EPC 315 PSYCHOLOGICAL FOUNDATIONS OF LEARNING AND TEACHING

Instructor Louis Pugliese

lpugliese@earthlink.net (Flag email EPC315!)
Office 3130 Tues 1-3:30
818 677 7453
College of Education Conceptual Framework
The College of Education, as a professional school, is committed to advancing learning,
teaching, and student success. This is accomplished using a developmental approach to
promote reflection, critical thinking, and excellence in an inclusive learning community.
Its graduates are well-educated, highly skilled and caring persons who are lifelong
learners prepared to practice in an ever-changing multicultural world. They are committed
to promoting achievement of all students as a primary measure of successful educational
practice. Graduates assume service and leadership roles in educational programs and
institutions, health and social programs and institutions. The College establishes and
maintains productive partnerships throughout the campus and with community schools
and agencies. The faculty is committed to excellence in teaching, scholarship, service
and collaboration with the community and professions. The values for faculty and
students that form the foundation of this Conceptual Framework include the following:
1. We value high standards in the acquisition and application of professional
knowledge and skills in subject matter, pedagogy, and technology.
2. We value the achievement of students at all levels and advance their success in
accordance with national, state, and institutional standards.
3. We value an inclusive learning community.
4. We value creative, critical and reflective thinking and practice.
5. We value ethical practice by caring professionals.
COURSE GOALS: These course goals reflect the Teacher Performance Expectations.
Students in EPC 315 will acquire knowledge and basic skills relating to:
1.
2.
3.
4.
5.
6.
7.

Engaging and supporting all students in learning

Creating and maintaining effective environments for student learning
Understanding and organizing subject matter for student learning
Planning instruction and designing learning experiences for all students
Assessing student learning
Developing as a professional educator
Teaching English Language Learners

COURSE OBJECTIVES: As a result of participating in this course students will

1. Demonstrate knowledge about the California Standards for the Teaching Profession and the
Curriculum Frameworks for the State of California for the purpose of understanding how the
standards relate to learning, instruction, assessment, working with families, working with support
professionals, and guiding their own professional development.
2. Demonstrate knowledge about the major concepts, principles, theories, and research related
to the cognitive, linguistic, social, emotional, moral and physical development of children and how
development applies to instruction learning, and assessment.
3. Demonstrate knowledge about the major concepts, principles and research associated with
theories of human learning and achievement and how this applies to instruction, learning, and
assessment.

4. Demonstrate developing knowledge and skills to implement and interpret classroom and
standardized assessments for the purpose of guiding instruction and advancing student
achievement.
5. Demonstrate developing knowledge about developing a positive relationship with parents and
engaging them in supporting student learning.
6. Demonstrate knowledge of design systems for well-managed classroom environments that
support student learning needs physically, emotionally, and socially.
7. Demonstrate knowledge about computer-based instruction (CBI), basic strategies for using
technology for instruction, and how CBI affects learning.
8. Demonstrate knowledge about laws and programs concerning the education of English
Language Learners.
9. Demonstrate knowledge about how to collaborate with school support professionals and staff.
10 .Demonstrate knowledge about basic laws and ethics related to the teachers responsibility to
students.
11. Demonstrate knowledge and beginning skills in reflecting about instructional practices and
their impact on students, and about the need for continuing professional development and its
impact on K-12 students and teachers.
12. Apply knowledge and understanding of the California Standards for the Teaching Profession
in the process of developing a professional portfolio that will illustrate the students development
as they progress through the Liberal Studies/ITEP program.
Text:

R. Slavin, Educational Psychology (8th ed.), Allyn & Bacon, 2002

There are 3 required written components for this course;

1. A completed professional portfolio.
2. An original Lesson Plan and Psychological Rationale.
3. Twenty (20) hours of classroom observation/participation (OP) activities with 5
written reports, based on 5 OP assignments.
Grading Criteria
20%
20%
10%
20%
30%

Class Participation and Attendance

You are expected to have questions on the readings and participate fully in group
work and class discussions. Remember; missed quizzes can not be made up.
Weekly Quizzes
Portfolio
OP activities and writing
Lesson Plan and Psychological Rationale

In certain instances, extra or make-up credit opportunities may be available. Generally this
involves researching a reference from our text in the profession journal cited, and writing a
critique.