Intelligence Theories - Two factor theory (Spearman), Primary Mental Abilitie...Suresh Babu
Intelligence Theories - Two factor theory (Spearman), Primary Mental Abilities (Thurston), Structure of Intellect (Guilford) and Multiple Intelligence (Howard Gardner).
Intelligence Theories - Two factor theory (Spearman), Primary Mental Abilitie...Suresh Babu
Intelligence Theories - Two factor theory (Spearman), Primary Mental Abilities (Thurston), Structure of Intellect (Guilford) and Multiple Intelligence (Howard Gardner).
Type theories personality theories (4 Temperament theory, 5 Temperament the...Manu Melwin Joy
Personality type refers to the psychological classification of different types of people. Personality trait refers to psychological classification of different levels or degrees
4 Temperament theory
5 Temperament theory
Type A and Type B theory
Type D theory
Myers Briggs Type Indicator (MBTI)
Enneagram of Personality
Men Are from Mars, Women Are from Venus
Psychology Of Creativity - London IA 30.03.10Claire Rowland
A basic and pragmatic introduction to the psychology of creativity, from empirical research. PDF with notes: full academic references included in the notes.
WESTERN PHILOSOPHERS’ PERSPECTIVE ON EDUCATION (Unit 5) HennaAnsari
Socrates
Plato
Aristotle
Greek Philosophers and Concept of Education
All the content is prepared for BEd classes and adapted form Michael Caesar Tubal, Instructor/Faculty's presentation on Slideshare. For complete content click on the following link:
https://www.slideshare.net/michaeltubal/the-ancient-socratic-philosophy
Applications of Educational Psychology in Teaching and LearningDr. Amjad Ali Arain
Topic: Applications of Educational Psychology in Teaching and Learning
Student Name: Zainab Jawaid Arain
Class: B.Ed. Hons Elementary Part (III)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
A project to promote conceptual learning for all;
Dr. Amjad ali arain; University of Sind; Faculty of Education; Pakistan
Major theories of intelligence
Social Science Correlation with Other Subjects.pptxTarunKumar45169
Social Science Correlation with Other Subjects. Pedagogy of Social Science. Types of correlation. Pedagogy for B.Ed, JBT. D.El.Ed. CTET, DSSSB, KVS, NVS, Exams. TGT, PGT, and PRT
Type theories personality theories (4 Temperament theory, 5 Temperament the...Manu Melwin Joy
Personality type refers to the psychological classification of different types of people. Personality trait refers to psychological classification of different levels or degrees
4 Temperament theory
5 Temperament theory
Type A and Type B theory
Type D theory
Myers Briggs Type Indicator (MBTI)
Enneagram of Personality
Men Are from Mars, Women Are from Venus
Psychology Of Creativity - London IA 30.03.10Claire Rowland
A basic and pragmatic introduction to the psychology of creativity, from empirical research. PDF with notes: full academic references included in the notes.
WESTERN PHILOSOPHERS’ PERSPECTIVE ON EDUCATION (Unit 5) HennaAnsari
Socrates
Plato
Aristotle
Greek Philosophers and Concept of Education
All the content is prepared for BEd classes and adapted form Michael Caesar Tubal, Instructor/Faculty's presentation on Slideshare. For complete content click on the following link:
https://www.slideshare.net/michaeltubal/the-ancient-socratic-philosophy
Applications of Educational Psychology in Teaching and LearningDr. Amjad Ali Arain
Topic: Applications of Educational Psychology in Teaching and Learning
Student Name: Zainab Jawaid Arain
Class: B.Ed. Hons Elementary Part (III)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
A project to promote conceptual learning for all;
Dr. Amjad ali arain; University of Sind; Faculty of Education; Pakistan
Major theories of intelligence
Social Science Correlation with Other Subjects.pptxTarunKumar45169
Social Science Correlation with Other Subjects. Pedagogy of Social Science. Types of correlation. Pedagogy for B.Ed, JBT. D.El.Ed. CTET, DSSSB, KVS, NVS, Exams. TGT, PGT, and PRT
In this chapter of Effective HR, Theories of Learning is explained. This chapter covers topics like understanding what learning is, the classification of learning capabilities and to understand the various theories of learning. This presentation on Effective HR is an initiative by Welingkar’s Distance Learning Division.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/SlideShareEffectHR
Join us on Facebook: http://www.facebook.com/welearnindia
Follow us on Twitter: https://twitter.com/WeLearnIndia
Read our latest blog at: http://welearnindia.wordpress.com
Subscribe to our Slideshare Channel: http://www.slideshare.net/welingkarDLP
Principles of Learning: A Conceptual Framework for Domain-Specific Theories of Learning Christian J. Weibell (we'-bull) Department of Instructional Psychology and Technology Doctor of Philosophy
