The Islamia University of Bahawalpur

Department of Applied Psychology

Educational Psychology

Instructor: Dr. Farukh Noor Course Code: Psy-05503

Class: PhD

Course outline

Course Description

This course examines the theoretical and applied aspects of learning, motivation, human
development, personality, assessment, and evaluation in the educational setting. Content includes
the study of learning theories as well as cognitive, emotional, and social learning processes that
underlie education and human development to include affective processes and socialization.
Emphasis is placed on developing skills to better understand learners to foster improved learning,
influence and manage classroom learning, and recognize and consider individual differences.
Course Objectives

After successfully completing this course, students will be able to:

1. Define “educational psychology” and describe ways it can contribute to the education
environment.
2. Discuss the importance of the psychology to the development of a student’s self-esteem,
motivation, and learning styles.
3. Compare and contrast the various factors that cognitive, behavioral, and humanistic theorists
believe influence the learning process.
4. Apply learning theories and models to classroom situations.
5. Describe how students construct knowledge, acquire skills, and develop habits.
6. Identify and discuss the major components and techniques of classroom planning,
management and instruction and how these components and techniques address individual
differences.
7. Apply objective knowledge of student development factors when making instructional
decisions.
8. Discuss the implications and impact of the myriad of individual differences on the learning of
individual students in the classroom environment.
9. Apply strategies that help diverse students work cooperatively and productively in groups.
10. Describe how teachers, parents, and students all contribute to a productive learning
environment.
Teaching methodology:

 The class will be conducted in a presentation & discussion environment where the
presenter will present the topic and lead discussions. Students will be encouraged to participate
and ask question at the end of each class session.
 Students will be expected to read articles in advance.

Recommended Books:

 Edi, D. U. (2010). Teaching Psychology in Higher Education UK:BPS Blackwell.

 O’Donnell A. M., Reeve, J., & Smith, J. K. (2009). Educational psychology (2nd ed.).
NY: Wiley.
 Woolfolk, A. (2021). Educational Psychology. United Kingdom: Pearson Education
Limited.
 Slavin, R.E. (2018). Educational psychology: Theory and Practice. USA: Pearson
Education Limited.

In addition to the required course text the following websites are useful.

APA – Center for Psychology in Schools and Education

http://www.apa.org/ed/schools/cpse/index.aspx

Cooperative Learning
http://serc.carleton.edu/introgeo/cooperative/whyuse.html

Cooperative Learning Center at the University of Minnesota

http://www.cooplearn.org/

Learning Theory
http://www.my-ecoach.com/idtimeline/learningtheory.html
http://www.cloudnet.com/%7Eedrbsass/edlea.htm
http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm

National Association for Child Development

http://www.nacd.org/

National Coalition for Parent Involvement in Education (NCPIE)

http://www.ncpie.org/

National Institute on Early Childhood Development and Education

http://www.ed.gov/offices/OERI/ECI/index.html

Social Learning Theory

http://teachnet.edb.utexas.edu/~lynda_abbott/Social.html
Society for Research on Adolescence
http://www.s-r-a.org/
Weekly distribution of course content
Unite 1: Introduction and Method of Studying Behavior in Educational Settings

Weeks Content

1-2  Definition and scope of Educational Psychology

 Reflective teaching
 Role of Education psychologist in school
 Role of Research in Educational Psychology?
 Observational method
 Experimental method,
 Survey and case study method

Articles Readings
 Huitt, W. (2019). Why study educational psychology? Educational
Psychology Interactive. Valdosta State University.
http://www.edpsycinteractive.org/topics/intro/whyedpsy.html
 Kizlik, B. (2014). Tips on becoming a teacher. ADPRIMA.
http://www.adprima.com/tipson.htm
 Seligman, M. (2008, August 8). Positive education and the new
prosperity: Australia's edge. Education Today.
http://www.minnisjournals.com.au/articles/ET%20Aug Sep%20web
%20pp%2020_21%20(10.9.08)-11.pdf
 Tapscott, D. (2010). Grown up digital and the transformation of
learning. Presentation at the annual ASCD conference.
http://dontapscott.com/2011/03/grown-up-digital-and-the-
transformation-of-learning/
 Woolfolk Hoy, A. (2020). Educational psychology: History,
contemporary views of learning and motivation, issues and
controversies. StateUniversity.com Education Encyclopedia.
https://education.stateuniversity.com/pages/1938/Educational-
Psychology.html

 Pajares, F. (2007). Culturizing educational psychology. In F. Salili &

R. Hoosain (Eds.), Culture, motivation and learning: A multicultural
perspective [19–42]. Info

Video Links:
https://www.youtube.com/watch?v=tX31Ox_WViA
https://www.youtube.com/watch?
v=Tpz3OrHaI8g&list=PLT0VLgUgQAsGU3XN1WhovK7In4gKyLuWS&i
ndex=3
Unite 2: Cognitive Development

