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PSYC 3110

PSYC 3110. Educational Psychology. William G. Huitt, Ph.D. Last Revised: August 1999. 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.

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PSYC 3110

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  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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