This study is predicated on the belief that there does not now exist, nor will there ever exist, any single theory of learning that is broad enough to account for all types of learning yet specific enough to be maximally useful in practical application. Perhaps this dichotomy is the reason for the apparent gap between existing theories of learning and the practice of instructional design. As an alternative to any supposed grand theory of learning—and following the lead of prominent thinkers in the fields of clinical psychology and language teaching—this study proposes a shift toward principles. It presents a principle-based conceptual framework of learning, and recommends use of the framework as a guide for creating domain-specific theories of learning. The purpose of this study was to review theories of learning in the behavioral, cognitive, constructive, human, and social traditions to identify principles of learning local to those theories that might represent specific instances of more universal principles, fundamentally requisite to the facilitation of learning in general. Many of the ideas reviewed have resulted from, or been supported by, direct empirical evidence. Others have been suggested based on observational or practical experience of the theorist. The ideas come from different points in time, are described from a variety of perspectives, and emphasize different aspects and types of learning; yet there are a number of common themes shared among them regarding the means by which learning occurs. It is hypothesized that such themes represent universal and fundamental principles of learning. These principles were the objective of the present study. They have been sought through careful review and analysis of both theoretical and empirical literature by methods of textual research (Clingan, 2008) and constant comparative analysis (Glaser & Strauss, 1967). By way of textual research a methodological lens was defined to identify general themes, and by way of constant comparative analysis these themes were developed further through the analysis and classification of specific instances of those themes in the texts reviewed. Ten such principles were identified: repetition, time, step size, sequence, contrast, significance, feedback, context, engagement, and agency. These ten facilitative principles were then organized in the context of a comprehensive principles-of-learning framework, which includes the four additional principles of potential, target, change, and practice. Keywords: principles of learning, domain-specific theories of learning, learning framework, learning theories, learning theory, learning principles, learning, principles, theory, theories
Reflection (1)Following chapter 6 where Piaget’s cognitive devel.docxdebishakespeare
Reflection (1)
Following chapter 6 where Piaget’s cognitive development theory was discussed, this chapter extends this discussing by adding to, comparing and contrasting Piaget’s theory. Burner and Vygotsky are two developmental theorists that share with Piaget that the belief in cognitive development (Driscoll, 2005). In contrast, they, Burner and Vygotsky, focused on interactional theories and connect consider learning a cause for cognitive development (Driscoll, 2005).
Burner, introduced the three modes of representations, believed in schooling as a means of observe cognitive development. In fact, he linked the representation modes (i.e., enactive, iconic, and symbolic) to the readiness of learning (Driscoll, 2005). What marks Burner is that he believes that type of subject, stage of cognitive development, and child’s characteristics none of which is a condition to effective learning (Driscoll, 2005). Defining these three modes clarified the distinction between Piaget and Burner’s views of readiness (Driscoll, 2005). While Piaget attributes the student’s understanding of the lesson to its logical appropriateness, Burner sees that each lesson could be modified to suit the student’s cognitive ability (Driscoll, 2005). In addition, the variation in thinking level in these three modes led Burner to reject Ausubel’s perspective regarding that prior knowledge determines the student’s readiness for learning explaining that thinking ability is actually the factor that measures the learning readiness (Driscoll, 2005). Burner presented modes justify some failure situation that happens in learning. Providing students with a symbolic mode of instruction without realizing that this mode actually goes beyond their current ability is an obvious reason of failure to understand (Driscoll, 2005). This makes more responsibility on teachers, as well as curriculum developers. Besides taking the students’ level of thinking into account when developing and giving the instruction, temporal factor is critical. Burner claimed that full understanding of the instruction means achieving the symbolic mode, and that lack of time my affect the learning outcomes and produce only iconic learning (Driscoll, 2005).
By regulating the discovery as a means of learning, Burner is taking instructors to a higher level of teaching. Setting hypotheses, testing them, conducting inquiry, defining concepts, and having feedbacks and reflections are some strategies that regulate learning by discovery and produce a discover model as Burner suggests. Culture has a lot to do with learning. Burner declared that culture influences thinking (Driscoll, 2005). Cultures have been always playing a pioneering role in defining the primary issues that should be covered in education. We see that universities everywhere are teaching the majors that are valued in their communities. By doing so, they do not necessarily believe in these majors but may be responding to the learners’ major demands.
