Educational Psychology is an advanced course that surveys current psychological research and theory to address issues of teaching and learning. Instruction will focus on developmental theories, research methods, classroom management, and instructional techniques. The course will utilize readings, films, lectures, and small group projects, and is well suited for anyone interested in learning more about children, schools, learning, and/or teaching. This course meets the Maryland State Department of Education Human Learning requirement for an initial certificate in Early Childhood Education, Elementary Education and Secondary Education. A 15-hour field experience outside of class time is required. Students are placed in a Howard County Public School or may use a K-12 school where they are employed.
Prerequisites Eligible to enroll in ENGL-121 or ENGL-117
Fees This course has fees totaling $55.00.
Instructor Barbara Maestas
Overall Course Objectives | Major Course Topics | Course Format | Orientation |Course Requirements | Texts and Materials | Exams | Course Web Site
Course Outcomes: The student will:
- know the social, physical, emotional, and cognitive stages of development from infancy through adolescence
- know the major approaches to 9theories of) human learning
- reflect onthe approches to learning/geaching
- Understand the impact of culture, privilege, and oppression, as they influence personal growth and development
- relate culture, privilege and oppression to their impact on schooling, student performance and success
- Understand basic theories of motivation
- understand the construction of curriculum as responsive to developmental, cultural, and social need of children
- know that there are different approaches to and methods of teaching
- recognize that there are different approaches to teaching and that materals and objectives are specific to the approach selected
- recognize valid sources of educational information
- reflect on the approaches to learning/teaching
- relate principles and practices of group dynamics to educational practices
- be introduced to the strengths and needs of individual students and how to plan instruction that is responsive to the strengths and needs
- be introduced to a range of evidence-based instructional strategies, resources, and technological tools and how to use them effectively to plan instruction that meets diverse learning needs
- engage in critical thinking and problem solving
- recognize instructional practices that enhance, or impede critical thinking, problem solving, and performance skills
- be introduced to how to engage students in collaborative learning experiences so that they learn the skills necessary to work effectively in project teams
- be introduced to how to help learners work productively and cooperatively with each other to achieve learning goals
- be introduced to how to work with students to collaboratively set and monitor elements of the learning environment including norms, expectations, routines and organizational structure to assure access for all students
- understand creative thinking processes and will be introduced to how to engage students in producing original work
- know effective verbal and nonverbal techniques
- be introduced to efective media communication techniques
- be introduced to verbal, nonverbal, and media communication techniques to foster K-6 students' active inquiry
- be informed to verbal, nonverbal, and media communication techniques to foster k-6 students' collaboration and supportive interaction
- be introduced to a range of types and multiple purposes of assessment and how to design, adapt or select appropriate assessments to afdress specific learning goals and individual differences
- be introduced to how to analyze and interpret various kinds of student data to guide planning and instruction and to provide meaningful feedback to each learner
- understand the positive impace of effective descriptive feedback for learners and knows variety of stategies for commnicatiing this feedback
- understand how examining one's own thinking deeperns learning, and knows how to engage students in this metacognitive process
- be introduced to how to prepare students for assessments and how to modify assessments and testing conditions for students with exceptionalities and English language learner needs
- know and articulate the value of life-long learning
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Overall Course Objectives The student will be able to:
- Describe the psycholobical theories, concepts, and principles that apply to teaching and learning.
- Identify indicators of development through observations
- Recognize developmental level of child based on observing child behavior and recognize importance of these issues in curriculum and instructional materials
- Identify and explain the major components of the major approaches to learning
- Write and speak on how learning occurs in students and in themselves
- Recognize behaviors that enhance and impede learning
- Recognize behaviors that indicate that learning has occured
- Define and explain culture, privilege and oppression
- Discuss how culture, privilege and oppression influence growth and development
- Discuss culture, privilege and oppression in relation to schooling, student performance and success
- Reflect onpersonal motivational patterns in relation to basic theories
- Construct appropriate objectives for specific students
- Identify and explain the different domains of development
- Write objectives specific to the cognitive, affective, and behavioral domains
- identify appproaches to teaching such as cooperative learning, direct instruction, etc.
