I. Instructor: 

     Education 3102, Educational Psychology, is designed to develop an understanding of the learning process as it relates to teaching children.  The course should help students integrate and apply the principles and techniques of psychology and education that relate to the teaching/learning process especially in terms of classroom instruction and management.

    An understanding of the learning/teaching process is fundamental to future educators.  As such, it is essential that educators acquire knowledge regarding cognitive development, prominent educational philosophies/theories, motivation, classroom management and organizational procedures, and effective teaching.

      Upon satisfactorily completing the course requirements, the student will be able to:

      a. Integrate and apply the principles and techniques of prominent educational learning theories and strategies;

      b. Apply classroom management and organizational procedures to future classroom situations; and

      c.   Describe and integrate characteristics of effective teaching/effective schools.

        1--Woolfolk, Anita E. (2004) Educational Psychology for Teachers.  (9th Ed.) Englewood Cliffs, New Jersey: Prentice-Hall. 

        2--Bennett, W.J.  (1986).  What Works:  Research about Teaching and Learning.  Washington, D.C.:  U.S. Dept. of Ed.  Available at the Print Shop

        3--Class packet available from the Print Shop

         The meetings will be used for lecture, class discussions, audiovisual aids, activities, and/or simulations.

            General Competencies for Licensure and Certification as designated by the State Dept. of Ed. which may be partially met by successful completion of this course:

            1. The teacher understands the central concepts and methods of inquiry of the subject matter discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

             2. The teacher understands how students learn and develop, and can provide learning opportunities that support their intellectual, social and physical development at all grade levels including early childhood, elementary, middle level, and secondary.

             3. The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners.

             4. The teacher understands curriculum integration processes and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills and effective use of technology.

             5. The teacher uses best practices related to motivation and behavior to create learning environments that encourage positive social interaction, self-motivation and active engagement in learning, thus, providing opportunities for success.

             6. The teacher develops a knowledge of and uses a variety of effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

              7. The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, student's abilities and differences, and the community; and adapts instruction based upon assessment and reflection.

              8.  The teacher understands and uses a variety of assessment strategies to evaluate and modify the teaching/learning process ensuring the continuous intellectual, social and physical development of the learner.

               9. The teacher evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community), modifies those actions when needed, and actively seeks opportunities for continued professional growth.

               12. The teacher understands the process of continuous lifelong learning, the concept of making learning enjoyable, and the need for a willingness to change when the change leads to greater student learning and development.

           After reading the following, the student should be able to:

                A. Chapter One - TEACHERS, TEACHING, AND EDUCATIONAL PSYCHOLOGY;

                      1. Distinguish between correlation and cause-and-effect.

                  2. Judge the validity of a research study by using the guidelines identified in class.

                  3. Distinguish between descriptive and experimental studies.

                   4. Identify and/or apply the following concepts:  hypothesis, Hawthorne effect, control, and independent and dependent variables.

                       5. Identify correlational relationships of varying strengths given two events.

                B.  Chapter Seven - COGNITIVE VIEWS OF LEARNING

                       1. Identify guidelines for focusing attention in learning (p.242)

                       2. Apply the 6 guidelines of information processing theory (pp. 258).

                       3. Compare top-down and bottom-up perceptual processing.

                       4. Apply & identify memory techniques such as pegword, loci, chaining, acronyms, imagery, relevance, keyword, acrostic.

                      5. Differentiate short- and long-term memory.

                      6. Discuss at least 6 ways teachers can help students remember information, other than simple mnemonics.

                      7. Identify/discuss concepts of chunking, elaboration, serial-position effect, Gestalt, and distributed and massed practice.

                C.  Chapter Eight-Complex Cognitive Processes;

                      1. Design a lesson for teaching a key concept in your area using the four components in teaching a concept.

                      2. Identify factors that interfere with problem solving.

                      3. Discuss guidelines for teaching problem solving (p. 294).

                                     4. Discuss transfer principles used in teaching and 6 ways you might encourage     positive transfer of learning in your class.

                      5. Contrast the teaching methods of Bruner and Ausubel.

                      6. Discuss seven guidelines for utilizing expository learning.

                      7. Identify 4 visual tools for organizing.

               D.  Chapter Two - COGNITIVE DEVELOPMENT AND LANGUAGE

                      and p. 174-188

                              1. Identify the processes of organization and adaptation and their relation to schemes, assimilation, accommodation, conservation, seriation, centration, decentration, reversibility.

                             2. Summarize the implications of Piaget's theory for teaching students you are most likely to encounter in your profession/class. (Note students must be in at least "2" stages.)

