COURSE SYLLABUS EDUC 500 ADVANCED EDUCATIONAL PSYCHOLOGY

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1 Note: Course content may be changed, term to term, without notice. The information below is provided as a guide for course selection and is not binding in any form, and should not be used to purchase course materials.

2 EDUC 0 Course Syllabus COURSE SYLLABUS EDUC 0 ADVANCED EDUCATIONAL PSYCHOLOGY COURSE DESCRIPTION An overview of the contributions of psychology to the teaching-learning process. Topics include learning theory, individual differences, motivation, human development, exceptionality, teaching methodology, measurement and evaluation. RATIONALE The purpose of this course is to prepare teachers in areas such as research, up-to-date theories, and classroom-tested applications. Educational psychology equips teachers to think about how students learn at various levels of development, to make decisions before and during instruction, and to consider what constitutes evidence that their students are learning and succeeding. Educational psychology is foundational to study in every field of education. I. PREREQUISITE For information regarding prerequisites for this course, please refer to the Academic Course Catalog. II. III. IV. REQUIRED RESOURCE PURCHASE Click on the following link to view the required resource(s) for the term in which you are registered: ADDITIONAL MATERIALS FOR LEARNING A. Computer with basic audio/video output equipment B. Internet access (broadband recommended) C. Microsoft Office MEASURABLE LEARNING OUTCOMES Upon successful completion of this course, the student will be able to: A. List characteristics of good teaching to include biblical exhortations and applications to instruction. B. Integrate a biblical, Christian worldview into every applicable segment of educational psychology that represents a controversy by listing characteristics of good teaching to include character and its applications to instruction. C. Explain how research in educational psychology is applied to teaching and give examples of research findings that contribute to effective teaching with an application of a biblical worldview. Page 1 of 4

3 EDUC 0 Course Syllabus D. Describe some key characteristics of socio-emotional development during middle childhood and relate this information to theories of development. E. Trace the development of physical and meta-cognitive abilities of adolescents. F. Discuss several impacts of culture on student learning. G. Evaluate the significance and limitations of behavioral learning theories in education. V. COURSE REQUIREMENTS AND ASSIGNMENTS A. Textbook readings and lecture presentations B. Course Requirements Checklist After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1. C. Discussion Board Forums (4) Discussion boards are collaborative learning experiences. Therefore, the candidate is required to create a thread in response to the provided prompt for each forum. Each thread must be at least 300 words and demonstrate course-related knowledge and a biblical worldview. In addition to the thread, the candidate is required to reply to 2 other classmates threads. Each reply must be at least 200 words. The student must include at least 1 reference for each thread and reply in current APA format. D. Parkers Learning Styles Profile The candidate will complete a learning styles profile using the provided calculation form. E. Parkers Study Skills Inventory (2) This is a 2-part assignment. The candidate will take the inventory test 2 times. After taking the inventory the first time, the candidate will react to the results by answering a few questions after each study skill. After taking the inventory the second time, the candidate will reflect on study skills by comparing the first and second inventory scores. F. Parkers Philosophical Methodology of Learning Profile The candidate will view a PowerPoint presentation and then complete the methodology of learning profile. G. Customized Learning Theory Paper Annotated Bibliography The candidate will submit an annotated bibliography prior to submitting the final paper. The annotated bibliography must contain at least 8 scholarly sources. Final Paper The candidate will compile information from the course to write an 8-page paper in current APA format on his or her own customized learning theory. The paper Page 2 of 4

4 EDUC 0 Course Syllabus must include at least 8 references. The candidate will be graded on how well integration of 1 or more theories from this course has been developed into his or her own. The theory must be unified and congruent. H. Problem Prevention Plan The candidate will write a 2 3-page paper in current APA format explaining how the knowledge of effective classroom management in creating appropriate, best practice rules for the grade level of his or her choice was used. This Problem Prevention Plan must be an action molded for the first week of school. K. Quizzes (6) Each quiz will cover the assigned Reading & Study materials. Each quiz will be open-book/open-notes, contain 25 multiple-choice questions, and have a 1-hour time limit. VI. COURSE GRADING AND POLICIES A. Points Course Requirements Checklist 10 Discussion Board Forums (4 at pts ea) 200 Parkers Learning Styles Profile Parkers Study Skills Inventory (2 at pts ea) 120 Parkers Philosophical Methodology of Learning Profile Customized Learning Theory Paper Annotated Bibliography Final Paper 1 Problem Prevention Plan Quizzes (6 at pts ea) 300 Total 1010 B. Scale A = A- = B+ = B = B- = C+ = C = C- = D+ = D = D- = F = C. LiveText Submission Policy All LiveText assignments including those submitted in Blackboard and/or via SafeAssign must be submitted to LiveText in order for the student to receive credit for them. D. Late Assignment Policy If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by . Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions: Page 3 of 4

5 EDUC 0 Course Syllabus 1. Late assignments submitted within one week of the due date will receive a 10% deduction. 2. Assignments submitted more than one week late will receive a 20% deduction. 3. Assignments submitted two weeks late or after the final date of the course will not be accepted. 4. Late Discussion Board threads or replies will not be accepted. Special circumstances (e.g. death in the family, personal health issues) will be reviewed by the instructor on a case-by-case basis. E. Disability Assistance Students with a documented disability may contact Liberty University Online s Office of Disability Academic Support (ODAS) at LUOODAS@liberty.edu to make arrangements for academic accommodations. Further information can be found at Page 4 of 4

6 COURSE SCHEDULE EDUC 0 Textbooks: Slavin, Educational Psychology: Theory and Practice (2015). Van Brummelen, Walking with God in the Classroom (2009). EDUC 0 Course Schedule MODULE/ WEEK READING & STUDY ASSIGNMENTS POINTS 1 Slavin: ch. 1 Van Brummelen: ch. 1 2 presentations Course Requirements Checklist Class Introductions Background Check Quiz MAT/MED Core Advising Guide Quiz Parkers Learning Styles Profile Quiz Slavin: ch. 2 Van Brummelen: ch. 2 Parkers Study Skills Inventory Part 1 Quiz 2 3 Slavin: chs. 3 4 Van Brummelen: chs. 3 4 DB Forum 1 Quiz 3 4 Slavin: chs. 5 6 Van Brummelen: ch. 5 2 websites DB Forum 2 Parkers Philosophical Methodology of Learning Profile Quiz 4 5 Slavin: chs. 7 8 Van Brummelen: chs website DB Forum 3 CLTP Annotated Bibliography Quiz 5 6 Slavin: chs Van Brummelen: ch. 8 2 presentations Parkers Study Skills Inventory Part 2 Quiz 6 7 Slavin: chs presentations DB Forum 4 Problem Prevention Plan 8 Slavin: chs CLTP Final Paper 1 TOTAL 1010 DB = Discussion Board CLTP = Customized Learning Theory Paper NOTE: Each course module/week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at 11:59 p.m. (ET). The final module/week ends at 11:59 p.m. (ET) on Friday.