Manual Educational Psychology

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<p>Educational Psychology</p> <p>CP 105</p> <p>__________________________________________________________________________________</p> <p>HEART Trust / NTA VOCATIONAL TRAINING DEVELOPMENT INSTITUTE (VTDI) EDUCATION AND TRAINING</p> <p>NO. OF CREDITS: 3 COURSE CODE CP 1O5</p> <p>TABLE OF CONTENTS---------------------------------------------------------------------------- July 2008 Prepared by Ruby Bramwell</p> <p>Page 1</p> <p>Educational Psychology</p> <p>CP 105</p> <p>__________________________________________________________________________________</p> <p>INTRODUCTIONExpectation of Students Course Aim and Course Outcomes Course Schedule Required Text and Supplementary Texts Learning and Teaching Approaches Method of Assessment 7 7 8 11 11 11</p> <p>6</p> <p>MODULE 1 THE TEACHER AND EDUCATIONAL PSYCHOLOGYOverview and Objectives WEEK1 Session 1. Definition of Key Terms/Introduction What is teaching? What is learning? What is pedagogy? What is andragogy? WEEK 2 Session 2 The Expert Teacher What makes a good teacher? What is the task of the teacher? Can good teaching be taught? Who is an Intentional teacher? What key behaviours are associated with outstanding teachers? Developing as a teacher? Session 3 REFERENCES Research in Educational Psychology How do we know what we know in Educational Psychology? 32 40 43 23 27 27 28 29 30 31 12 14 17 18 22 22</p> <p>---------------------------------------------------------------------------- July 2008 Prepared by Ruby Bramwell</p> <p>2</p> <p>Educational Psychology</p> <p>CP 105</p> <p>__________________________________________________________________________________</p> <p>MODULE 2 THEORIES OF DEVELOPMENTOverview and Objectives WEEK 3 Session 4 The Meaning of Development Piagets Cognitive Development Vygotskys Socio-Cultural Perspective WEEK 4 Session 5 45 46 51 44</p> <p>PERSONAL, SOCIAL AND MORAL DEVELOPMENTErik Eriksons Psychosocial Theory 56</p> <p>Session 6 REFERENCES</p> <p>MORAL DEVELOPMENT Jean Piaget and Lawrence Kohlberg 58 62</p> <p>MODULE 3 APPROACHES TO LEARNINGOverview and Objectives WEEK 5-6 Session 7 63</p> <p>UNDERSTANDING LEARNINGClassical Conditioning B.F. Skinners Operant Conditioning Premack Principle Intrinsic and Intrinsic Reinforcers Immediacy of Consequences Shaping Extinction Schedule of Reinforcement The role of Antecedents 69 70 70 71 71 72 73 64 67 68</p> <p>Session 8</p> <p>Applied Behaviour Analysis (Behaviour Modification)</p> <p>WEEK 7---------------------------------------------------------------------------- July 2008 Prepared by Ruby Bramwell</p> <p>3</p> <p>Educational Psychology</p> <p>CP 105</p> <p>__________________________________________________________________________________ Session 9 COGNITIVE APPROACH TO LEARNING What is the information processing model? Short term or Working Memory Long -term memory What causes people to remember or forget? How do meta-cognitive skills help students learn? WEEK 8 Session 10 78 77 77 77 75</p> <p>SOCIAL COGNITIVE AND CONSTRUCTIVIST VIEWS OF LEARNINGModelling and Observational learning Constructivist Views of Learning Creating a Constructivist Classroom Applying Cognitive Constructivism in the Classroom Constructivist Teaching Methods 82 84 88 79 80 81</p> <p>REFERENCES</p> <p>MODULE 4 MOTIVATION IN TEACHING AND CLASSROOM BEHAVIOUR MANAGEMENTOverview/Objectives WEEK 9 Session 11 Motivation Theories of Motivation Social Learning Approaches to Motivation Motivation as Growth WEEK 10 Session 12 Classroom Management in Perspective Characteristics of Effective Classroom Managers What are some Strategies for Managing Routine misbehavior Session 13 REFERENCES Using Applied Behavior Analysis Seven Principles for the effective and humane use of Punishment 115 118 109 112 113 106 90 93 99 101 89</p> <p>---------------------------------------------------------------------------- July 2008 Prepared by Ruby Bramwell</p> <p>4</p> <p>Educational Psychology</p> <p>CP 105</p> <p>__________________________________________________________________________________</p> <p>MODULE 5 EXCEPTIONALITIES AND CLASSROOM INCLUSIONOverview/Objectives WEEK 11 Session 14 Who are learners with exceptionalities? Understanding Intelligence Week 12 Session 15 Characteristics of students with learning disabilities Characteristics of gifted and talented students Week 13 Session 16 The teachers role in the inclusive classroom Lesson planning for inclusion WEEKS 14-15 REFERENCES 137 129 135 120 121 119</p> <p>FINAL ASSESSMENT</p> <p>---------------------------------------------------------------------------- July 2008 Prepared by Ruby Bramwell</p> <p>5</p> <p>Module 1: The Teacher and Educational Psychology</p> <p>CP 105</p> <p>__________________________________________________________________________________</p> <p>INTRODUCTIONWelcome to Educational Psychology. This course is designed to introduce psychological principles, theories, and methodologies to issues of teaching and learning in schools. It focuses on human growth and development in educational settings and involves the study of such questions as: How