                      3. Discuss implications of Vygotsky's theory of cognitive development.

                      4. Suggest ways a teacher can help children expand their language development.

                      5. Discuss teaching implications of additive and subtractive bilingualism, and dialects.

                      6. Discuss how you will go about implementing culturally relevant teaching and teaching every student (p. 188).

                E.  Chapter Four - LEARNER DIFFERENCES, p.104-121, and p. 482-486.

                 1. Develop a personal concept of intelligence to aid you in your teaching and      discuss various considerations to take into account when interpreting/viewing IQ scores; differentiate myths and truths about intelligence and IQ, and comparing individual and group tests.

                     2. Identify normal and significant deviation for Stanford-Binet IQ Scores; concepts associated with Spearman, Guilford, Gardner, Sternberg, Galton, Perkins, SOMPA, Diana v. California State Board of Education.

                    3. Identify 5 factors for encouraging creativity in your students, p. 482-486.

                    4. Describe implications for teachers related to the concepts of cognitive-style and learning-style preference,

                    5. Discuss teaching implications of Howard Gardner's Multiple Intelligences.

                F. WHAT WORKS: RESEARCH ABOUT TEACHING AND LEARNING

Identify/discuss findings in the text, in particular those relating to reading, phonics,  cooperative learning, television, work experience, parental involvement, problem solving, homework, effective schools, collegiality, and questioning.

               G.  Chapter Six - BEHAVIORAL VIEWS OF LEARNING

                     1. Identify Thorndike's Laws of Learning.

                     2. Identify and/or give examples of contiguity, classical conditioning, operant conditioning, and mastery learning

                 3. Identify, differentiate, and apply examples of positive reinforcement, negative reinforcement, punishment, satiation, response cost, social isolation, and token reinforcement.

                     4. Select a common academic or behavior problem and design an intervention based on applied behavior analysis.

                     5. Suggest ways of selecting effective reinforcers and illustrate how they could be used in a classroom situation.

                     6. Identify potential dangers, problems, and ethical issues involved in the use of any behavior change technique and/or group consequences.

                     7.  Discuss guidelines for using classical conditioning, praise, positive reinforcement, and punishment.

                      8. Identify classroom situations in which a token reinforcement system might be needed.

               H. Chapter Nine - Social Cognitive and Constructivist Views of Learning, and p. 492-500.

                     1. Identify 5 guidelines of observational learning, p. 319.

                     2. Discuss discovery/inquiry learning and problem-based learning.

                     3. Differentiate cooperative learning and traditional learning groups.

                    4. Explain and give an example in your content area of numbered heads together,     inside-outside circle, partners, and jigsaw.

                    5. Identify characteristics shared by many constructivist approaches to teaching (p. 327).

               I.  Chapter Ten - MOTIVATION IN LEARNING AND TEACHING

                   1. Identify examples of intrinsic and extrinsic motivation.

                                2. Identify the use of motivation from the behavioral, cognitive, humanistic, and social learning points of view in given situations.

                  3. Identify/differentiate Maslow's seven levels of needs in given situations.

                  4. Identify the possible motivational effects of success and failure and how these effects relate to beliefs about ability.

                  5. Explain how the ambiguity and risk of the learning task affect motivation.

                  6. Identify 4 kinds of goals.

                  7. Identify the roles of arousal, interest, curiosity, and anxiety in motivation.

                  8. Discuss the concept of learned helplessness and ways to minimize it.

                  9. Identify the characteristics of mastery-oriented, failure-avoiding, and failure-accepting students.

                10. Identify major elements of the TARGETT Model related to motivation.

                11. Differentiate attainment and utility value of a task and how it affects the motivation to learn.

            J.  Chapter Eleven - CREATING LEARNING ENVIRONMENTS

                  1. Characterize classroom management that maximizes academic learning time.

                  2. List seven categories of penalties that might be imposed for classroom rule infringement (p. 403).

                  3. Discuss guidelines for imposing penalties (p. 411)

                  4. Discuss 7 ways to stop misbehavior (p. 411).

                  5. Discuss the guidelines to avoid negative teacher expectations. (pp. 458)

            K.  Chapter Twelve - TEACHING FOR ACADEMIC LEARNING

                  1. Identify objectives as cognitive, affective, and psychomotor learning.

                  2. Write good objectives in your field in the three domains of learning.

                  3. Identify advantages and disadvantages of using instructional objectives.

                  4. Identify the advantages, disadvantages, and elements of direct instruction.

                  5. Discuss 8 common weaknesses of textbooks.

                   6. Identify when different formats, such as lecture, group discussion, seatwork, or individualized instruction, would be most appropriate.

                   7. Identify good questioning techniques.

                   8. Discuss characteristics of effective teachers which can affect student teaching.

 IX. COURSE REQUIREMENTS--It is strongly suggested that the following assignments and/or activities be considered in the development of your professional portfolio.

