Course Description
Educational Psychology will focus on current psychological principles as they apply to teaching and learning. Topics could include the developmental experience of children and adolescent’s namely psychological theory, cognition and problem-solving, the self and social cognition, impact of culture and context on development. Significant models of learning and teaching will be introduced and illuminated by contemporary research evidence on selected topics. The course will encourage the development of a critical and reflective approach to theory and experience and their application to the secondary school setting in Pakistan.
COURSE JUSTIFICATION
Education as an all embracing process involves all forms of tests and measurements that are used in passing judgment on the personnel, programme, institution curriculum, methodology, instructional materials and learners. The aforementioned are known as programme evaluation, curriculum evaluation methodology evaluation, instructional material evaluation and learner evaluation.
COURSE OBJECTIVES:
Upon satisfactory completion of the course, the learner will be able to:
Ø Discuss the various developmental models and how they explain children’s learning Processes
Ø Evaluate contextual conditions that impact and enhance learning.
Ø Demonstrate how various models available for organizing instruction impact classroom management and learner learning.
Ø Identify the exceptional learner and propose various strategies for dealing with these learners in the classroom setting.
This unit will assist learners to:
COURSE CONTENT
This will include:
TIME REQUIREMENTS
COURSE REQUIREMENTS:
60% (as per FCC’s policy) attendance of classes is essential for anyone to be qualified to sit for Mid Term and Final examination. Also, learners are expected to read the recommended readings that will enable them to engage in dialogues, debates and necessary interactions in the classroom. All learners must have FCC E-mail accounts.
ASSESSMENT:
Course Activity Weighting
Class Tests/Presentations/Participations 60%
Mid Term 20%
Final 20%
Total 100%
Grading scale:
Grades Quality Points Numerical Value Meaning
A 4.00 93 - 100 Superior Work
A- 3.70 90 - 92
B+ 3.30 87 – 89
B 3.00 83 – 86 Good
B- 2.70 80 – 82
C+ 2.30 77 – 79
C 2.00 73 – 76 Satisfactory
C- 1.70 70 - 72
D+ 1.30 67 – 69
D 1.00 60 – 66 Passing
F 0.00 56 or below Failing
RECOMMENDED TEXTS:
The TEXTS will be uploaded on the web page on Google Sites, created for this course.
Websites
A basic introduction to child development theories, http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/7401/documents/theories_outline.pdf
John Opfer, Theories of Cognitive Development, http://faculty.psy.ohio-state.edu/opfer/lab/courses/845_files/845Theories.pdf
Lev Vygotsky’s Social Development Theory, http://www.k-state.edu/musiceducation/eportfolio/cexum/images
/Images%20File%20for%20Eportfolio/Lev%20Vygotsky%20Social%20Development%20Theory%20Class%20Hand%20Out.pdf
Social Development Theory, http://www.icpd.org/development_theory/SocialDevTheory.htm
Personality Theories, http://webspace.ship.edu/cgboer/perscontents.html
Learning Theories, http://otec.uoregon.edu/learning_theory.htm
Learning Styles, http://otec.uoregon.edu/learning_styles.htm
Theories of Learning, http://www.brookes.ac.uk/services/ocsld/archive/theories.html
Learning Theories and Transfer of Learning, http://otec.uoregon.edu/learning_theory.htm
Learning theory (Education), http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Learning_theory_(education).html
Learning Theory Resources-A Collection, http://www.nova.edu/~burmeist/learning_theory.html
Most influential theories of learning, http://www.unesco.org/new/en/education/themes/strengthening-education-systems/quality-framework/technical-notes/influential-theories-of-learning/Theories of Intelligence, http://otec.uoregon.edu/intelligence.htm
Testing, Motivation and Learning, http://arrts.gtcni.org.uk/gtcni/bitstream/2428/4624/1/Testing,%20Motivation%20and%20Learning.pdf
Capturing and Directing the Motivation to Learn, http://www.stanford.edu/dept/CTL/Newsletter/motivation_to_learn.pdf
Personal Responsibility Statement:
Learners should abide by all the policies about Academic Integrity given in the Baccalaureate Student HandBook.
This syllabus is subject to change.
Learners enrolled in this course are responsible for all changes that are announced in class.
COURSE JUSTIFICATION
Education as an all embracing process involves all forms of tests and measurements that are used in passing judgment on the personnel, programme, institution curriculum, methodology, instructional materials and learners. The aforementioned are known as programme evaluation, curriculum evaluation methodology evaluation, instructional material evaluation and learner evaluation.
COURSE OBJECTIVES:
Upon satisfactory completion of the course, the learner will be able to:
Ø Discuss the various developmental models and how they explain children’s learning Processes
Ø Evaluate contextual conditions that impact and enhance learning.