Weeks Content
 A Definition of Development
3-4  Piaget’s Theory of Cognitive Development
 How Is Piaget’s Work Viewed Today?
 Vygotsky’s Sociocultural Perspective
 Limitations of Vygotsky’s Theory
 Implications of Piaget’s and Vygotsky’s Theories
for Teachers
Articles Readings
 Babakr, Z., Mohamedamin, P., & Kakamad, K. (2019). Piaget’s
cognitive developmental theory: Critical review. Education
Quarterly Reviews, 2(3).
 Erbil, D. G. (2020). A review of flipped classroom and cooperative
learning method within the context of Vygotsky theory. Frontiers in
Psychology, 11, 1157.
 Huang, Y. C. (2021, May). Comparison and contrast of Piaget and
Vygotsky’s Theories. In 7th International Conference on
Humanities and Social Science Research (ICHSSR 2021) (pp. 28-
32). Atlantis Press.
 Huitt, W. (2006). The cognitive system. Educational Psychology
Interactive. Valdosta, GA: Valdosta State University.
 Saracho, O. N., & Evans, R. (2021). Theorists and their
developmental theories. Early Child Development and Care, 191(7-
8), 993-100
Videos Link
 https://www.youtube.com/watch?
v=1Kx_fpSWfxY&list=PLT0VLgUgQAsE5Yf0GGW0ncKZUY7D
SXVIt&index=3
 https://www.youtube.com/watch?
v=zBYBwrtTb0&list=PLT0VLgUgQAsE5Yf0GGW0ncKZUY7DS
XVIt&index=2
 https://www.youtube.com/watch?
v=P9Xcz5JIaow&list=PLT0VLgUgQAsE5Yf0GGW0ncKZUY7DS
XVIt&index=3

Unite 3: Social, Moral, and Emotional Development

Weeks Content
 Some Views of Personal and Social Development
5-6  Erikson’s Stages of Psychosocial Development
 Implications and Criticisms of Erikson’s Theory
 Piaget’s Theory of Moral Development
  Kohlberg’s Stages of Moral Reasoning
 How Do Children Develop Socially and Emotionally?

Articles Readings
 Bennett, J., & Palaiologou, I. (2016). Personal, social and
emotional development. The early years foundation stage: Theory
and practice, 345-365.
 Galarneau, E., Colasante, T., & Malti, T. (2022). Social-
Emotional Development and Aggression. Routledge.
 Wiley, K. (2021). Theories of social and emotional development
in gifted children. In the Social and Emotional Development of
Gifted Children (pp. 3-16). Routledge.
Videos Link
https://www.youtube.com/watch?v=7qcC9_O-X2g
https://www.youtube.com/watch?v=vKy67ZOsyfk
https://www.youtube.com/watch?v=xVGAxCPT_xI

Unite 4: Behavioral and Social Theories of Learning

Weeks Content
 Behavioral Learning Theories
7-8 Pavlov: Classical Conditioning
Skinner: Operant Conditioning
 What Are Some Principles of Behavioral Learning
The Role of Consequences
Reinforcers
Classroom Uses of Reinforcement
 Social Learning Theory
Bandura: Modeling and Observational Learning
 Strengths and Limitations of Behavioral Learning Theories
 Using Principles of Behavioral and Social Learning Theory to Improve
Teaching and Learning
Articles Readings
 Al-Shammari, Z., Faulkner, P. E., & Forlin, C. (2019). Theories-based
inclusive education practices. Education Quarterly Reviews, 2(2).
 Bandura, A., & Hall, P. (2018). Albert bandura and social learning theory.
Learning theories for early years practice, 63.
 Kay, D., & Kibble, J. (2016). Learning theories 101: application to
everyday teaching and scholarship. Advances in physiology education,
40(1), 17-25.
 Locklear, A. K. (2020). Review of Major Learning Theories: A Mindtool
for Understanding and Applying Theoretical Concepts. J Ment Health Soc
Behav, 2, 108.
 Zhou, M., & Brown, D. (2015). Educational learning theories.
Videos Link
 https://www.youtube.com/watch?v=E6Qs0Az2au4&list=PLkKvotUGCyLdWmS-
YBp58DTmjN3Q9nih0
https://www.youtube.com/watch?v=uszdpFoALQk&list=PLkKvotUGCyLdWmS-
YBp58DTmjN3Q9nih0&index=4
https://www.youtube.com/watch?v=XnnzjAnUae8&list=PLkKvotUGCyLdWmS-
YBp58DTmjN3Q9nih0&index=9
https://www.youtube.com/watch?v=tGiVkzqwNdA

Unite 5: Cognitive Views of Learning

Weeks Content

9-10  How Do Children Develop Cognitively?