Unlike ...
“a persisting change in human performance or performance potential . . . (brought) about as a result of the learner’s interaction with the environment”
Kimbrilee Schmitz To respond my opinion 8.1Consider the model.docxDIPESH30
Kimbrilee Schmitz: To respond my opinion 8.1
Consider the models of Piaget, Erickson, and others regarding the stages of cognitive developmental. Do these models suggest a correlation between cognitive development and learning development throughout the human lifespan? Why or why not?
Learning development consists of allowing a person to learn at their own pace so they fully understand what is learned and feel accomplished when they master a task. If a person is pushed to learn to fast, they feel defeated because they do not understand the concepts. If a person is learning at a pace that is too slow, they become bored. People also need to have time to learn, reflect, and apply what they have learned (Mayhew, Wolniak & Pascarella, 2008). Although some learning needs to be structured so people learn the correct concepts, there needs to be time for out of the box thinking and hands on applications.
Piaget’s stages of cognitive development starts with an infant that cannot recognize that they are separate from the world and ends around age 11 where a child has a good concept of themselves and the world around them (Malerstein and Ahern, 1979). Erickson’s stages of life development stretches from birth to old age. Erickson believed that people had to complete steps in one phase before entering the next stage. These stages go from learning about one’s self and the world and end in reflecting on life and making sure all questions are answered (Ornstein, Cron & Slocum, 1989). Both of these models have a correlation with learning development. People have to learn certain things in each stage of their life. If they do not learn or accomplish certain things it is difficult for them to move forward in their life. Although there are age ranges set up with the models of cognitive development not everyone reaches each stage in the same time period. Just like learning development, people must learn and accomplish things at their own pace.
Resources:
Malerstein, A., & Ahern, M. M. (1979). Piaget's Stages of Cognitive Development and Adult Character Structure. American Journal Of Psychotherapy, 33(1), 107. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rlh&AN=5349402&site=eds-live&scope=site
Mayhew, M. J., Wolniak, G. C., & Pascarella, E. T. (2008). How Educational Practices Affect the Development of Life-long Learning Orientations in Traditionally-aged Undergraduate Students. Research in Higher Education, (4). 337. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.25704567&site=eds-live&scope=site
Ornstein, S., Cron, W. L., & Slocum, J. W. (1989). Life stage versus career stage: A comparative test of the theories of Levinson and Super. Journal Of Organizational Behavior, 10(2), 117-133. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1989-31344-001&site=eds- ...
Personal Learning Philosophy For Early ChildhoodjusGrace
Children are Capable and Competent; learning, developing, and growing as unique and diverse individuals..."the way we perceive children is evident in how we treat them...
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1. EDUCATIONAL PSYCHOLOGY (EP)
B.Ed. Evening 100 Marks
Objectives
This Course will enable classroom teachers to work effectively with better understanding. After
studying this course, the students will be able to:
Identify the types of psychological questions a teacher can ask and problems he/she attempts
to resolve
Understand the development of a child from birth to adolescence.
Explore the development of human learning and factors influencing learning.
Outline of Contents
Unit - 1 Introduction
1.1 Psychology - meaning & Nature
1.2 Types of Psychology
1.3 Methods of Educational Psychology - Observation and experiment
Unit - 2 Child as a Developing Organism
2.1 Growth & Development
2.2 Emotional Development
2.3 Social Development
2.4 Physical Development
2.5 Intellectual Development.
Unit – 3 Learning
3.1 Meaning & Definition of, Characteristics and process
3.2 Factors affecting learning
3.3 Transfer of learning
Unit – 4 Approaches of learning
4.1 Behavioral
4.2 Cognitive
4.3 Social
2. 4.4 Humanistic
UNIT -5 Learning Theories and their impact on Education
5.1 Skinner's Operant conditioning
5.2 Piaget's theory
5.3 Information - Processing
Unit -6Motivation
6.1 Nature, Characteristics and function
6.2 Factors and Techniques related to motivation in classroom
6.3 Maslow's Theory of Motivation
Unit – 7 Intelligence
7.1 Definition and Nature
7.2 Role of heredity & environment
7.3 Assessment of intelligence
a. Individual Tests
b. Group Tests
7.4 Concept of IQ.
7.5 Current theories of intelligence
Unit - 8 Individual Differences
8.1 Importance of individual differences
8.2 Different kinds of children and their characteristics
8.3 Teaching according to individual differences.
Suggested Books
1. Crewel. Thomas I., (1977). Educational Psychology: Windows on Teaching.
2. Gibson, J.T., (1981). Psychology for the classroom , New Jersey: Prentice Hall.
3. Khattak Ibrahim (1994). Educational Psychology, Peshawar, Ijaz Printers. Pakistan
4. Olson, David R., (1996). “Educational and Human Development, USA: Blackwell
publishers Ltd.
