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PSYC 3110

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PSYC 3110 Educational Psychology William G. Huitt, Ph.D. Last Revised: August 1999 Introduction Introduction Introduction Course Objectives Course Objectives Course ... – PowerPoint PPT presentation

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Title: PSYC 3110


1
PSYC 3110
  • Educational Psychology

William G. Huitt, Ph.D.
Last Revised August 1999
2
Introduction
Designed to introduce psychological principles
as they apply to teaching and learning.
The required second course in the core sequence
for the BS degree in Education.
Should already be admitted to the teacher
education program .
3
Introduction
The course objectives support the College of
Education Conceptual Framework Principles at an
introductory level.
Two principles are the primary focus of this
course
  • Principle 2--The teacher understands how
    children learn and develop, and can provide
    learning opportunities that support their
    intellectual, social, and personal development.

4
Introduction
The course objectives support the College of
Education Conceptual Framework Principles at an
introductory level.
Two principles are the primary focus of this
course
  • Principle 4--The teacher understands and uses a
    variety of instructional strategies to encourage
    students' development of critical thinking,
    problem solving, and performance skills.

5
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. (Principles 2-10)
6
Course Objectives
2. 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. (Principles 2-10)
7
Course Objectives
3. 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. (Principles 2-10)
8
Topics
I. Introduction (pp. 3-12) A. Purpose and
objectives of course B. Working in the
public schools C. Definitions D.
Objectives of schooling
9
Topics
II. Need for a scientific approach (pp. 12-26)
A. Hypothesis testing B. Theory building
C. Types of studies 1. Descriptive
2. Correlational 3.
Experimental
10
Topics
III. Guiding the Instructional Process
A. Planning (pp. 476-487) B. Instruction
(Chapters 7, 8, 9) C. Management (Chapter
11) D. Evaluating learning (Chapters 13
14) E. GA Teacher Obs. Instrument (GTOI)
11
Topics
IV. Theories of Learning A. Behavioral
(Chapter 5) B. Cognitive (Chapters 2, 6
8) C. Humanistic (91-96, 99-102) D.
Social Cognition
12
Topics
V. Motivation (Chapter 10) A. Theories of
motivation B. Increasing student motivation
13
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.
14
Field Experience
A course requirement is that students spend 2
clock hours per week as aides to teachers in the
public school system for a total of 20 hours.
School assignments will be made in the Valdosta
and Lowndes schools through your instructor.
15
Field Experience
If commuting students desire to complete this
experience in their hometown schools, the student
is required to make all arrangements with
principals and teachers.
A letter authorizing the student to work in the
school must be signed by the principal and
returned before the student actually begins
working.
16
Field Experience
Each student is required to show proof of
professional liability insurance. This may be
done privately or by joining one of the
professional educational organizations having a
local chapter at VSU.
Students are expected to adhere to the Code of
Ethics developed by the Georgia Professional
Standards Commission while engaged in their field
experience.
17
Students With Disabilities
Valdosta State University will make arrangements
for students who require special assistance due
to a disability.
If you require some assistance, please let me
know.
You must be registered with the Special Services
Program to receive special consideration for
taking tests.
18
E-Mail
Each student will be required to make 5 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
1. Four quizzes 30
2. Four announced tests 55
3. 5 e-mail postings
5
4. Lesson planning assignment 5
5. Teacher aide evaluation 5
20
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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