Educational Psychology Syllabus


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This is the syllabus for Educational Psychology for the 3rd Term (AY 2013-2014)

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Educational Psychology Syllabus

  1. 1. EDUCATIONAL PSYCHOLOGY Counseling and Educational Psychology Department De La Salle University Third Trimester AY 2013-2014 Course Code EDUPSYCH Type of Course Lecture Faculty Maria Cristina J. Santos, M.S. , M Ed. Schedule/Room 9:40-11:10 (MW)/A1704 Consultation Hours: By appointment Contact Details: Counseling and Educational Psychology Department Br. Andrew Gonzales Hall 1609 Course Description EDUPSYCH is a three-unit course that provides an overview of educational psychology and an exposure to research in the field. The course also explores and examines the different theories in educational psychology and their application in the classroom. The course highlights the practitioner researcher approach in the analysis of classroom problems in the design of teaching-learning interventions. Learning Outcomes LO 1: Distinguish between the different theories of psychosocial and cognitive development as applied in the learning and teaching process LO 2: Propose teaching strategies that can help address individual differences among learners as anchored on established learning models LO 3: Suggest ways in promoting multiculturalism and diversity in the classroom LO 4: Design a learning plan for a specific topic/subject. LO 5: Engage in a critical evaluation of theories that explain practices in learning and instruction LO 6: Develop a teaching philosophy that is reflective of one’s value system. Learning Outputs Development of Learning Plan & AV Instructional Materials: Students will develop a flexible and creative learning plan and will select one of the following topics which is to be presented in the class. Jerome Bruner’s Modes of Representation Meaningful Learning and Schema Theory (Ausubel’s Meaningful Reception Learning) Information Processing Theory Educational Psychology Page 1
  2. 2. Learning and Motivation (Attribution Theory) Positive Learning Environment (Motivation & Classroom Management) Group Presentation: The students will present their topic (based on their designed learning plan) in class with their classmates as their target audience. Individual Learning Logs: The learning logs should contain insights synthesized from activities and reading the required topics/materials. Blog Posts: 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. Worksheets: At the end of lessons, students will have to reflect on some questions pertaining to the topic which are to be submitted the next meeting. Learning Portfolio: The portfolio will highlight the most important learning that the students will have in class. Students will compile their worksheets, individual learning logs, learning plan, group discussion results and other outputs in class in a portfolio. Grading System Group Presentation (Oral Report) – 25% Worksheets, Individual Reflection Logs & Blog Posts - 25% Learning Plan – 15% Teaching Philosophy – 15% Portfolio – 10% Attendance and Participation- 10% Learning Plan LEARNING OUTCOME LO1 TOPIC Theories of Psychosocial and Cognitive Development: WEEK NO. 1-3 -Jean Piaget’s Cognitive Development -Lev Vygotsky’s Social Development Theory -Albert Bandura’s Social Cognitive Theory LO2 Learning Differences and Learning Needs -Intelligence -Multiple Intelligences -Learning Styles -The value of considering Learning Educational Psychology LEARNING ACTIVITIES -Lecture-discussion -Worksheets on Psychosocial and Cognitive Development : -Piaget -Vygotsky -Bandura 4 -Lecture-discussion -Brainstorming Activity -Simulation -Worksheet/Individual Reflection Log Page 2
  3. 3. Styles LO2 and LO3 LO4 LO4 and LO5 LO6 LO1-LO6 Multiculturalism and Diversity in the Classroom: -Ethnicity -Socioeconomic diversity -Religion 5-6 Designing a Learning Plan-using taxonomies -Learning Objectives (Cognitive, Psychomotor and Affective Domains) -Learning Activities -Assessment of Learning 7-8 Learning and Instruction: -Jerome Bruner’s Modes of Representation and its implications 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) -Information Processing Theory and its implications for Instruction -Learning and Motivation (Attribution Theory, Self-Regulated Learning) -Positive Learning Environment (Motivation & Classroom Management) 9-12 Characteristics of Effective Teachers -Teachers’ Knowledge -Clarity and Organization -Warmth and Enthusiasm Integration -Audio-Visual Lecture Presentations -Lecture-discussion -Film Viewing : ―Freedom Writers‖ -Individual Reflection Log -Lecture-discussion - Construction of Learning Plan -Group Report based on the designed learning plan (for the next topics under Learning and Instruction) -Group Report /Presentation based on the designed learning plan -Feedbacking and Processing -Individual Reflection Log on Bruner’s Modes of Representation -Individual Reflection Log on Ausubel’s Meaningful Reception --Individual Reflection Log on Information-Processing Theory -Individual Reflection Log on Attribution Theory -Individual Reflection Log on Positive Learning Environment 13 -Lecture-discussion -Crafting of Teaching Philosophy 14 Portfolio References: Abbeduto, L. & Symons, F. (ed), 2006. Taking Sides: Clashing Views in Educational Psychology, 5th Edition. Jarvela, S. (ed), 2011. Social and Emotional Aspects of Learning Knight, L., 2009. Maximun Learning and Teaching: Asian Perspective. Kornhaber, M. et al, 2004. Multiple Intelligences: Best Ideas From Research and Practice. Slavin, R., 2003. Educational Psychology: Theory and Practice, 7 th Edition. Educational Psychology Page 3
  4. 4. LEARNING PLAN (basis for the Oral Report) A lesson plan is a teacher’s detailed description of the course of instruction for one class. A daily lesson plan is developed by a teacher to guide class instruction. Details will vary depending on the needs and learning preferences of the students and subject or topic being covered. There may be requirements mandated by the school system regarding the plan. While there are many formats for a lesson plan, most lesson plans contain some or all of these elements:        Title of the Lesson Learning Objectives (what the student will be able to do at lesson completion) Activities and required materials (which serve as the means to meet the learning objectives) Time required to complete the lesson or activities Process (Provide detailed description or procedure to be followed including verbatim instructions) Processing Questions: Cognitive –inquire about thoughts and ideas Psychomotor – inquire about response or action taken Affective –refer to feelings and emotional reactions An evaluation component, a test for mastery of the instructed skills or concepts—such as a set of questions to answer or a set of instructions to follow Learning Plan Template Title/Topic: Learning Objectives: (Key knowledge and skills students should achieve at the end of the lesson) At the end of the lesson, students will be able to: Topic/Activity Educational Psychology Time Teaching Approaches/Strategies Materials Needed Page 4
  5. 5. Educational Psychology Page 5