Edfd 116 1st Sem 2012 WITH DATES

UNIVERSITY OF THE PHILIPPINES College of Education EDFD 116: Educational Psychology First Semester, SY 2012-2013 I.
Course Description Educational Psychology is a course designed to introduce psychological principles, theories, and methodologies to issues of teaching and learning in schools. It primarily aims to set forth those facts, principles, and techniques of educational psychology, which the teacher requires for the specific task of guiding and directing the development of the students. It attempts to select principles which can be applied to the solution of modern educational problems. It offers materials, which will help the teacher to see professional activities with deeper insight and to carry forward his work with more competence and satisfaction. II. Course Objectives: Upon the completion of this course, the student should be able to: A. Define the science of educational psychology; B. Explain how students learn and apply learning theories to the classroom; C. Show clear examples of how educational psychology can prepare teachers and other school professionals to anticipate and appropriately address the academic and social issues in the classroom environment; D. Develop teaching skills applicable to a variety of educational settings; E. Appreciate the role of educational psychology in answering practical problems in education; F. Value insights gained in understanding the complex process of teaching and learning; III. Course Content A. Learners (June 21-28) 1. Physical Development 2. Cognitive Development: Bruner, Piaget, Vygotsky 3. Moral Development: Kohlberg, Gilligan (gender differences), Selmans levels of perspective taking, Eisenbergs levels of prosocial behavior, and Hoffman (Conditions that Promote Moral Development) 4. Psychosocial Development: Erikson (differences of personality), Greenberger and Sorenson, Freud (psychosexual), Dabrowski (emotional), Sullivan (interpersonal), parenting styles and implications for teachers, development of self-concept and selfesteem, promoting social development B. Learning (July 3-10) 1. Phases of Learning: Acquisition, Retention, and Transfer 2. Factors that Affect Learning (Harvey Walberg) 3. Domains of Learning: Cognitive, Affective, and Psychomotor 4. Setting Objectives and Lesson Planning 5. Theories of Learning and Their Application in the Classrooms a. Behavioral Learning Theories b. Cognitive Learning Theories c. Humanistic Learning Theories SUBMISSION OF LESSON PLAN (July 12) Teaching
B. Social Regard for Learning C. Curriculum 1.Models of Teaching (principles and strategies) Group 1 July 17-24 a. Behavioral Systems Family (direct instruction, mastery learning) b. Information Processing Family (discovery learning, inquiry model, memory or mnemonics model, synectics) c. Social Family(jigsaw, role-playing, team interview, graffiti, think-pair-share) 2. Fostering High Order Thinking Skills (Group 2) July 26-Aug 2 a. Teaching for Transfer (or transfer of learning) b. Critical Thinking c. Creative Thinking and Problem Solving 3. Motivating Learners (Group 3) Aug 7-14 a. Self-Determination Theory and Organismic Integration Theory (ExtrinsicIntrinsic Continuum) b. Goal Setting: Learning Goals vs. Performance Goals; Mastery Orientation vs. Learned Helplessness c. Attributions: Perceived Causes of Success and Failure and Conditions that Promote Productive Student Attributions D. Learning Environment (Group 4) Aug 16-23 1. Rudolph Dreikurs Discipline through Democracy and Mistaken Goals 2. Jacob Kounin's Discipline and Lesson Management and Basic Teacher Characteristics 3. Redl and Wattenberg's Positive Influence Techniques E. Diversity of Learners (and Promoting Equity in the Classroom) Group 5 Aug 28-Sept 6 1. Individual Differences in Intelligence (Ability Differences and Teaching) a. slow learners (*) - discuss heterogeneous vs. homogeneous grouping b. gifted learners 2. Learning Styles and Preferences a. Multiples Intelligences b. Dunn and Dunn or Kolb 3. Gender Differences ((in scholastic abilities, physical and motor skills, motivation, selfesteem, explanations for success and failure, expectations and career aspirations, interpersonal relationships) F. Special Education Needs, Inclusion, and Diversity (refer to DSM 4) Group 6 Sept 11-18 1. Dyslexia, Dyscalculia, and Dysgraphia 2. ADHD 3. Conduct Disorder and Oppositional Defiant Disorder * Depression G. Planning, Assessing, and Reporting (Sept 20-27) 1. Parental Involvement 2. Assessment
a. Getting the most from Traditional Assessment (Developing Tests) b. Alternatives to Traditional Assessments IV. Course Requirements/ Grading System*
Regular and punctual attendance** 10% (less .5 per absence, less .25 per tardiness) Class participation 10% Lesson plan 30% Research on topic (25%) Lesson plan and self-assessment (5%) Expert presentation*** 20% (see oral presentation rubric) 3 Reflection papers 30% (less .5 per week for late submission) * A grade of Inc. is only given to student who has a passing class standing, but fails to take the final examination or complete the requirement due to illness or valid reason. Otherwise, the student gets a grade of 5. ** 3 tardiness is equal to 1 absence; coming in late for more than 25 minutes is considered absence. When the number of absences exceeds 6 meetings, then the student will be advised to drop the course. *** In the expert presentation, your group is expected to lead the discussion of a topic of your choice. Start working on this project as soon as the topic is assigned to you. Time: maximum of 4.5 hours overall per group (45 mins per person) You may use any audio/ visual material that you think will be useful and effective.
V. References Educational psychology in context: readings for future teachers. (2006) Eggen, P. & Kauchak, D. (2010). Educational psychology: windows on classrooms. Prentice Hall. Fetsco, T. (2005). Educational psychology: an integrated approach to classroom decisions. Allyn and Bacon. Forsyth, Donelson R. (2003) The professors guide to teaching: psychological principles and practices. APA Jensen, E. (2006). Enriching the brain: how to maximize every learners potential. Mangal, S.K. (2007). Essentials of educational psychology. Prentice Hall of India. Mayer, R.E. (2008). Learning and Instruction. Merril Prentice Hall. ODonnell, A.M. (2007). Educational psychology: reflection for action. Omrod, J.E. (2011). Educational psychology: Developing learners Upper Saddle River, NJL Merril Santrock, J.W. (2011). Educational psychology. New York: Mc Graw-Hill. Slavin, R.E. (2009). Educational psychology: Theory and practice. Boston: Allyn and Bacon. Sternberg, R.J. (2010). Educational psychology. Allyn and Bacon. Taking sides: clashing views in educational psychology. McGraw-Hill Higher Education: 2008 Tuckman, Bruce W. (2011). Educational psychology. Wadsworth/ Cengage Learning. Willems, P.P. (2006). Educational psychology casebook. Allyn and Bacon. Woolfolk, A.E. (2010). Educational Psychology. Boston: Allyn and Bacon. Instructor Information: Instructor : Email Address : Mobile Phone No. : Consultation Hours : Prof. Lizamarie Campoamor-Olegario lizamarie.olegario@gmail.com 09228972337 M (1-4pm), TTh (1130-1pm, 230-4pm), S (4-530)
Other days (by appointment) Office : Rm 110 (Mezzanine), UP College of Education * Any student in need of special accommodation should consult with the instructor

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UNIVERSITY OF THE PHILIPPINES College of Education EDFD 116: Educational Psychology First Semester, SY 2012-2013 I.

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