5. Ormrod, Jeanne Ellies., (1958). “Educational Psychology, New Jersey: Prentice-Hall, Inc.
3. 6. Ruthan, Vernon W.: (2001), “Technology, Growth and Development, New York: Oxford
University press
7. Carter, Carol: (1998), “Key to effective learning”. New Jersey: Prentice Hall, Inc.
8. Santrock, J.W. (2007), Child Development. (11th Edition) New York, The McGraw-Hill
Companies, Inc.
9. Woolfolk, A., (2004) Educational Psychology, (9th Ed.). Singapore: Pearson Education. Inc.
4. WEEKLY PLAN
Month
and Unit Description Outcomes Reading Material
Week
1.1. Definitions of 1. Students will be able O’Donell, Reeve & Smith,
Psychology to define the term (2009), Educational Psychology:
Jan Psychology. Reflection for Action (2nd
2013 1.2. Different Edition), Chapter 4
st
1 & Types of 2. Students will be able
2nd Psychology to define, discuss and Woolfolk, A., (2004) Educational
Week Unit 1:1 differentiate between Psychology (9th Ed.). Singapore:
Introduction different types of Pearson Education. Inc.
to psychology.
Educational 1.3. Methods of Students will be able to http://www.hillagric.ac.in/edu/co
Psychology Educational highlight different a/AgriEcoExtEduRSocio/Readin
Psychology- methods of educational g_Material/Ext-121-Educational-
Observation and psychology. Psychology.pdf
3rd experiment
week http://www.kkhsou.in/main/educa
tion/psycology.html
Achievement Test: 1.1 Students will be supposed to appear in a graded achievement test. The test
will mainly focus on the topic “Psychology and its different methods”.
Jan 2.1. Growth and Students will be able to Child growth and development
2013 Development define the terms Growth (Handout)
th
Unit 2
4 and development.
Child as a
week
developing
2.2. Physical Students will be able to Book: Krause, Bochner,
Organism
Development define and discuss the Duchesne (2003). Educational
physical development of Psychology for learning and
a child teaching; Chapter 1.
5. 2.3. Emotional Students will define and
Development discuss the Emotional, Santrock, J.W. (2007), Child
Social and Intellectual Development. (11th Edition).
2.4 Social development of a child. Section 2, & 3.
Development
Feb
www.mcgrawhill.ca/college/santr
2013
2.5 Intellectual ock
1st
Development
week
O’Donell, Reeve & Smith,
(2009), Educational Psychology:
Reflection for Action (2nd
Edition), Chapter 3.
3.1 Meaning and Students will be able to Krause, Bochner & Duchesne,
definition of define and discuss the (2003). Educational Psychology
learning concept of human for Learning and Teaching.
development. Chapter 6.
Feb 3.2 Characteristics
2013 of learning Students will be able to www.mcgrawhill.ca/college/santr
nd
2 define the process of ock
week 3.3 Process of learning and will also be
Unit 3 learning able to describe different Santrock, J.W. (2007), Child
Learning factors affecting Development. (11th Edition)
learning. Chapter 2. Page (36-49)
3.4 Factors Students will be able to
affecting learning define and describe
different factors
Feb 3.5Transfer of affecting learning.
2013 learning
3rd Students will critically
week define and discuss
transfer of learning.
Achievement Test, 1.2: Students will be supposed to appear in a graded achievement test. The test
will mainly focus on the topics “Child as a developing organism” and “Process of learning”.
