Vygotsky) 

What is due today?​

  1. Read Getting Started with Culturally Responsive Teaching

  2. Watch Zone of Proximal Development (Vygotksy)

  3. Thought Questions: Rae, Natalie, Marc

  4. Continue to work on your Critical Thinking Assignment (Rough Draft due: December 8; Final Drat due: December 10)

What documents and video will be used during today's class?      ​

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Class 12 (Tuesday, October 13): Summative Assignment #2 (in-class) - (Culture & Cognitive Processes) 

What is due today? ​

  1. Continue to work on your Critical Thinking Assignment (Rough Draft due: December 8; Final Drat due: December 10)

What documents and video will be used during today's class?   

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Class 13 (Thursday October 15): Introduce Intelligence Theories & Critical Thinking Assignment Work Time

What is due today? 

  1. Continue to work on your Critical Thinking Assignment (Rough Draft due: December 8; Final Drat due: December 10)

What documents and video will be used during today's class?   

  1. In your opinion, does this show evaluate "intelligence"? In your opinion, what is this show evaluating?

  1. What is the video's perspective on "intelligence" and the role of school in developing "intelligence"?

  2. To what extent do you support this perspective? Why?​

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Tuesday, October 20: No Class (Fall Break)

Thursday, October 22: No Class (Fall Break)

 

Class 14 (Tuesday, October 27): Intelligence Theory 

What is due today? ​

  1. Two readings for today's class: Gardner's Theory of Intelligence

  2. Read Sternberg's Triarchic Theory of Intelligence

  3. Thought Questions: Megan, Caroline, Parker

  4. Continue to work on your Critical Thinking Assignment (Rough Draft due: December 8; Final Drat due: December 10)

What documents and video will be used during today's class?   

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Class 15 (Thursday, October 29): Fixed vs Growth Mindset & Critical Thinking Assignment Work Time

What is due today?

  1. Read Growth vs Fixed Minset

  2. Read Recognizing and overcoming false growth mindsets

  3. Complete CHECKPOINT ASSIGNMENT​ (suggestion: Preview the Checkpoint assignment BEFORE watching the video). Here is the rubric. 

  4. Continue to work on your Critical Thinking Assignment (Rough Draft due: December 8; Final Drat due: December 10)

What documents and video will be used during today's class?      ​​

 

Class 16 (Tuesday, November 3): “Learning Styles” (Note- modified election day schedule)

What is due today?

  1. Watch Sir Ken Robinson's View on Education

  2. Read response to Ken Robinson's view on education

  3. Read Learning Syles OR  watch a short video on Learning Styles ​

  4. Continue to work on your Critical Thinking Assignment (Rough Draft due: December 8; Final Drat due: December 10)

What documents will be used during today's class?      ​​​

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Class 17 (Thursday, November 5): Attribution Theory 

What is due today? ​

  1. Watch Attribution Theory

  2. Complete CHECKPOINT ASSIGNMENT​ (suggestion: Preview the Checkpoint assignment BEFORE watching the video). Here is the rubric. 

What documents will be used during today's class?    

  • Powerpoint on attributions (additional resource): Attributions

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Class 18 (Tuesday, November 10): ​​Summative Assignment #3 (in-class) - Intelligence

What is due today? 

  1. Continue to work on your Critical Thinking Assignment (Rough Draft due: December 8; Final Drat due: December 10)

What documents will be used during today's class?    

  • Summative Assignment (Intelligence): Overview​

  • Summative Assignment (Intelligence): Rubric

  • Bloom's Taxonomy: Rationale for Summative Assignment Design

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​​Class 19 (Thursday, November 12): Motivation Introduction and Class Review

What is due today?

  1. Nothing!

What documents will be used during today's class?    

    • Lesson Plan Evaluation (motivation)

    • Powerpoint

    • Case Studies for Class Review  

      • Case Study #1 (Constructivism, Piaget & Vygotsky)

        • Elementary: (1) Explain in your own words why the project-based unit would be considered a a constructivist approach to learning; (2) Based on the students' current stage of cognitive development, why was it necessary for Carlos to break down the project into smaller, more manageable steps?; (3) Based on Piaget's Theory, would you have expected students' self-evaluations to be so superficial? Why or why not?; (4) How does the "research team" format exemplify Vygotsky's social construction of knowledge within the Zone of Proximal Development?

