UNIVERSITY OF THE PHILIPPINES College of Education EDFD 116: Educational Psychology Second Semester, SY 2013-2014 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. 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;

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III. Course Content Activity ORIENTATION What is Educational Psychology? http://peoplelearn.homestead.com/BEduc/Chapter_1.pdf REMINDER: START WORKING ON YOUR GROUP REPORT (draft due on Dec 10; final due on January 4) What are the Things to Consider about the Learner? 1. Fundamentals of Growth and Development 2. Physical Development 3. Cognitive Development: Bruner, Piaget, Vygotsky, and Information Processing (General Principles and Educational Implications) http://peoplelearn.homestead.com/BEduc/Chapter_2.pdf 4. Moral Development: Kohlberg, Gilligan (gender differences), Selmans levels of perspective taking, Eisenbergs levels of prosocial behavior, and Hoffman (Conditions that Promote Moral Development) http://peoplelearn.homestead.com/BEduc/Chapter_3.pdf 5. 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 self-esteem, promoting social development 6. Age level characteristics http://www.jblearning.com/samples/0763751375/46436_CH05_000_000.pdf http://new.4-hcurriculum.org/projects/learn/images/AgesStages.pdf Pre-schoolers (2 6 years) http://www.aflc.org/pdf's/Preschool_Intro_Pages.pdf Early Grades (6 8 years) http://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/0205535488.pdf Upper Grades (9 11 years) http://www.culpeperschools.org/ms/guidance/characteristics.pdf High School (12 15 years) http://www.learner.org/workshops/middlewriting/images/pdf/W1ReadAdLearn.pdf College (16 19 years) http://education.gsu.edu/ctl/FLC/Foundations/criticalthinking-Halpern.pdf Adults http://www.hccs.edu/hcc/System%20Home/Departments/Teaching_and_Learning_Resources/CTLE/Faculty_ Professional_Development/learner_centered_workshop/Ten_Characteristics_Adults-Learners.pdf What is Learning? 1. Phases of Learning: Acquisition, Retention, and Transfer http://www.edpsycinteractive.org/papers/infoproc.pdf 2. Factors that Affect Learning (Harvey Walberg) 3. Domains of Learning: Cognitive, Affective, and Psychomotor http://www.ucd.ie/t4cms/ucdtla0034.pdf

