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PSYC 7020

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This course is designed to aid the inservice educator in predicting, ... College of Education Conceptual Framework Principles at an introductory level. ... – PowerPoint PPT presentation

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Title: PSYC 7020


1
PSYC 7020
  • Conditions of Learning

William G. Huitt, Ph.D.
Last Revised August 1999
2
Introduction
This course is designed to aid the inservice
educator in predicting, understanding, and
controlling the fundamental principles of
learning and human development as they apply in
educational settings.
The emphasis is on studying the variables shown
by research to affect students and educators
(especially classroom teachers) in the teaching/
learning process..
3
Introduction
The course objectives support the College of
Education Conceptual Framework Principles at an
introductory level.
Graduates are committed to their roles as helping
professionals.
Proposition 1
4
Introduction
The course objectives support the College of
Education Conceptual Framework Principles at an
introductory level.
Graduates are capable of excellence in their
professional practice.
Proposition 2
5
Introduction
The course objectives support the College of
Education Conceptual Framework Principles at an
introductory level.
Graduates think systematically about their
practice, use research, and contribute to the
knowledge base.
Proposition 3
6
Introduction
The course objectives support the College of
Education Conceptual Framework Principles at an
introductory level.
Graduates are members of learning communities.
Proposition 4
7
Course Objectives
1. Name and discuss the major categories of
variables that have been studied in educational
psychology in an attempt to answer the question
"Why do some students learn more than others?"
and arrange these in the form of a model of the
teaching/learning process.
8
Course Objectives
2. Name and discuss the major categories
addressed in a systems model of human behavior,
describing how behavioral, cognitive, humanistic
and learning/ development theories address
different factors in this model.
9
Course Objectives
3. Define learning and compare and contrast the
factors that behavioral, cognitive, humanistic,
and social cognition theorists believe influence
the learning process, giving specific examples of
how these principles could be used in the
classroom.
10
Course Objectives
4. Name and 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.
11
Topics
I. Introduction A. How can Ed Psyc help? B.
Characteristics of effective classrooms and
schools C. Model of teaching-learning process
12
Topics
II. Need for a scientific approach A.
Hypothesis testing B. Theory building
C. Types of studies 1. Descriptive
2. Correlational 3. Experimental
13
Topics
III. The Changing Context of Education A.
Industrial to information age B. National to
global economy C. Role of the family
14
Topics
IV. Theories of Learning A. Behavioral B.
Cognitive C. Humanistic D. Social Cognition
15
Topics
V. Guiding the Instructional Process A.
Planning B. Instruction C. Management D.
Evaluating learning E. GA Teacher Obs.
Instrument (GTOI)
16
Topics
VI. Measurement and Evaluation A. Basic
concepts B. Developing test C. Grading
17
Attendance
Students are expected to attend all class
sessions.
A student who is absent more than 10 of class
sessions will have his or her grade reduced one
letter grade.
A student who misses more than 20 of class
sessions will receive a grade of F for the course.
18
E-Mail
Each student will be required to make 10 e-mail
postings to the WebCT bulletin board.
The explanation of the e-mail requirements is
described in the materials packet.
Samples of appropriate e-mail postings are on the
web.
19
Grading
Option I
1. Four essay exams 55
2. Two objective exams 35
3. 5 article reviews
5
4. 10 e-mail postings
5
20
Grading
Option II
1. Four essay exams 45
2. Two objective exams 20
3. 10-page paper 30
4. 10 e-mail postings
5
21
Grading
Option III
1. Four essay exams 45
2. 25-page paper 50
3. 10 e-mail postings
5
22
Extra Credit
Up to ten points extra credit may be earned by
critiquing one or more of the following
1. research articles from education or psychology
journals,
2. cassette or video tapes,
3. computer software or web pages dealing with
issues related to the teaching-learning process.
The points will be added to a test grade.
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