Educational implications arising from major theoretical perspectives on learning. Emphasis on cognitive processes, learning strategies, principles of human development, and human behavior. Prerequisite: undergraduate course in Educational Psychology.

It is important that a data sheet is submitted on the first day of attendance for grade data purposes. Some of the topics are: Name, Address, S.S#, Phone #’s, Pin #, Major, family information, years of experience, etc.

1. To be able to apply psychological principles too aspects of teaching , learning, instructional and curriculum planning, organization and leadership, and classroom management.

2. To critically interpret current research in order to enlighten practical classroom applications of psychological learning theories.

3. To plan effective instruction based on learning principles, which allows for individual differences of students.

4. To be able to choose a contemporary topic in learning and write a concise and coherent paper about that topic.

5. To be able to describe and track memory processes in both storage and retrieval.

6. To be able to set up instructional activities emphasizing attention, perception, and motivation.

7. To be able to assess and facilitate procedures for accommodating teaching and learning styles.

8. To be able to differentiate between episodic and procedural memory devices.

 

1. To be able to assess and evaluate academic and curricular outcomes.

The course will be divided into three units of work with chapters, which have been arbitrarily set up into three topics:

1. leaning definitions and basic theories of learning
2. designing and implementing learning
3. individual differences, assessment, and evaluation

Outside assignments will be required for some of the units. Classroom activities will center around unit topics—discussions, group reports, worksheets, and films will be included. All outside assignments must be typed or prepared with a word processing program. Any assignment that is submitted early may be corrected after instructor evaluation. An exam is given at the end of each unit. Questions will range over the text and classroom work.

1. Grades for this course will be based on a point system derived from projects, tests, and papers. Cutoff for assigned grades from total points earned will be announced in the last half of the semester to allow for some flexibility. The letter grades are calculated as follows:

90% and up = A

80% - 89% = B

70% - 79% = C

60% - 69% = D

2. Projects are due on the date announced unless previous arrangements have been made. IF LATE, THEY WILL BE DROPPED ONE LETTER GRADE FOR EACH DAY OF TARDINESS. They must be prepared with acceptable grammar, spelling, punctuation, and must be typed using a dark print. No paper will be graded that falls below these standards. Projects that are submitted early will be corrected early and may be resubmitted. All papers and projects must have your name and the title of the assignment on it!!

3. At the end of each unit an exam will be given. No tardiness will be allowed for the exam. Excused absences will be required to take a make-up exam comprised of a different form before scheduled test date.

4. Attendance will be taken intermittently. Unexcused absences will be docked three points. Please make every effort to notify me on or before class date if you are to be absent.

5. Short unannounced group assignments will be administered during class time on an intermittent basis. Points from these count towards final grades. They will not be made up except by prearranged approval.

6. My policy on plagiarism is the same as the University’s.

A TYPED form of a journal is required for the final paper. This journal is a chronological collection of class sessions listing concepts and personally significant ideas with descriptions of personal experiences and/or personal happenings which tend to reinforce each concept listed. The journal is considered a subjective view of learning significant to the individual. It should be written in a form that is valuable to the writer and readable to the instructor. Organization of the journal is important so that the class material is clearly identified from the reflections that imply these concepts. You may chose from either a statement from the text or a statement from classroom work. At the top of each weekly entry, write out the quotation you chose and site it from lecture or text. You will need to submit 15 entries. Each entry should be a page or more in length. Personalize these entries with life experiences. Do not expand on the quotation with additional facts or reciting the textbook.

Use a good ink source for printing so that it is not a dim printed copy. Do not staple, but place in a pocket of a paper folder.