Date Nov 12

Nov 14, 21, 26

Nov 28, Dec 3, 5 Dec 10,

4. Setting Objectives and Lesson Planning http://www.russell.k12.ky.us/userfiles/indexblue/how%20to%20create%20effective%20lesson%20plan.pdf http://www.lanecc.edu/sites/default/files/fpd/htlessonplans.pdf 5. Theories of Learning and Their Application in the Classrooms (Transfer of Learning) http://highered.mcgraw-hill.com/sites/dl/free/0073378399/583157/Cruickshank5e_ch04.pdf a. Behavioral Learning Theories http://peoplelearn.homestead.com/BEduc/Chapter_4.pdf b. Cognitive Learning Theories http://peoplelearn.homestead.com/BEduc/Chapter_5.pdf Meaningful Learning http://atlbs1.wikispaces.com/file/view/What+is+meaningful+learning.pdf c. Humanistic Learning Theories http://www.opdt-johnson.com/Ch_9_humanistic_holistic__1_.pdf * Teaching for Transfer (or transfer of learning) http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198809_perkins.pdf PAPER NO. 1: Lesson plan of own report with complete content of report Due on GROUP CONSULTATION/ SUBMISSION OF LESSON PLAN WITH COMPLETE CONTENT An Effective Teacher Manages the Class Well (Group 1 is expected to demonstrate effective classroom management. http://smgaza.iweb.bsu.edu/portfolio/resources/Classroom-Mgmt-Chart.pdf 1. Physical Features of Learning Environment and Effects on Performance and Feelings http://www.ncert.nic.in/rightside/links/pdf/framework/School%20and%20Classroom%20environment.pdf 2. Redl and Wattenberg's Positive Influence Techniques http://ptgmedia.pearsoncmg.com/imprint_downloads/merrill_professional/images/020557856X_ch02.pdf 3. William Glasser's Choice Theory (*) http://circle.adventist.org/files/jae/en/jae200769030406.pdf 4. Jacob Kounin's Discipline and Lesson Management and Basic Teacher Characteristics http://coedpages.uncc.edu/smfuller/ELED%204122/scan0002.pdf 5. Haim Ginott's Congruent Communication (*) http://ptgmedia.pearsoncmg.com/imprint_downloads/merrill_professional/images/charlesch8.pdf 6. Rudolph Dreikurs Discipline through Democracy and Mistaken Goals http://education.ucsb.edu/webdata/instruction/ed395bf/Management/LP4_Cognitive_Systems_Mangement/Dr eikurs.PDF An Effective Teacher Knows How to Motivate Students (Group 2 is expected to suggest ways on what can be done to improve student motivation) http://www.unco.edu/cebs/psychology/kevinpugh/motivation_project/resources/graham_weiner96.pdf 1. Attributions: Perceived Causes of Success and Failure and Conditions that Promote Productive Student Attributions http://samples.jbpub.com/9780763763831/63831_08_CH07_final.pdf 2. Self-Determination Theory and Organismic Integration Theory (Extrinsic-Intrinsic Continuum) http://mmrg.pbworks.com/f/Ryan,+Deci+00.pdf 3. Goal Setting: Learning Goals vs. Performance Goals; Mastery Orientation vs. Learned Helplessness http://www.nationalforum.com/Electronic%20Journal%20Volumes/Lunenburg,%20Fred%20C.%20GoalSetting%20Theoryof%20Motivation%20IJMBA%20V15%20N1%202011.pdf To motivate students, teachers should foster high order thinking skills 4. Fostering Critical Thinking http://www2.hawaii.edu/~vharada/Empowered.pdf http://www.d.umn.edu/~jetterso/documents/CriticalThinking.pdf 5. Fostering Creative Thinking http://www.ideas.soe.vt.edu/handouts/Overview%202012.pdf http://www.sagepub.com/upm-data/47447_chp3.pdf 6. Problem Solving https://engineering.purdue.edu/ChE/AboutUs/Publications/TeachingEng/chapter5.pdf http://www.ergen.gr/files/Creativity_And_Problem_Solving.pdf An Effective Teacher Utilizes Different Models of Teaching http://shodhganga.inflibnet.ac.in/bitstream/10603/418/8/08_chapter3.pdf (Group 3 is expected to briefly demonstrate in class how the models are done and identify instructional situations for which they best suited; emphasis on social family and information processing models) 1. The Social Family: emphasis on cooperative learning (jigsaw, role-playing, team interview, graffiti, and/ or think pair share) http://clearspecs.com/joomla15/downloads/ClearSpecs69V01_Overview%20of%20Cooperative%20Learning.

