Course Catalog

EDU260E Educational Psychology (3 credits) 9680

COURSE DESCRIPTION
The study and application of learning theories and psychological concepts and principles to the teaching-learning process. The teacher's responsibility to all types of special needs students is explored. Cognitive, affective, and psychomotor aspects of the teaching-learning process are considered. Other topics included are learning styles, state standards, assessments, statistics, tests and measurement, motivation, and classroom management. Includes a field experience lab.

COURSE OBJECTIVES
The student showing competence in this course will be able to:
1. Integrate biblically-based principles of faith in evaluating assumptions underlying all the theories presented in the textbook;
2. Demonstrate and understanding of educational psychology and how it may be applied in the classroom setting;
3. Understand, explain, and identify various stages or levels of development in physical, cognitive, and social growth according to Erikson, Piaget, Kohlberg, and Gilligan;
4. Assess age level, gender, and individual differences in learning, and develop individual learning experiences with regard to such;
5. Express an understanding of cultural and socioeconomic diversity;
6. Demonstrate the ability to accommodate student variability;
7. Translate behavioral and social learning theories to instruction;
8. Explain and analyze information-processing theories and their implications for the classroom;
9. Express an understanding and show application of constructivist learning theory in the classroom;
10. To model approaches of instruction in lesson planning;
11. Plan the use of motivation theory in helping students succeed;
12. Consider aspects of classroom management, and develop an individual strategy;
13. Understand and develop means for student assessment in the classroom;
14. Demonstrate an ability to make use of standardized tests to better understand how to meet student needs;
15. Express through a reflective journal an understanding of the rationale involved in becoming a reflective teacher.

REQUIRED TEXTS AND MATERIALS
Biehler, Robert F. and Snowman, Jack. Psychology Applied to Teaching, 11th ed. Boston: Houghton-Mifflin, 2006.

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INTEGRATION OF FAITH AND LEARNING
The textbook for this course presents various theories and practices regarding educational psychology. We will integrate biblically-based principles in evaluating the underlying assumptions of these theories and practices.

LEARNING DOCUMENTATION
To determine if the course learning results have been attained, students document their learning by completing the following items:

• Participation
• Reflective journal responses
• Site observations
• Chapter quizzes
• Essay
• Final Exam

Site observation: Each module, two hours need to be spent in a local classroom. During the observation time spent there, students will be given an assignment that coincides with that week’s readings. Grading is based on completion and quality of submission.

LEARNING EVALUATION
Discussion board participation: 15%
Devotional participation: 15%
Reflective journal responses: 10%
Site observation: 10%
Chapter quizzes: 10%
Final exam: 20%
Essay: 20%