6. 94.1. Behavioral Students will be able to
Approach define and discuss the Santrock, J.W. (2007), Child
behavioral and cognitive Development. (11th Edition) New
approaches of learning. York, The McGraw-Hill
Feb
4.2. Cognitive And will also discuss Companies, Inc.
2013
Approach about their applicability
4th
in their own context. http://highered.mcgraw-
week
Unit 4 hill.com/sites/dl/free/0073378399
Approaches /583157/Cruickshank5e_ch04.pdf
of learning Krause, Bochner & Duchesne,
(2003). Educational Psychology
9.3. Social Students will be able to for Learning and Teaching.
Learning define and discuss the Chapter (4-6)
March
Approach social and cognitive
2013
approaches of learning. O’Donell, Reeve & Smith,
1st
9.4. Humanistic And will also discuss (2009), Educational Psychology:
week
Approach about their applicability Reflection for Action (2nd
in their own context. Edition)
7. 5.1. Skinner’s Students will be able to Santrock, J.W. (2007), Child
Operant critically define and Development. (11th Edition) New
Conditioning discuss Skinner’s and York, The McGraw-Hill
Piaget’s theories of Companies, Inc.
5.2 Piaget’s learning.
Theory http://highered.mcgraw-
hill.com/sites/dl/free/0073378399
March
/583157/Cruickshank5e_ch04.pdf
2013 Unit 5
Krause, Bochner & Duchesne,
2nd Learning
(2003). Educational Psychology
week Theories and
for Learning and Teaching.
their Impact
Chapter (4-6)
on Education
O’Donell, Reeve & Smith,
(2009), Educational Psychology:
Reflection for Action (2nd
Edition)
5.3 Information Students will learn about
March
Processing information processing
2013
approach
3rd
Achievement Test 1.3: Students will be supposed to appear in a graded achievement test. The test
week
will mainly focus on the topics “Approaches of learning and different learning theories”.
8. 6.1. Nature, Students will be able to Santrock, J.W. (2007), Child
Characteristics and define the term Development. (11th Edition) New
function of “motivation” and will York, The McGraw-Hill
motivation also analyze the nature, Companies, Inc.
characteristics and
6.2. Factors and functions of motivation. Woolfolk, A., (2004) Educational
Techniques related Psychology, (9th Ed.). Singapore:
March
Pearson Education. Inc.
2013 Unit 6 to motivation in Student will develop
4th Motivation classroom their concept about the
http://downloads.joomlacode.org/
week different factors and
trackeritem/5/8/7/58799/Abraha
6.4. Maslow’s techniques related to
mH.Maslow-
theory of motivation in the
ATheoryOfHumanMotivation.pdf
motivation classroom. Students will
also learn about
http://www.edpsycinteractive.org/top
Maslow’s theory of
ics/motivation/motivate.html
motivation.
7.1. Definition and Student s will be able to Krause, Bochner & Duchesne,
nature define the term (2003). Educational Psychology
intelligence and its for Learning and Teaching.
7.2 Role of nature.
heredity and O’Donell, Reeve & Smith,
April environment The students will also be (2009), Educational Psychology:
2013 Unit 7 able to discuss the role Reflection for Action (2nd
1st Intelligence 7.3 Assessment of of heredity and Edition).
week intelligence environment in forming
Individual tests intelligence. Woolfolk, A., (2004) Educational
Group tests Psychology, (9th Ed.). Singapore:
Students will learn about Pearson Education. Inc.
different types of
intelligence assessments
9. 7.4 concept of I.Q Students will be able to
define and discuss the
7.5 Current concept of I.Q. and will
April
Theories of also critically analyze
2013
intelligence. different theories of
2nd
intelligence.
week
Assignment: students will be asked to write an assignment on Intelligence and different types of
intelligence assessment. The criteria and rubric for assignment will be provided in the class.
8.1. Definition Students will define the Krause, Bochner & Duchesne,
and Concept of term individual (2003). Educational Psychology
individual difference and its for Learning and Teaching.
April
differences. importance
3rd
O’Donell, Reeve & Smith,
week Unit 8
8.2. Importance of (2009), Educational Psychology:
Individual
individual Reflection for Action (2nd
Differences
differences. Edition),
8.3 Different kinds Students will discuss
April
of children and different sources and
4th
their types of individual
week
characteristics difference.
8.4 Teaching Students will learn
May
according to different teaching
2013
individual methods to teach the
1st
differences. students with individual
week
differences.
Classroom Presentation: students will be supposed to make and PowerPoint presentation and
deliver before the class. They will make presentation about Individual differences, their
characteristics, different teaching methods of teaching to students with individual difference.
The criteria and rubric for presentation will be provided in the class.
Note: The schedule and criteria for Midterm and final term will be provided in the classroom.