do people learn? How do the characteristics of the learner (individual differences, personality, cultural background,) influence learning? How can classrooms and schools be organized to facilitate learning? What are the most effective ways to teach? How should teachers approach classroom management and discipline? How can principles of developmental, social, and cognitive psychology be applied to education? It includes topics like child development, learning, motivation and creating learning environments. This course consists of five (5) modules. At the beginning of each session is a brief overview of the course along with the course objectives. The course objectives highlight what learners should achieve. Each module covers major areas of competencies and comprises an overview that specifies knowledge, performance and attitudinal requirements. Learners will be assessed, based on the Competency Based Education and Training strategies. It therefore, becomes necessary for learners to participate in all activities. Participants are also encouraged to purchase a copy of the prescribed text and to read other Educational Psychology texts for additional information. Remember this manual is just a skeleton of your course and does not eliminate the reading from other sources. I trust you will find this manual informative and useful. If you have any queries and/or corrections do not hesitate to make contact at the address given below: Ruby L. Bramwell (Mrs.) Vocational Training Development Institute 6 Gordon Town Road Kingston 6 Telephone # 9771700 - 5 EXT 2108</p> <p>---------------------------------------------------------------------------- July 2008 Prepared by Ruby Bramwell</p> <p>6</p> <p>Module 1: The Teacher and Educational Psychology</p> <p>CP 105</p> <p>__________________________________________________________________________________</p> <p>EXPECTATIONS OF STUDENTSParticipants are expected to display the attitudes that will best facilitate their progress in the course. It is expected that all students should be punctual, attend classes regularly and participate as is required by the lecturer or the formulated class groups. It is important, that work be submitted on time and that students who have good reason to be absent take the initiative to update themselves on the class they missed, collect all materials that were established and complete the required assignments. If assignments are to be completed on time and with the required level of accuracy and quality, working groups must be willing to meet and do extensive work outside of contact time. Only students who participate in group presentations in their assigned groups will be awarded grades. All students are expected to submit their best work</p> <p>COURSE AIMThe goal of this course is to provide students with an understanding of ways educational and psychological principles are beneficial in working with others in a teaching, advising, or counselling capacity.</p> <p>COURSE OUTCOMESAt the end of this course, participants should be able to: demonstrate knowledge of Educational Psychology and effective teaching interactions demonstrate understanding of the processes by which people learn define learning and compare and contrast the factors that cognitive, behavioral, and humanistic theorists believe influence the learning process, giving specific examples of how these principles could be used in the classroom. demonstrate understanding of theories of motivation and differentiate between the different theories develop and internalise appropriate attitudes towards teaching, learning and learners discuss the major components and techniques of classroom planning, management and instruction that have been addressed in the study of the teaching/learning process as well as how these general techniques can be modified to address individual differences.</p> <p>evaluate the impact of Educational Psychology on the teaching/learning environment</p> <p>---------------------------------------------------------------------------- July 2008 Prepared by Ruby Bramwell</p> <p>7</p> <p>Module 1: The Teacher and Educational Psychology</p> <p>CP 105</p> <p>__________________________________________________________________________________</p> <p>DATEModule 1 Week 1</p> <p>MODULESTHE TEACHER AND EDUCATIONAL PSYCHOLOGY DEFINITION OF KEY TERMS What is Educational Psychology? What is teaching? What is learning? What is pedagogy? What is andragogy?