        • Middle School: (1) According to Piaget's Theory, what factors should Morgan consider in planning biology lessons?; (2) Explain how Morgan could stimulate disequilibrium in her students before the frog dissection and why disequilibrium is important for cognitive change; (3) Based on Vygotsky's Zone of Prioximal Development, was it appropriate for Morgan to place Tyler with Jay and Vincent? Why or why not? What types of support would Tyler need from other students and from Morgan in order to benefit from instruction involving social interaction?

        • High School​​: (1) Is it valid to assume that all high school students should be at the formal operational stage of development? Use Piaget's Theory to support your answer; (2) In your opinion, what mistakes did Mr. Reddy make in teaching?; (3) How would you approach teaching this class based on assumptions from both Vygotsky and Piaget?

      • Case Study #2 (Metacognition & Self-Regulated Learning):

        • Elementary: (1) What metacognitive strategies did Ian use with his reading group? Be specific; (2) What specific metacognitive strategies could Ian have taught his students in order to improve their reading comprehension?; (3) How might Ian have helped the students working at their desks to monitor their progress?

        • Middle School: (1) What metacognitive factors may have contributed to the students' failure to remember details from the lessons when it came time to take their exam?; (2) How might prior knowledge about George Washington have been a factor in students' use of metacognitive skills during the unit?; (3) How could students have used self-regulated learning (planning and monitoring) strategies as they wrote down their points for the Continental Congress?

        • High School​​: (1) What types of metacognitive knowledge are evidence in So Yoon's reflection on her teaching?; (2) How could students have used self-monitoring and evaluation during the lesson? How could So Yoon have helped students use monitoring and evaluation during the lesson?; (3) How did So Yoon use self-monitoring as a metacognitive strategy during her delivery of the lesson?

      • Case Study #3 (Intelligence): 

        • Elementary: (1) How would you describe Marcela and Carl according to Gardner's Theory of Multiple Intelligences?; (2) How would you describe each student using Sternberg's theory of intelligence?; (3) How can Mrs. Fratelli use the theory of multiple intelligence to teach science? How can she use Sternberg's theory? Growth and fixed mindset?

        • Middle School: (1) How would you characterize Sam according to Gardner's Theory of multiple intelligence?; (2) How would characterize Lindsey according to Sternberg's Theory?; (3) What type of intelligence does Elizabeth's teaching method emphasize? Why?

        • High School​​: (1) Imagine you are one of Beau's colleagues. Describe Gardner and Sternberg's theory and provide Beau some suggestions based on these theories to help him to change his all-lecture format; (2) Evaluate Beau's use of exams and homework assignments based on both Sternberg and Gardner's theory of intelligence; (3) What are some additional methods for assessing student's learning rather relying solely on exams and homework assignments based on Gardner and Sternberg's theory of intelligence. 

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​Class 20 (Tuesday, November 17): ​​Motivation #1: Basic Needs & Critical Thinking Assignment Work Time

What is due today?

  1. Watch Self-Determination Theory

  2. Read Maslow's Hierarchy of Needs

  3. Complete CHECK POINT ASSIGNMENT. Here is the rubric. 

  4. Continue to work on your Critical Thinking Assignment (Rough Draft due: December 8; Final Drat due: December 10)

What document and video will be used during today's class? ​​

  • Powerpoint for today's class: Motivation (Basic Needs)

  • Application Activity: You’re meeting with your grade-level partner during a prep period. You’ve both noticed that Maya, Leo, and Sam are 'slipping' in terms of motivation & engagement. Your goal is to help each other look past their surface-level behaviors.

  • The Observation: Based on the cues we identified, what is the primary need being neglected? (Use the language of Maslow and or Self-Determination Theory).

  • The Hypothesis: If we meet this need, what behavioral or performance changes do you predict we would see in two weeks?

  • The Strategy: What is one specific strategy you will use to support this need?

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Class 21 (Thursday, November 19): ​​Motivation #2: Cognitive Factors in Motivation (Expectancy x Value, Intrinsic & Extrinsic Motivation)

What is due today?