 Elements of the Cognitive Perspective.
 Information-Processing Model
 Factors That Enhance Long-Term Memory
 What Do We Know from Research on the Brain?
 Implications of Brain Research for Education
 What Causes People to Remember or Forget
 Forgetting and Remembering
 How Can Memory Strategies Be Taught
 Rote versus Meaningful Learning
 Schema Theory
 How Do Metacognitive Skills Help Students Learn
 What Study Strategies Help Students Learn

Articles Readings
 Bjorklund, D. F., Dukes, C., & Brown, R. D. (2008). The
development of memory strategies. In The development of memory
in infancy and childhood (pp. 157-188). Psychology Press.
 McDermott, K. B. & Roediger, H. L. (2018). Memory (encoding,
storage, retrieval). In R. Biswas-Diener & E. Diener (Eds), Noba
textbook series: Psychology. Champaign, IL: DEF publishers.
DOI:nobaproject.com
 McVee, M. B., Dunsmore, K., & Gavelek, J. R. (2005). Schema
theory revisited. Review of educational research, 75(4), 531-566.
 Talkhabi, M., & Nouri, A. (2012). Foundations of cognitive
education: Issues and opportunities. Procedia-Social and Behavioral
Sciences, 32, 385-390.
 Yilmaz, K. (2011). The cognitive perspective on learning: Its
theoretical underpinnings and implications for classroom practices.
The Clearing House: A Journal of Educational Strategies, Issues and
 Ideas, 84(5), 204-212.

Video Links:
https://www.youtube.com/watch?v=C6e5EYa4Kek

https://www.youtube.com/watch?v=XKYSU4gP3G8

https://www.youtube.com/watch?v=yijur1KgrxM

https://www.youtube.com/watch?v=vNyZmSg92HI

MID TERM EXAM

Unite 6: Motivating Students to Learn

Weeks Content

12-13  What Is Motivation?

 What Are Some Theories of Motivation?
Motivation and Behavioral Learning Theory
Motivation and Human Needs
Motivation and Attribution Theory
Motivation and Mindset
Motivation and Self-Regulated Learning
Motivation and Expectancy Theory
 Factors Affect Students’ Motivation
 How Can Teachers Increase Students’ Motivation to Learn?

Articles Readings
 Al-Shammari, Z., Faulkner, P. E., & Forlin, C. (2019). Theories-based
inclusive education practices. Education Quarterly Reviews, 2(2).
 Bandura, A., & Hall, P. (2018). Albert bandura and social learning theory.
Learning theories for early years practice, 63.
 Kay, D., & Kibble, J. (2016). Learning theories 101: application to
everyday teaching and scholarship. Advances in physiology education,
40(1), 17-25.
 Locklear, A. K. (2020). Review of Major Learning Theories: A Mindtool
for Understanding and Applying Theoretical Concepts. J Ment Health Soc
Behav, 2, 108.
 Zhou, M., & Brown, D. (2015). Educational learning theories.
Videos Link
 https://www.youtube.com/watch?v=E6Qs0Az2au4&list=PLkKvotUGCyLdWmS-
YBp58DTmjN3Q9nih0
https://www.youtube.com/watch?v=uszdpFoALQk&list=PLkKvotUGCyLdWmS-
YBp58DTmjN3Q9nih0&index=4
https://www.youtube.com/watch?v=XnnzjAnUae8&list=PLkKvotUGCyLdWmS-
YBp58DTmjN3Q9nih0&index=9
https://www.youtube.com/watch?v=tGiVkzqwNdA

Unite 7: Learners with Exceptionalities

Weeks Content
 Who Are Learners with Exceptionalities?
14-15  Types of Exceptionalities and the Numbers of Students
Served
Students with Intellectual Disabilities
Students with Learning Disabilities
Students with Attention Deficit Hyperactivity Disorder
Students with Speech or Language Impairments
Students with ADHD: The Role of the Teacher
Students with Emotional and Behavioral Disorders
Students with Autism Spectrum Disorder
Students with Sensory, Physical, and Health Impairments
Students Who Are Gifted and Talented
 What Is Special Education?
 What Is Response to Intervention?
Tier 1: Prevention
Tier 2: Immediate Intervention
Tier 3: Intensive Intervention
 What Is Inclusion?
Research on Inclusion
 What Are Effective Strategies for Students with
Disabilities in General Education?

Unite 8: Assessing Student Learning

Weeks Content
 What Are Instructional Objectives and How Are They
16-17 Used?
Planning Lesson Objectives
Planning Courses, Units, and Lessons
Aligning Objectives and Assessment
 Research on Instructional Objectives
  Why Is Evaluation Important?
How Is Student Learning Evaluated?
Formative and Summative Evaluations
Norm-Referenced and Criterion-Referenced Evaluations
 Matching Evaluation Strategies with Goals
 How Are Tests Constructed?
Principles of Achievement Testing
 What Are Authentic, Portfolio, and Performance
Assessments? Using Portfolios in the Classroom
Effectiveness of Performance Assessments
How Are Grades Determined?
Other Alternative Grading Systems
 Using What You Know about Assessing Student
Learning to Improve Teaching and Learning?

Unite 9: The Effective Lesson

Weeks Content

18-19  What Is Direct Instruction?

How Is a Direct Instruction Lesson Taught?
Planning a Lesson
Conduct Learning Probes
Provide Independent Practice
Assess Performance and Provide Feedback
Provide Distributed Practice and Review
 21ST CENTURY LEARNING Enhancing Classroom
Lessons with Technology
 How Does Research on Direct Instruction Methods
Inform Teaching?
 How Do Students Learn and Transfer Concepts?
Concept Learning and Teaching
Teaching for Transfer of Learning
How Are Discussions Used in Instruction?

Using What You Know about Direct Instruction to Improve

Teaching and Learning

FINAL TERM EXAM