12 Jan 7

Jan 9 Jan 14, 16, 21

Jan 23, 28, 30 RP1 (due on Feb 4

Feb 4, 6, 11

pdf http://cte.unt.edu/content/files/_MKT/MKT_BestPractices/Coop_Learn/Coop_Learning_info_all.pdf 2. The Information Processing Family: emphasis on discovery learning, inquiry model, memory or mnemonics model and/ or synectics http://teach.valdosta.edu/are/Litreviews/vol1no1/castronova_litr.pdf 3. The Personal Family: emphasis on non-directive teaching http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_195902_tenenbaum.pdf 4. The Behavioral Systems Family: emphasis on direct instruction and/ or mastery learning http://www.edpsycinteractive.org/papers/designing-direct-instruction.pdf An Effective Teacher Considers Individual Differences 1. Students with Special Needs (Group 4 is expected to use refer to DSM 5 when discussing the characteristics of different special needs for identification and referral) http://www.hertsdirect.org/infobase/docs/pdfstore/embedEO.pdf a. cognitive or academic difficulties (focus on intellectual disability and learning disabilities) http://www.bced.gov.bc.ca/specialed/docs/learning_disabilities_guide.pdf b. social or behavioral (focus on ADHD and Conduct Disorder) http://www.nasponline.org/resources/handouts/revisedpdfs/adhd.pdf http://jamesdauntchandler.tripod.com/ODD_CD/oddcdpamphlet.pdf c. physical or sensory challenges (choose one: epilepsy, hearing impairment, visual impairment, orthopedic) http://www.epilepsymatters.com/french/pamphlets/guideforteachers.pdf http://www.tcsea.org/downlaods/helping_students.pdf d. advanced cognitive development (to be discussed by Group 6) (Group 5 is expected to emphasize how a teacher can accommodate individual differences as well as promote equity) http://www.msmc.la.edu/include/provost_office/PKAL/pkal_chapter14.pdf http://www.montgomeryschoolsmd.org/departments/development/resources/ecp/ECP%20-%2008-13-10.pdf 2. Gender Differences (in scholastic abilities, physical and motor skills, motivation, self-esteem, explanations for success and failure, expectations and career aspirations, interpersonal relationships) http://wrrc.ucdavis.edu/files/misc/genderequity.pdf 3. Socioeconomic differences http://www.naeyc.org/files/yc/file/200905/BTJOnOurMinds.pdf 4. Learning and Thinking Styles (preferably Dunn and Dunn and/or Kolb, Multiple Intelligences will be presented by next group)

Feb 13, 18, 20 RP2 (due on Feb 25)

Feb 25, 27, Mar 4

http://brainbasetraining.com/wp-content/uploads/2011/11/LEARNING-STYLES-KolbQUESTIONNAIRE.pdf https://www.eecs.umich.edu/cse/cs_connections/cs4hs_presentations_09/Student_Learning_Styles.p df
5. An Effective Teacher Knows How to Construct Tests and Evaluate Student Learning

http://peoplelearn.homestead.com/BEduc/Chapter_10.pdf https://www.viu.ca/ciel/teachlearn/guide/files/UofManHandbook4.2-4.11.pdf
6. Alternative/ Authentic Assessment http://www.stcoll.edu.jm/Education/PDF/Classroom%20Assessment/Articles/authentic_assessment_in_the_cl assroom.pdf An Effective Teacher Taps Different Types and Levels of Intelligences ( Group 6 is expected to discuss the implications to curriculum and assessment) 1. Emotional Intelligence http://www.tamuk.edu/edu/kwei000/Research/Articles/Article_files/ACPA04.pdf 2. Multiple Intelligence http://surfaquarium.com/MI/inventory.pdf http://howardgardner01.files.wordpress.com/2012/06/443-davis-christodoulou-seider-mi-article.pdf 3. Giftedness http://www.nicurriculum.org.uk/docs/inclusion_and_sen/gifted/gifted_and_talented.pdf 4. Guidance and Counseling http://www.out.ac.tz/avu/images/Education/GUIDANCE%20AND%20COUNSELING.pdf 5. Parental Involvement http://www.vanderbilt.edu/peabody/family-school/papers/childrens_education.pdf

Mar 6, 11, 13 RP3 due on Mar 18

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Course Requirements/ Grading System* Regular and punctual attendance** 15% (less .5 per absence, less .25 per tardiness) Class participation/ expert presentation*** 35% (see oral presentation rubric) Portfolio Assignments/ projects/ seatwork**** 35% (less .5 per week for late submission) Final Exams***** 15% * 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. **** All papers done in this class are considered major papers. Do your best in writing them. References Eggen, P. & Kauchak, D. (2010). Educational psychology: windows on classrooms. Prentice Hall. 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. (2006). Educational psychology: Developing learners Upper Saddle River, NJL Merril Santrock, J.W. (2009). 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 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 :

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Prof. Lizamarie Campoamor-Olegario lizamarie_olegario@yahoo.com 09228972337, 3461685 TTh (11:30-1:00; 4:00-5:30) W (10-4) Other days (by appointment) Office : EDFD Area, UP College of Education * Any student in need of special accommodation should consult with the instructor