  1. Watch Expectancy x Value

  2. Read Intrinsic & Extrinsic Motivation

  3. Thought Questions:  James, Sunshine, Alex, Abraham

  4. Continue to work on your Critical Thinking Assignment (Rough Draft due: December 8; Final Drat due: December 10)

What documents will be used during today's class?   

  • Video for today's class: Office and Extrinsic Motivation! 

    • Questions to consider while watching the video:​ (1) How can you explain this episode of The Office through intrinsic and extrinsic Motivation?; (2) What implications can you draw from this episode of the Office for motivating students in the classroom?; (3) What questions do you have about students' "basic needs" (i.e. psychological nutrients) and/or intrinsic/extrinsic motivation?

  • Powerpoint for today's class: Motivation (Cognitive Factors)

  • Motivation Case Studies

 

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Class 21 (Tuesday November 24): ​​​​Promoting Motivation in the Classroom​

What is due today?​

  1. Read Motivating Diverse Learners Using Culturally Relevant & Responsive Education 

  2. Read Simple Ideas to Promote Motivation

  3. Continue to work on your Critical Thinking Assignment (Rough Draft due: December 8; Final Drat due: December 10)

What document and video will be used during today's class? ​​​​Application Activity: Motivation Reflection. This activity meets Standard 5F - Know factors and situations that are likely to promote or diminish intrinsic motivation and how to help students become self-motivated. 

  • Powerpoint for today's class: What are we doing today?

    • You can work by yourself or in a small group.

    • Choose one classroom teaching video to observe (links below)

    • Observe and take observation notes related to motivation. You should watch the first twenty minutes (or so) if you choose a video that is longer than twenty minutes. 

    • Use your observation notes to write a reflection based on these prompts:

    1. Describe the classroom features you observe that affect student motivation. Classroom features can include the physical layout of the room, teacher-student interactions, and student-student interaction. In other words, what are the cues that reflect student motivation? 

    2. Explain why you believe these features affect motivation through at least one motivation theory we discussed in class. For example, we discussed Intrinsic vs Extrinsic motivators, Self-Determination Theory, Maslow's Hierarchy of Needs, Expectancy x Value Theory, Intelligence Theories, and Attribution Theory.

    3. How can you use the theory (or theories) from question #2 to guide your thinking about motivating students in your specific developmental group and/or content area?

    • This reflection meets Standard 5F. You will upload this reflection to TaskStream and submit Standard 5 during class (last week of the semester)

Classroom Teaching Videos:

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Thursday, November 26: No Class (Thanksgiving Break)

 

​Class 22 (Tuesday, December 1): Understanding varying types of assessment and multiple purposes of assessment 

What is due today?

  1. Watch Understanding Different Types of Assessments 

  2. Read Not All Assessment is Equal: Why Validity and Reliability Matter ​

  3. Continue to work on your Critical Thinking Assignment (Rough Draft due: December 8; Final Drat due: December 10)

What documents will be used during today's class? 

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​Class 23 (Thursday, December 3): ​Designing, adapting and selecting appropriate assessments and using assessment to inform instruction

What is due today?

  1. Watch Data Driven Instruciton

  2. Continue to work on your Critical Thinking Assignment (Rough Draft due: December 8; Final Drat due: December 10)

What documents will be used during today's class?      ​​

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Class 24 (Tuesday, December 8): Peer Feedback & Submit Standards 5 and 10 in TaskStream

What is due today?

  1. Critical Thinking Assignment (Rough Draft)​

What documents will be used during today's class?


Class 25 (Thursday, December 10):  Critical Thinking Assignment Informal Share & Final Application Introduction/Work Time

What is due today?​​

  1. Critical Thinking Assignment (Final) 

What are we doing in class?​

  1. Share Critical Thinking Assignment

  2. Complete the EDU 330 Feedback Form 

  3. Introduce Final Application

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Class 26 (Tuesday, December 15): Last Class!Final Application Work Time

What is due today?​​

  1. Nothing

What are we doing in class?​

  1. Final Application Worktime

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FINAL APPLICATION DEADLINE:

1:35 pm on Thursday, December 17

(email or share doc/file with Dan (dmoos@gustavus.edu) by deadline)

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