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Cognitive Psychology Syllabus
 

Cognitive Psychology Syllabus

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This is the syllabus for Cognitive Psychology (3rd term AY 2013-2014).

This is the syllabus for Cognitive Psychology (3rd term AY 2013-2014).

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    Cognitive Psychology Syllabus Cognitive Psychology Syllabus Document Transcript

    • COUNSELING AND EDUCATIONAL PSYCHOLOGY DEPARTMENT DE LA SALLE UNIVERSITY // COLLEGE OF EDUCATION PSYCHOLOGICAL FOUNDATION FOR COUNSELING AND EDUCATIONAL PSYCHOLOGY 5    Course Code Type of Course Faculty CLG205M Major // Lecture Maria Cristina J. Santos, M.S., M Ed. Special Class     Schedule of Classes: Term/Room: Consultation Hours: Contact Details To be announced 3rd Term 2013-2014/TBA By appointment 0929-474-51-50; maria.cristina.santos@dlsu.edu.ph  In the event that there are schedule constraints, students are advised to send an email with their queries/concerns.  While there may be constraints encountered in scheduling face-to-face consultations, students are given the guarantee that queries/concerns and drafts sent via email will be given due attention. Course Description : CLG 205 is a survey and critical analysis of relevant historical and contemporary theories, and current empirical research on Cognitive Psychology, with emphasis on theory and research that relates to human learning. Learning Outcomes: At the end of the course, the students should be able to: LO 1 LO 2 LO 3 LO 4 LO 5 LO 6 Evaluate major theories of learning and cognition Describe approaches to Cognitive Psychology and its application to instruction Critically think on relevant theories in Cognitive Psychology that are related to learning and teaching Discuss how applied Cognitive Psychology informs educational research and practice Generate ideas on how to utilize cognitive science as framework for creating teaching-learning interventions Follow the ethical guidelines set by the American Psychological Association in the conduct and presentation of research paper CLG205M//PSYCHOLOGICAL FOUNDATIONS FOR COUNSELING AND EDUCATIONAL PSYCHOLOGY Page 1
    • Final Course Output Learning Outcome LO 1 Evaluate major theories of learning and cognition LO 2 Describe approaches to Cognitive Psychology and its application to instruction LO 3 Critically think on relevant theories in Cognitive Psychology that are related to learning and teaching LO 4 Discuss how applied Cognitive Psychology informs educational research and practice LO 5 Generate ideas on how to utilize cognitive science as framework for creating teachinglearning interventions LO 6 Follow the ethical guidelines set by the American Psychological Association in the conduct and presentation of research paper  Required Output An Integrative Paper that explicitly explains how you are able to apply the theories learned in class.  The Integrative Paper is a written paper of empirical/theoretical research in connection with a practical/theoretical topic in the area of learning, cognition and/or instruction. Due Date This has yet to be scheduled.  The Integrative Paper should be between 20-30 pages.  The format is provided at the last section. Rubrics For Assessment (Please refer to the last section). Coursework Delivery  Lecture-discussion on theories of cognition and learning  Self-reflection with guide reflection questions  Writing of critical and reflective essays to synthesize learning insights Other Course Requirements Aside from the final output, the student will be assessed at other times during the term by the following: Individual Learning Logs on The Learning Logs should contain insights synthesized from activities and specific topics discussed in reading the required materials/topics. class. Blog Posts Every 2 weeks Students will develop and post short integrative essays in response to the topics and group discussions. The word limit is 250. Each student will post a single essay. After the essays are published to the blog site, every student is also responsible for reading the essays and making at least 1 comment on an essay by another student . CLG205M//PSYCHOLOGICAL FOUNDATIONS FOR COUNSELING AND EDUCATIONAL PSYCHOLOGY Page 2
    • Oral Report Attendance Active Participation The presentation of assigned topic/s with clarity and fluidity. The reporter should highlight the theory’s implications for instruction. Active engagement during class discussions is expected. There will be regularly scheduled recitations that will allow everyone in class to present main points of the assigned materials and share insights regarding the topics discussed. TBA Entire Term Grading System      Output Integrative Paper Oral Report Individual Learning Logs & Blog Posts Attendance Active Contributions to Class Discussions Percentage 40% 25% 25% 10% Learning Plan Topics Overview Cognitive and Knowledge Development  Jean Piaget’s Genetic Epistemology  Jerome Bruner’s Modes of Representation  Lev Vygotsky’s Social Development Theory  Albert Bandura’s Social Cognitive Theory Learning and Cognition  Understanding the Information Processing System  Memory  Implications of Cognitive Information Processing Theory for Instruction Meaningful Learning and Schema Theory  Ausubel’s Meaningful Reception Learning  The Nature of Schema  The Role of Schema in Learning  Activating Prior Knowledge  Making Instructional Materials Meaningful Learning and Motivation  Attribution Theory  Beliefs and Self-Schemas  Self-Efficacy Beliefs Complex Cognitive Processes  Metacognition  Self-Regulation Integration Week Number Learning Activities and Required Output 2&3 January 17 (F) January 24 (F) Group Discussion Individual Learning Log 1 Individual Learning Log 2 Individual Learning Log 3 Individual Learning Log 4 Group Discussion Individual Learning Log 5 5 February 7 (F) 7 Group Discussion & Oral Report February 21 (F) Individual Learning Log 6 9 March 7 (F) Group Discussion & Oral Report Individual Learning Log 7 11 March 21 (F) Group Discussion & Oral Report Individual Learning Log 8 13 April 4 (F) Final Paper and Presentation CLG205M//PSYCHOLOGICAL FOUNDATIONS FOR COUNSELING AND EDUCATIONAL PSYCHOLOGY Page 3
    • The following is the format for the integrative paper: 1. 2. 3. 4. 5. Introduction (what this paper is about) Statement of the problem (the issue/concern) Review of relevant literature and theory (what literature says about your topic) Findings (conclusions from student’s literature search). Summary and Conclusions (integration of theory, the interdisciplinary perspectives (concepts), anecdotal data from experience, and generalization to causes and solutions to similar issues/ problems). 6. Recommendations for further research or study. References Bruning, R. H., Schraw, G. J., & Ronning, R. R. (2004). Cognitive Psychology and Instruction. Upper Saddle River, NJ: Pearson/Prentice/Merill Hall. Driscoll, M. P. (2005). Psychology of learning for instruction. Boston: Pearson Education, Inc. Goldstein, B. (2008). Cognitive Psychology: Connecting mind, research, and everyday research. Belmont, CA: Thomson/Wadsworth. Sternberg, R. J. (2006). Cognitive Psychology. Belmont, CA: Thomson/Wadsworth. McCombs, B. L. (2003). A framework for the redesign of K-12 education in the context of current educational reform. Theory into Practice, 42(2), 93-101. CLG205M//PSYCHOLOGICAL FOUNDATIONS FOR COUNSELING AND EDUCATIONAL PSYCHOLOGY Page 4
    • CLG205M//PSYCHOLOGICAL FOUNDATIONS FOR COUNSELING AND EDUCATIONAL PSYCHOLOGY Page 5
    • CLG205M//PSYCHOLOGICAL FOUNDATIONS FOR COUNSELING AND EDUCATIONAL PSYCHOLOGY Page 6