Ø Demonstrate how various models available for organizing instruction impact classroom management and learner learning.
Ø Identify the exceptional learner and propose various strategies for dealing with these learners in the classroom setting.
This unit will assist learners to:
- develop the conceptual understanding of educational psychology and enable them understand the importance and application of the knowledge of educational psychology in the teaching learning context
- develop their knowledge and understanding of elementary and secondary school learners through an introduction to significant theories of human development.
- understand the major theories of human learning and how they might be applied in the elementary and secondary school setting
- develop the skill of critical examination of the factors that contribute to human learning and impact of socio-cultural influence on learning
- develop understanding of the inter-relationship between human development and learning
- foster the integration of human learning and development into teaching strategies that are relevant to the needs of secondary school learners
- develop an appreciation that human growth, development and learning are a life-long process
- develop a critical perspective of the emerging issues of discipline in the light of growth and development and learning
- foster an appreciation of the role of the teacher as guide and counsellor.
COURSE CONTENT
This will include:
- an introduction to educational psychology
- an introduction to human development particularly adolescent development including issues of puberty, identity development, peer group influence, parental relationships, morality and cognitive development
- an introduction to theories of learning such as behavioural, Gestalt, humanistic individual differences in learning: concept of multiple intelligences, structure of intellectual abilities, exceptional children and children with special needs motivation: intrinsic and extrinsic; self-concepts; attribution theory
- behavioural management; modes of classroom management, school and classroom.
- teacher effectiveness: self-understanding; positive and negative attributes role of the teacher as counsellor and guide.
TIME REQUIREMENTS
- This course is offered over a period of 16 weeks. Modules are completed over the 16-week period.
- A minimum of one hundred forty four (144) hours should be anticipated for completion of the course. This includes forty eight (48) hours of direct contact and ninety six (96) hours in preparation and study; three (3) and six (6) per week respectively. (This is just for course participants information)
COURSE REQUIREMENTS:
60% (as per FCC’s policy) attendance of classes is essential for anyone to be qualified to sit for Mid Term and Final examination. Also, learners are expected to read the recommended readings that will enable them to engage in dialogues, debates and necessary interactions in the classroom. All learners must have FCC E-mail accounts.
ASSESSMENT:
Course Activity Weighting
Class Tests/Presentations/Participations 60%
Mid Term 20%
Final 20%
Total 100%
Grading scale:
Grades Quality Points Numerical Value Meaning
A 4.00 93 - 100 Superior Work
A- 3.70 90 - 92
B+ 3.30 87 – 89
B 3.00 83 – 86 Good
B- 2.70 80 – 82
C+ 2.30 77 – 79
C 2.00 73 – 76 Satisfactory
C- 1.70 70 - 72
D+ 1.30 67 – 69
D 1.00 60 – 66 Passing
F 0.00 56 or below Failing
RECOMMENDED TEXTS:
The TEXTS will be uploaded on the web page on Google Sites, created for this course.
Websites
A basic introduction to child development theories, http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/7401/documents/theories_outline.pdf
John Opfer, Theories of Cognitive Development, http://faculty.psy.ohio-state.edu/opfer/lab/courses/845_files/845Theories.pdf
Lev Vygotsky’s Social Development Theory, http://www.k-state.edu/musiceducation/eportfolio/cexum/images
/Images%20File%20for%20Eportfolio/Lev%20Vygotsky%20Social%20Development%20Theory%20Class%20Hand%20Out.pdf
Social Development Theory, http://www.icpd.org/development_theory/SocialDevTheory.htm
Personality Theories, http://webspace.ship.edu/cgboer/perscontents.html
Learning Theories, http://otec.uoregon.edu/learning_theory.htm
Learning Styles, http://otec.uoregon.edu/learning_styles.htm
Theories of Learning, http://www.brookes.ac.uk/services/ocsld/archive/theories.html
Learning Theories and Transfer of Learning, http://otec.uoregon.edu/learning_theory.htm
Learning theory (Education), http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Learning_theory_(education).html
Learning Theory Resources-A Collection, http://www.nova.edu/~burmeist/learning_theory.html
Most influential theories of learning, http://www.unesco.org/new/en/education/themes/strengthening-education-systems/quality-framework/technical-notes/influential-theories-of-learning/Theories of Intelligence, http://otec.uoregon.edu/intelligence.htm
Testing, Motivation and Learning, http://arrts.gtcni.org.uk/gtcni/bitstream/2428/4624/1/Testing,%20Motivation%20and%20Learning.pdf
Capturing and Directing the Motivation to Learn, http://www.stanford.edu/dept/CTL/Newsletter/motivation_to_learn.pdf
Personal Responsibility Statement:
Learners should abide by all the policies about Academic Integrity given in the Baccalaureate Student HandBook.