- Identify the type of teaching being employed ina field experience
- Identify materials that are specific to a particilar approach
- Discriminate among various educational source
- Recognize how learning occurs in students and in oneself
- Identify behaviors of students and of professionals which enhance learning and impede learning
- Identify behaviors that indicate that learning has occured and justify behaviors identified
- name and explain major principles and practices used n group dynamics
- Recognize similarities and differences in uses of group dynamic principles and practices to those of educational principles and practices
- Demonsrate use of group dyanmics principles
- Adapt teaching techniques for students based on an understanding of the physical, social, emotional, cultural, and cognitive characteristics of the learner
- Discuss the similarities and differences in human development, characteristics of diverse learners, and educational implications of diverse cultural and learning differences
- Describe how issues of human diversity (age, mental ability, thinking style, ethnic backgroupd, socioeconomic status) impact families and schools and how these influence learning and planning
- Define, explain, give exa,ples of critical thinking, problem solving and performance skills
- Explain the problem solving process and methods that facilitate the development of these skills
- Critically evaluate theoretical understandings about principles of learning and approaches to teaching.
- Describe how primary language, culture and familial background interact with the individual's academic and social abilities, attitudes, values and interests
- Formulate effective approaches to instruction based n an understanding of the learning process
- Describe how each theoretical understanding serves as a basis for the development of techniques for motivating students in th classroom
- Evaluate strategies to create learning environments that foster cultural understanding positive social interactions, and active engagement of all learners and in which diversity is valued
- Reflect critically on topics related to the teaching-learning process
- Determine when to utilize various assessment tools and the prupose for each type of assessment
- Describe hiow assessment information is used for a variety of educational decisions
- Determine how instructional practices effectively respond to each learner's needs and capabilities
- Discuss life-long, learning and its effect ont he quality of life
- Identify and explain the value of action research
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Major Course Topics
- Research Methods
- Psychosocial and Cognitive Development
- Information Processing Theory
- Social Cognitive Theory
- Constructivist Learning Theory
- Higher order Thinking Skills
- Devising and using Objectives
- Problem Solving and Transfer of Learning
- Cultural and Socioeconomic Diversity
- Behavioral learning Theory
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This course format includes but is not limited to the following:
There is a lot of material to cover this semester. The key to success is to keep up and submit your work on time. Therefore, this course is not self-paced as an assignment is due every week. Assignments may be submitted early.
Does not require real-time chats.
Does require threaded discussions online.
The communication in the class will take place through Canvas emails, online threaded discussions and announcements posted on Canvas.
The course material is sequential.
There is a specific timeline for the completion of each assignment in this class.
By electing to take this class online, you are assuming responsibility for your own learning complete assignments in order to learn the course material.
This class does not require on-campus meetings.
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This course does not have a face-to-face, on-campus orientation. Please log-on to the course the first day of the term to begin the on-line orientation that is available for enrolled students.
- Review the "What you shuld know before you register" section of the eLearning Homepage
- Log in to participate in the online orientation.
- Review the syllabus and all material in the Modules section of Canvas.
- Active participation in all aspects of the course.
- Weekly Assignments.
- Short papers
- 15 hours of Field Experience in a Howard County Public School classrom. Return the "Application for Field Experience" by the end of the first week of the semester so that your classroom assignment can be made.
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Texts and Materials
Snowman, J. (2012) psychology appled toteachin, Boston: Houghton Mifflin
Technical Requirements and Plug-Ins:
Review the Technical Requirments link above. The following plug-ins are required for this course:
- Google Chrome, Firefox or Safari. NOTE: There have been reported difficulties when using internet Exployer with Canvas.
- PowerPoint Viewer, if you don't have the full version of microsoft powerPoint
- Word Viewer, if you don't have the full version of microsoft Word
- Windoes Media Player
- Adobe Acrobat Reader
- Quick Time
- Real Player
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Difficulty Loggin on to Canvas
Students and faculty may call 443-518-4444 between 8:00 a.m. and 11:00 p.m. Monday through Friday to report problems or they may send an e-mail to the Help Desk at email@example.com. After hours, students and faculty may leave a message at the same number. The Technology Help Desk staff will handle the problem or direct it to the correct person to handle. When leaving a message, be sure to leave your name, the course you are enrolled in, your course instructor's name, your phone number, your e-mail address, and a description of the problem. Be sure to speak slowly so staff may easily take down your message.
Students are responsible for maintaining copies of all of their written work on your computer or travel drive in case of the need for retransmission. Students are responsible for keeping the instructor informed in the event of emergencies or unusual circumstances leading to extended absence from class participation.
If you have any questions or comments about this course, please send a message to Barbara Maestas, firstname.lastname@example.org
Last updated on February 9, 2013
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