Professional Documents
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College of Education
EDFD 116: Educational Psychology
First Semester, SY 2016-2017
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
Activity
ORIENTATION
Join the facebook group
What is Educational Psychology?
http://ufdcimages.uflib.ufl.edu/AA/00/01/17/36/00001/Seifert_and_Sutton_Educational_Psychology_2E.pdf
REMINDER: START WORKING ON YOUR GROUP REPORT (due on September 20)
What are the Factors the Affect the Learner?
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://www.edpsycinteractive.org/papers/cogdev.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)
https://www2.warwick.ac.uk/fac/cross_fac/iatl/activities/modules/ugmodules/ethicalbeings/theoretical_approac
h_intro_reading.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
https://cystinosis.org/images/research/article-library/psychosocial/stages%20of%20development.pdf
http://www.positivedisintegration.com/gifted.pdf
6. Age level characteristics
http://library.med.utah.edu/Patient_Ed/workshop/handouts/age_specific.pdf
What is Learning?
1. Phases of Learning: Acquisition, Retention, and Transfer
http://www.macalester.edu/academics/geology/wirth/learning.pdf
2. Factors that Affect Learning (Harvey Walberg)
3. Domains of Learning: Cognitive, Affective, and Psychomotor
http://www.ucd.ie/t4cms/ucdtla0034.pdf
4. Setting Objectives and Lesson Planning
http://teachingasleadership.org/sites/default/files/Related-Readings/IPD_Ch4_2011.pdf
5. Theories of Learning and Their Application in the Classrooms (Transfer of Learning)
http://www.worldecitizens.net/freestate/resources/fs/LEARNING%20THEORIES.pdf
a. Behavioral Learning Theories
https://ayeshapenuela.files.wordpress.com/2013/06/module-5-behavioral-theories.pdf
b. Cognitive Learning Theories
http://edschool.csueastbay.edu/departments/etleads/Chapter4Cognitive.PDF
Meaningful Learning
https://atlbs1.wikispaces.com/file/view/What+is+meaningful+learning.pdf
Date
Aug
16
Aug
18,
23,
25,
30
Sept
1
Sept
6, 8,
13,
15,
20
Sept
22,
27
Sept
29,
Oct 4,
6
Oct
11,
13,
18
RP1
(due
on
Oct
20)
Oct
20.
25,
27
Nov
3, 8,
10
RP2
(due
on
Nov
http://www.bced.gov.bc.ca/specialed/docs/learning_disabilities_guide.pdf
b. social or behavioral (focus on * ADHD and * Conduct Disorder)
http://hsana.org/education/ADD-ADHD%20in%20the%20Classroom.pdf
http://www.responseability.org/__data/assets/pdf_file/0003/4791/Disruptive-and-Conduct-Disorders.pdf
http://www.kidsmentalhealth.ca/documents/EBP_conduct_disorder.pdf
c. physical or sensory challenges (choose one: epilepsy, hearing impairment, visual impairment, orthopedic)
http://www.epilepsynorcal.org/wp-content/uploads/2015/07/Teachers_Role.pdf
http://www.epilepsyscotland.org.uk/pdf/TeachersGuide.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://www2.edc.org/WomensEquity/pdffiles/teacherexp.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://unesdoc.unesco.org/images/0018/001864/186495E.pdf
https://www.irex.org/sites/default/files/Gender%20and%20EducationToolkit%20Jan%202014.pdf
3. Socioeconomic differences
http://www.naeyc.org/files/yc/file/200905/BTJOnOurMinds.pdf
http://theprofessort.com/wp-content/uploads/2012/06/Socio-Economic-Status-v3-Published.pdf
4. An Effective Teacher Knows How to Construct Tests and Evaluate Student Learning (2 presenters here)
15)
Nov
15,
17,
22
http://www.indiana.edu/~best/pdf_docs/better_tests.pdf
6. Alternative/ Authentic Assessment
https://www.itl.usyd.edu.au/assessmentresources/pdf/ltc_assessment_toolkit_authentic_assessment.pdf
http://www.stcoll.edu.jm/Education/PDF/Classroom
%20Assessment/Articles/authentic_assessment_in_the_classroom.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://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1209&context=intl
http://www.free-management-ebooks.com/dldebk-pdf/fme-developing-emotional-intelligence.pdf
2. Multiple Intelligence
http://educationnext.org/files/ednext20043_18.pdf
3. Giftedness
https://www.apa.org/ed/schools/gifted/rethinking-giftedness.pdf
4. Guidance and Counseling
http://pmhp.za.org/wp-content/uploads/2015/01/pmhpbasiccounsellingskills.pdf
5. Parental Involvement
http://bgfl.org/bgfl/custom/files_uploaded/uploaded_resources/18617/Desforges.pdf
Nov
24,
29
Dec 1
RP3
due
on
Dec 8
IV.
V.
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.
VI.
Instructor Information:
Instructor
:
Prof. Lizamarie Campoamor-Olegario
Email Address
:
lizamarie_olegario@yahoo.com
Mobile Phone No.
:
09228972337, 3461685
Consultation Hours
:
TTh (8:30-10am; 1-2:30pm)
Other days (by appointment)
Office
:
EDFD Area, UP College of Education
* Any student in need of special accommodation should consult with the instructor