This syllabus is subject to change.
Learners enrolled in this course are responsible for all changes that are announced in class.
Course Outline
Module One: How Educational Psychology has been influencing Education?
Objective: Learners will describe the role of Educational Psychology in understanding education, teaching and learning and its role in improving classroom teaching, learning, assessment, and school.
Contents:
§ Introduction E-mail Assignment - Getting to Know You!
§ What is Educational Psychology?
§ Its contribution in understanding and improving Education
Module Two: Human Growth and Development
Objective: Learners will explain several major theories of human development including Jean Piaget's theory of cognitive and moral development, Lev Vygotsky's theory of cognitive development, Erik Erikson's theory of personal and social development, and Lawrence Kohlberg's stages of moral reasoning.
Contents:
Module Three: Learning Theories
Objective: Learners will describe what learning is and how this can be maximised in the classroom. Learners will also list factors that influence learning in the classroom.
Contents:
Module Four: Effective Lesson and Effective Learning Environment
Objective: Learners will describe what learning is and how this can be maximised in the classroom. Learners will also list factors that influence learning in the classroom.
Contents:
Module Five: Assessing Learners Learning
Objective: Learners will explain affective assessment and list different assessment strategies and their purposes.
Contents:
Module Six: Motivating Learners to Learn and Learners’ Diversity
Objective: Learners will identify forces and factors that influence learners’ learning and how to maximise learners’ learning
Contents:
Module One: How Educational Psychology has been influencing Education?
Objective: Learners will describe the role of Educational Psychology in understanding education, teaching and learning and its role in improving classroom teaching, learning, assessment, and school.
Contents:
§ Introduction E-mail Assignment - Getting to Know You!
§ What is Educational Psychology?
§ Its contribution in understanding and improving Education
Module Two: Human Growth and Development
Objective: Learners will explain several major theories of human development including Jean Piaget's theory of cognitive and moral development, Lev Vygotsky's theory of cognitive development, Erik Erikson's theory of personal and social development, and Lawrence Kohlberg's stages of moral reasoning.
Contents:
- understanding about some major aspects, issues, and views of human development.
- Interpret Piaget's theories, give reasons for criticism and revison of Piaget's Theory
- Vygotsky view of cognitive development
- analyze the developmental theories of Piaget and Vygotsky,
- Erikson's theory of psychosocial development,
- examine and analyze theories of moral development.
Module Three: Learning Theories
Objective: Learners will describe what learning is and how this can be maximised in the classroom. Learners will also list factors that influence learning in the classroom.
Contents:
- Learning styles,
- The concept of Multiple intelligences
- Behavioural approach to learning
- Cognitive approach to learning
- Experiential approach to learning
- Constructivist approach to learning
Module Four: Effective Lesson and Effective Learning Environment
Objective: Learners will describe what learning is and how this can be maximised in the classroom. Learners will also list factors that influence learning in the classroom.
Contents:
- What instruction / teaching is
- Steps involved in direct instruction from objectives to practice/review
- How learners learn and transfer concepts.
- Teaching methods involving subjective and controversial material.
- Appropriate use of small group and large group discussion
- What constitutes an effective learning environment.
- Practices that contribute to effective classroom management.
- Preventative strategies as well as programs designed to prevent serious behaviour problems.
Module Five: Assessing Learners Learning
Objective: Learners will explain affective assessment and list different assessment strategies and their purposes.
Contents:
- Why evaluation is important.
- What are instructional objectives and how they are used.
- How learner learning is evaluated.
- Principles of test construction, scoring, and administering
- Portfolio assessment.
- What is Standardised testing,
- Why, When, How and Where of Standardised Testing
Module Six: Motivating Learners to Learn and Learners’ Diversity
Objective: Learners will identify forces and factors that influence learners’ learning and how to maximise learners’ learning
Contents:
- Several major theories of motivation.
- Strategies to help learners overcome learned helplessness
- The role of teacher expectations and their relation to learner achievement.
- Strategies that teachers can use to reward performance, effort and improvement.
- What teachers can do to increase learners’ motivation to learn?
- Impact of culture on teaching and learning.
- Relationship between socioeconomic status and learner development.
- How ethnicity and race affect school experiences.
- How gender and gender bias affect learners' school experiences.
- How learners differ in intelligence and learning styles.
- The implications regarding school, family, and community partnerships.
- Six types of involvement activities representative of a comprehensive school/family partnership
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