</p> <p>REFERENCESSlavin: Ormrod: Chapter 1 Chapter 1 Woolfolk: Chapter 1</p> <p>Week 2</p> <p>THE EXPERT TEACHER What makes a good teacher? What is the task of the teacher? Can good teaching be taught? Who is an intentional teacher? What are the qualities of outstanding teachers? What key behaviours are associated with good teaching? How can you develop as a teacher? Slavin: Ormrod: Chapter 1 Chapter 1 What is the goal of research in Educational psychology? What is the role of research in Educational psychology? How do we know what we know in Educational Psychology? Woolfolk: Chapter 1 Matalon: Elliott Chapter 1 Chapter 1</p> <p>RESEARCH AND EDUCATIONAL PSYCHOLOGY</p> <p>---------------------------------------------------------------------------- July 2008 Prepared by Ruby Bramwell</p> <p>8</p> <p>Module 1: The Teacher and Educational Psychology</p> <p>CP 105</p> <p>__________________________________________________________________________________</p> <p>DATEModule 2 Week 3</p> <p>MODULESTHEORIES OF DEVELOPMENT COGNITIVE DEVELOPMENT AND LANGUAGE Development: Some general principles</p> <p>REFERENCES</p> <p>Slavin: Chapter 2 Week 4 Piagets Cognitive Development Vygotskys Socio-cultural Perspective Woolfolk Chapter2</p> <p>PERSONAL, SOCIAL AND MORAL DEVELOPMENT Eriksons Psychosocial Theory Slavin: Chapter 5</p> <p>Module 3 Weeks 5- 6</p> <p> Piagets Theory of Moral Development Kohlbergs Theory of Moral Development APPROACHES TO LEARNING</p> <p>Woolfolk: Chapter</p> <p>Understanding Learning Behavioural Views of Learning Cognitive Views of Learning</p> <p>Slavin</p> <p>Chapter 6</p> <p>Woolfolk: Chapter 7</p> <p>Weeks 7- 8</p> <p>SOCIAL COGNITIVE AND CONSTRUCTIVIST VIEWS OF LEARNING Social Learning and Cognitive Theories Constructivism and Situated Learning Slavin: Chapter 8</p> <p>Woolfolk: Chapter 9</p> <p>---------------------------------------------------------------------------- July 2008 Prepared by Ruby Bramwell</p> <p>9</p> <p>Module 1: The Teacher and Educational Psychology</p> <p>CP 105</p> <p>__________________________________________________________________________________ Module 4 Week 9 MOTIVATION IN TEACHING AND LEARNING What is motivation? Theories of motivation What affects students motivation How can teachers increase students motivation Slavin, Chapter 11 Woolfolk, Chapter 12 Matalon: Chapter 6 Physical environment Psycho-social environment Procedures Rules Consequences Reducing unwanted behaviours Benign procedures for reducing unwanted behaviours Effective use of punishment Slavin Chapter 12 Eggen Chapter 5 Ormrod Chapter 5 ODonnell Chapter 4 Slavin, Chapter 13 Woolfolk, Chapter 8 Matalon: Chapter 5 Slavin: Chapter 9 Woolfolk: Chapter 10 Matalon: Chapter 5</p> <p>Weeks 10</p> <p>CLASROOM BEHAVIOUR MANAGEMENT</p> <p>CREATING A POSITIVE LEARNING ENVIRONMENT</p> <p>DEALING WITH MISBEHAVIOURS</p> <p> Module 5 Weeks 11-13 Weeks 14 -15</p> <p>EXCEPTIONALITIES AND CLASSROOM INCLUSION Who are learners with exceptionalities? Understanding Intelligence Characteristics of students with learning disabilities Characteristics of gifted and talented students The teachers role in the inclusive classroom Lesson planning for inclusion</p> <p>FINAL ASSESSMENT</p> <p>REQUIRED TEXTSlavin, Robert E. (2000). Educational Psychology: Theory and Practice. Allyn and Bacon: Boston.</p> <p>SUPPLEMENTARY TEXTS---------------------------------------------------------------------------- July 2008 Prepared by Ruby Bramwell</p> <p>10</p> <p>Module 1: The Teacher and Educational Psychology</p> <p>CP 105</p> <p>__________________________________________________________________________________ Biehler, Robert F. and Jack Snowman (1993) Psychology applied to teaching. Houghton Mifflin Co: Boston Elliott.et.al. (2000) Educational Psychology: Effective Teaching, Effective Learning.McGraw Hill: Boston Matalon, Barbara A. (1998) Classroom and Behaviour Management. Stephensons Litho Press. Kingston ODonnell Angella.et.al. (2004) Educational Psychology: Reflection for Action. Wiley Press NJ Ormrod, Jeanne . (2003) Educational Psychology. Pearson Education: New Jersey Sternberg, Robert. (2002) Educational Psychology. Allyn and Bacon: Boston Woolfolk, Anita. (2004) Educational Psychology. Allyn and Bacon: Boston Internet Sources</p> <p>LEARNING AND TEACHING APPROACHESGroup Projects Small group learning (cooperative) Self - instruction Lectures Individual Research Case Studies Discussions Brainstorming</p> <p>METHOD OF ASSESSMENTCourse work and Presentations Final - Oral Presentation 40% 100% 60%</p> <p>---------------------------------------------------------------------------- July 2008 Prepared by Ruby Bramwell</p> <p>11</p> <p>Module 1: The Teacher and Educational Psychology</p> <p>CP 105</p> <p>__________________________________________________________________________________</p> <p>MODULE 1 THE TEACHER AND EDUCATIONAL PSYCHOLOGY</p> <p>OVERVIEWThis module seeks to bring to the fore one very important attribute of all outstanding teachers: intentionality or the ability to do things for a reason, purposefully. In achieving this focus, the module sets the framework by looking first at some basic but important definitions and then dives into the different faucets of intentionality. LEARNING OBJECTIVES After studying this module, you should be able to do the following: define educational psychology and the areas of study that it includes enumerate the goals of educational psychology, and apply these goals to educational practice. enumerate the traits of a good teacher and assess their personal trait understand the steps one must accomplish to become an effective and intentional describe how teaching requires a balance of reflection and technique critically evaluate the qualities of different teachers in ones experience identify the concerns of beginning teachers, and describe how...</p>