EDUCATIONAL PSYCHOLOGY

Educational Psychology

Department: Human Development & Learning

Course Number: HDAL 3310

Course Title: Educational Psychology

Semester Hours: Three (3)

Text: Slavin, R.E. Educational Psychology 6th ed.

A study of the systematic application of psychology principles to educational settings.

Additional Course Information: Educational psychology is the sub-discipline of psychology concerned with human learning and development in educational settings. This course is an introduction to the systematic use of scientifically based principles and procedures applicable to instruction and classroom behavior management. Also discussed are techniques and instruments for assessing student progress.

This course is appropriate for persons who seek to engage in individual of group classroom instruction, staff training, client teaching, counseling or related endeavors. "Comprehension" level competence is sought.

I. To formulate and implement practices leading to

development of positive teacher qualities.

II. To consider aspects of human development when program planning & teaching individual students.

III. To design staff training programs and gain

proficiency in professional development.

IV. To accommodate the impact of culture on learning

by celebrating diversity.

V. To define learning and apply cognitive-behavioral principles to the classroom.

VI. To conceptualize cognitive psychology and gain

expertise in brain-based learning.

VII. To describe constructivism and gain proficiency in

pedagogy.

VIII. To practice direct instruction and coordinate cooperative groups.

IX. To implement effective classroom management.

X. To identify and deal with the at-risk student.

Public/private education, student diversity, learning theories, intelligence, behavioral & classroom management, educational assessment, review of developmental psychology, teaching techniques, educational organizations, motivation, juvenile delinquency, special education, psychosocial problems.

Course Title: Educational Psychology

Credit Hours: 3

Semester: offered every semester including summers

Instructor: Steve Cockerham

Office: Rm 301A Warf-Pickel (Bldg 18) College of Education

Telephone: 423/439-4189 Office

Office Hours: 

Rev 01/01 

Text: Educational Psychology (6th edition) by Robert E. Slavin

The course generally follows the topics as outlined in the text, covering a chapter per week and combining a class format of lecture and applications. Study sheets are available at the end of the chapters as the bases of exams.

Examinations: There are four (4) exams given during the semester including the final exam. This means three (3) major tests and the final exam. The tests during the semester are scheduled in class toward the end of each month of school in session. Make-up tests may be arranged for illness or emergencies. The final exam must be taken at the date and time scheduled unless special arrangements are made.

Written Assignments: An essential aspect of this course relates to its written component. Assignments will be requested to document participation in class objectives. Three (3) creative writing assignments constitute a major portion of the course evaluation. The topics are listed below and further explained during class. These assignments are due sequentially by the ends of the second week of each succeeding month.

(1) Essential teacher qualities

(2) Memory analysis

(3) Effective behavior management

Grade Analysis: Each component - final exam, exams, and written assignments - counts equally (1/3 each).

Class attendance is required. Those who are unable to reasonably attend have not fulfilled class expectations. Absences over the semester which exceed 10% of class time can result in a lower grade.

Extra Credit: Those who involve themselves in learning experiences that exceed class expectations can receive points for these activities. This is not a requirement. Please discuss this option with the instructor before selecting a project.

Numerical equivalents (for computing averages from letter grades)

A 100 B 86 C 76 D 66

A- 93 B- 83 C- 73 D- 63

B+ 89 C+ 79 D+ 69 F below 60

Learning to become a teacher is in many ways a lifelong process. During the intensive phase of teacher education, learning can be construed as a continuum of opportunities to gain proficiency. Effective communication skills compose a predominant aspect of effective teaching. This course includes a component of practice teaching where students engage in a group presentation project. Students participate in an assigned group that receives a topic from the text. A variety of teaching methods are encouraged during the presentation, especially active teaching that involves class participation. Lecture should only form a part of the presentation. All group members are expected to participate in the presentation.

Class time will be made available to work on the project. Meeting outside of class time is optional, not mandatory. The presentation itself is not graded, only the self assessment. Peer assessments will be written by class members observing the presentations. Scoring rubrics are explained in class and text for additional skill in assessment. These peer assessments are confidential and read only by the instructor who summarizes for written feedback.

The following topics are selected for group presentation:

DIRECT INSTRUCTION

-How to plan and present an oral lesson and discussion.

COOPERATIVE GROUPS

-How to group students to enhance interest and achievement.

DISCOVERY LEARNING

-How to make learning an adventure.

MASTERY LEARNING

-How almost all can learn essential skills.

MOTIVATION

-How to facilitate self-directed learning.

INDIVIDUALIZING INSTRUCTION

-How to adapt teaching for any student and avoid tracking.

CREATIVITY

-How to solve problems in life and work.

CRITICAL THINKING SKILLS

-How to teach higher order cognitive skills.

COMPUTER-BASED INSTRUCTION

-How to utilize the computer in the classroom.

COMPENSATORY EDUCATION/EARLY INTERVENTION PROGRAMS

-How to prevent difficulties in education.

The presentations are targeted to take from 45 minutes to an hour. The instructor will use the remainder of the class time for additional instruction.

Use of instructional technology is encouraged as well as consultation with the Writing and Communication Center. Working with a presentation group also compares with team teaching, a possible educational design for a teacher. Educators in general will function on committees, in departments, as part of professional organizations and parent/teacher/student conferences. It's a significant capability needed by the professional educator.

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