                A. Each student is expected to attend class, participate in class discussions and activities, and complete the assigned readings.  (Addresses SDE Professional Education Competencies 1, 2, 3, 5, 9, 12)

                B. Each student will complete 3 exams--averaging 200 points each (Addresses SDE Professional Education Competencies 1, 2, 3, 5, 6)

                C. Each student will read an INSTRUCTOR APPROVED journal article from journals in education or preferably in their field.  The article must discuss "ONE specific research project."  The article must be dated within the last nine months. The abstract must be 2-3 pages typed, double spaced, margins all around of 1 inch, and include the following:

                                1) a list with titles of two or more professional journals in your field (ask your advisor if necessary).

                                2) bibliographic information over abstracted article, including page numbers

                                3) a summary of the article including method, subjects, results

                                4) discussion evaluating the strengths and weaknesses of the research based on the guidelines given in class.

                                5) identification of the portion of the text related to the research article and discussion of how the textbook's treatment of the topic compares to the article's findings/assumptions.

                                6) discussion of the significance of the findings for you and/or your future classroom/career.

                                7) a hard copy of at least 2 pages of a computer search with the rule/descriptors included, over the topic of the article.

                                8) a xerox copy of the article.

                                9) Using a computer search (ERIC is recommended but not required) provide a copy of 1-2 pages of hits dealing with Effective Teaching and a descriptor of "your choice."  Include a display of the search terms! Example "Effective Teaching and Art."  Select one of the hits and provide a paragraph summary of its recommendations, and a copy of the article.  (40 points) 

                                (Addresses SDE Professional Education Competencies 9 & 12)

                          D. Activity/Homework Assignment points will be assigned frequently during the trimester including such items as a concept lesson, motivation assignment, negative behavior activity, objective writing assignment, and cooperative learning activity.  The point value will vary according to the assignment.  (Minimum of 40 points) (Addresses SDE Professional Education Competencies 1, 2, 3, 4, 5,6, 7, 8, 9, 12)

                          E. Students must spend a minimum of 1 hour in an alternative school (class) and submit a minimum of a two page paper.  Documentation from the school where the observation was made will be submitted on school letterhead and include the name of the school, date of observation, and the amount of time spent at the site.  The two page (or longer) paper should include the age/grades serviced by the school; discussion on how students are accepted/assigned to the school; discussion on the motivation and discipline programs, opportunities for student creativity, and the learning environment of the school and/or classroom; and your "reflection" on the program (be sure and include a comparison between what you "expected" and what you "found"). (25 points)

                F. A journal will be submitted approximately every fourth class period during the term, with daily entries for each class period.  Journal entries are expected for "all" class days, excluding test days (note this includes days you were absent).  NOTE:  the entries should not be a simple summary of topics/activities covered in the class, but should identify any or all of the following:

                                1. Concept(s) you support, did not understand or disagreed with, and/or question(s) you would like clarified.

                                2. Personal experience(s) illustrating how a concept discussed in class was applied, and/or example(s) of how a concept could be used in your future classroom.

                                3. Concept(s) you found most interesting or beneficial for future use.

                                4. Reaction to class activity, teaching strategy used, or class discussion.

                   30 points--grade will be based on communication skills, demonstration of thinking, reasoning, and application skills, adequacy of entries, and punctuality. (Addresses SDE Professional Education Competencies 2, 4, 5,6, 12) 

                G. Attendance--at the end of the trimester up to:

                                1. 10 points will be added for perfect attendance/participation, and

                                2. 8 points for participation with no more than 2 absences.

                                3.  6 points for participation with no more than 3 absences.

                                4. Excessive absences and/or tardiness can result in lowering of your grade.

                                 Absences of 25% or more will result in lowering a letter grade.

  X. COURSE EVALUATION--Grades will be assigned on the basis of accumulated points at the end of the trimester.  Points will be earned through completion of the tests, activities, abstracts, and class attendance.

                A = 90% - 100%                    B = 80% - 89.9%                   C = 70% - 79.9%  

                                                                D = 60% - 69.9%                   F = below 60%

Exams will cover material from the text, class notes, and class activities.

 XI. POLICY STATEMENTS--Make-up:  If an exam is missed, the make-up exam must be taken by the next regular class period.  If a paper is turned in late it will be penalized severely.  If you are ill call the instructor and mail the paper (USAO, 1727 W. Alabama, Chickasha, OK 73018) or have someone turn in your papers to avoid the late penalty.  NOTE:  In-class activities are not always subject to make-up.  If you have special needs in relation to this class please notify the instructor the first day of class.

**It is standard policy that on occasion xerox copies of student work will be made to document types of work for NCATE accreditation.  In all such instances the work will be kept anonymous.  If you object to having copies of your work anonymously included please notify the instructor.